This badge certifies competence in technology skills related to Dance Education.
To earn the badge, complete the [Dance Teacher](https://pathways.badgr.io/public/pathway/5b8030471d662d3b4970580f/element/5b2920efbe9f4f726122aa1f) pathway.
Computational Thinking (CT), considered a fundamental literacy of the 21st Century, is increasingly gaining traction with educational associations and school systems around the world. This badge builds on the Understanding Computational Thinking badge and certifies earners’ ability to apply sound instructional strategies to integrate CT in their classrooms.
Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
ISTE Student Standard 5: Computational Thinker
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
#Earner Support - **Tutorials:** [Teaching Computational Thinking Badge Guide](https://iptedtec.wixsite.com/techwithkids/badge-guides) on [Tech with Kids](https://iptedtec.wixsite.com/techwithkids) website - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1lKahXXF8dyO4sayw2WUtZMuRxjeMYsW4K0abBrek2DY/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Sample CT Lesson Evaluation After learning about effective and developmentally-appropriate computational thinking integration, watch the following video and use the **CT Teaching Rubric** (on your [submission form](https://docs.google.com/document/d/1lKahXXF8dyO4sayw2WUtZMuRxjeMYsW4K0abBrek2DY/copy)) to thoroughly evaluate the lesson. ###- Video: [Unplugged - Computational Thinking - Lesson in Action](https://www.youtube.com/watch?v=b4a7Ty1TpKU) ###- _**Note:** The specific criteria for evaluation are noted below in requirements 1.1-1.4. **Pay special attention to the instructions in parentheses to guide your evaluation.** Also, it is **strongly recommended** that you review the information in the Badge Guide for this badge before attempting to fulfill this requirement._ ###1.1 Criterion 1: CT Content The teacher explicitly teaches specific CT skills, attitudes, and approaches. **(Evaluator comments should note specific CT concepts being taught and where in the lesson these took place.)** ###1.2 Criterion 2: Effective Strategy The teacher integrates sound pedagogical principles, best practices, and/or effective teaching strategies associated with effective integration of CT. **(Evaluator comments should analyze specific strategies or principles demonstrated or not demonstrated by the teacher.)** ###1.3 Criterion 3: Developmental Appropriateness The teacher integrates CT education in a developmentally-appropriate way for the students. **(Evaluator comments should thoroughly explain why the lesson was developmentally-appropriate and/or which aspects of the lesson were not developmentally-appropriate.)** ###1.4 Criterion 4: PIC-RAT Placement How would you classify this lesson on the [PIC-RAT](https://www.youtube.com/watch?v=bfvuG620Bto&t=1s) matrix? Why? **(Evaluator comments should provide adequate rationale for the placement.)** ##2. CT Lesson Plan Create a lesson plan for your classroom/teaching domain that explicitly integrates principles and vocabulary of computational thinking in an effective and developmentally-appropriate way. You will self-evaluate this lesson plan based on the **CT Integration Rubric** on your submission form. Your badge reviewer will use the same criteria to evaluate your work. Include your lesson plan on your submission form. ###- _**Note:** The CT Integration Rubric is a slightly modified version of the CT Teaching Rubric you already used in requirement 1._ ##3. Lesson Plan Self-Evaluation Use the **CT Integration Rubric** (on your submission form) to thoroughly evaluate your lesson plan. Your reviewer will also evaluate your lesson plan based on this rubric. _**Note:** The specific criteria for evaluation are noted below in requirements 3.1-3.4. **Pay special attention to the instructions in parentheses to guide your evaluation.**_ ##3.1 Criterion 1: CT Content Integration The teacher explicitly integrates specific CT skills, attitudes, and approaches with other content knowledge in the teacher’s domain. **(Evaluator comments should note specific CT concepts being taught and how these concepts are integrated into other content areas such as Math, English, or Science).** ##3.2 Criterion 2: Effective Strategy The teacher integrates sound pedagogical principles, best practices, and/or effective teaching strategies associated with effective integration of CT. **(Evaluator comments should analyze specific strategies or principles demonstrated or not demonstrated by the teacher.)** ##3.3 Criterion 3: Developmental Appropriateness The teacher integrates CT education in a developmentally-appropriate way for the students. **(Evaluator comments should thoroughly explain why the lesson was developmentally-appropriate and/or which aspects of the lesson were not developmentally-appropriate.)** ##3.4 Criterion 4: PIC-RAT Placement Where would you categorize this lesson on the PIC-RAT matrix? Why? **(Evaluator comments should provide adequate rationale for the placement.)**
Tools like Quizlet make creating and sharing digital flashcards easier than ever before. They also provide a variety of interactive ways to study flashcards including quizzes and games. This badge requires individuals to create and organize decks of digital flashcards. Earners will create a set of at least 10 cards, find related sets created by other users and organize these sets into folders and classes. At least one set of flashcards will be embedded on a webpage.
ISTE Student Standard 3: Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
ISTE Student Standard 1: Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators:
# Earner Support - **Tutorials:** [Interactive Flashcards](https://badgeschool.wordpress.com/tag/interactive-flashcards/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Quizlet](https://quizlet.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1QKTud7p42PrBYyBZiS1qzQ_WxHA1BdFqAKnmuegPHSY/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Create a Deck ### 1.1 Set Create a set of at least 15 cards. ### 1.2 Title & Description Add a title and description to the set. ### 1.3 Image Add a relevant picture to at least one card. ## 2. Create a Folder ### 2.1 Title Add a title and description to the folder. ### 2.2 Add relevant sets Add at least one relevant set that you created and one that was created by someone else to your folder. ## 3. Create a Class ### 3.1 Title & Description Add a title and description to the class. ### 3.2 Add relevant sets Add at least one relevant set that you created and one that was created by another user ## 4. Share ### 4.1 Embed to website Embed at least one deck of flashcards onto a page of any website. Add the URL to this page onto your submission form. ### 4.2 Links Make sure that your deck, folder, and class are publicly viewable, and add links to all three of these to your submission form.
With mobile technology becoming more accessible in schools, teachers have the opportunity to take advantage of numerous apps to help improve student engagement and overall classroom effectiveness. Through this badge, teachers will be exposed to a variety of instructional material that will help them learn and be more comfortable with mobile technologies. To earn the badge, teachers will collaborate to design an effective mobile integration plan; explore at least 10 subject-specific apps they could use in their classrooms; evaluate apps in greater depth; and participate in a discussion with their peers about mobile learning.
Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.
Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.
#Earner Support - **Tutorials:** [Mobile Learning](https://badgeschool.wordpress.com/tag/mobile-learning/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [iOS App Store](https://www.apple.com/ios/app-store/); [Google Play Store](https://play.google.com/store/apps?hl=en) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1ss2isaj9ymv7dc9JXDAmXmCAEqhtwueYAh0IO5qakSA/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Tech Integration Plan Collaborate with other teachers to create a viable, informed plan for integrating mobile devices into your classrooms. Your plan should include answers to the following questions: - Why do you think this is the best choice for your department? - How would you use those devices? For what kind of learning activities? - What are the challenges you think you might encounter? - What strategies can you use to address those challenges? Place a link to an online, publicly viewable version of your plan document on your badge submission form. ##2. Mobile App Discovery ###2.1 App Exploration Spend some time exploring at least 10 apps in the Android or Apple app store that may be useful for teaching your specific subject area. The idea is that you don’t pick the first two apps you find for your project, but actually look around the app store to explore the available options. Look at the staff picks (Android) and curated collections under the education category (Apple) to find some good places to start. On your submission form, record the names of the 10 apps you explored. ##2.2 App Selection & Review Pick two (2) apps that you feel are the best for your teaching purposes. Try to pick apps that you think others may benefit learning about too and may not already know. Write a review of each of your chosen apps. Your review should address the following: - What is the app, how much does it cost, and which operating systems/devices is it available for? - Briefly share an idea for how you could use the app in your teaching. Use this idea to help you answer the other questions. - Explain on what square in the [PIC-RAT matrix](http://roycekimmons.com/tools/picrat) this app would belong? Why? - How effective do you feel using this app for this learning activity would be at promoting learning? Why? - How efficient do you feel using this app for this learning activity would be? In other words, will it save you and students time, or take it? Is there a steep learning curve? - How engaging do you feel using this app for this learning activity would be? Is it fun? Because learning should be fun! ##2.3 Discussion Discuss with your peers what apps they use or want to use for teaching in their classrooms. Record a summary of your discussion on your submission form. Or, if the discussion is online, insert a screenshot of a portion of that discussion in which you participated. ##2.4 Submit Review (Optional) If requested by your badge reviewer, submit your two app reviews via this [Google form.](https://goo.gl/forms/gP7CEFSIR5us1O9M2)
This badge certifies competence in technology skills related to teaching English Language Arts.
To complete this badge, follow the [English Teacher](https://pathways.badgr.io/public/pathway/5b7dc6d6be9f4f615a9235b2/element/5b2920efbe9f4f726122aa1f) Pathway.
Nearpod is an online tool that allows you to make highly interactive presentations for your students. Engage your students by integrating activities, videos, and websites into traditional presentations. Teachers can clone Nearpods by other teachers, or simply upload traditional PowerPoint presentations to unlock the features of Nearpod in their classroom. The badges requires students to create their own relevant presentation by including videos, images, text, and various activities. Students will also run a live lesson so they can see how Nearpod operates in live conditions.
# Earner Support - **Tutorials:** [Nearpod](https://badgeschool.wordpress.com/2018/01/15/nearpod/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Nearpod](https://nearpod.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1w1RzWMYxOZ9EE5EDJuT4y9PLvYirAe88Y6n3D9e9p44/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Profile ### 1.1 Create a Profile After creating an account and profile on Nearpod, add a professional picture. Set notification settings as desired. Take a screenshot of your settings page that show your picture, and notification settings, and add it to your submission form. ### 1.2 Add Presentations to Library Explore presentations relevant to your field of study to get an idea for what final presentations may look like. Add at least two (2) free presentations to your library. Take a screenshot of your library and include it on your submission form. ## 2. Create Your Own Presentation ### 2.1 Add Quiz Add at least one (1) quiz to your presentation. Include a relevant image with the quiz. ### 2.2 Add Video Add at least one (1) relevant video to your presentation. ### 2.3 Add Draw It Add at least one (1) relevant "Draw It" activity to your presentation. ### 2.4 Add Question Add at least one (1) relevant open-ended question to your presentation. ### 2.5 Additional Content Add at least one (1) other slide from the content option (field trip, audio, PDF, etc.). ### 2.6 Additional Activity Add at least one (1) other slide from the activity option (poll, fill in the blanks, memory test, etc.). ### 2.7 Screenshot Click on the "Edit" option of your presentation so you can see each slide. Take one or more screenshots to show all slides of your presentation. If you upgrade to a gold membership, you may export your presentation as a PDF file, but the free version doesn't make this feature available. Include your screenshot(s) on your submission form. # 3. Live Lesson Run a live lesson while recording your screen. Join a live lesson as a student, or have a friend join the lesson. In your screen recording/screencast, narrate the lesson in your own voice, being sure to highlight the following: 1. the student's quiz result, 2. sharing the student's Draw It submission, and 3. receiving feedback to the open-ended question. Upload your screencast to YouTube and make sure that anyone with a link can view it. Share the URL to your video on your submission form. ## 4. Reflection On your submission form, write a reflection on your experience with Nearpod. Consider the following prompts: - In what ways would Nearpod enhance a presentation? - What is the potential value of Nearpod in your classroom? - What are the pros/cons of Nearpod as opposed to other presentation technologies? - What are examples of lessons that could effectively utilize Nearpod? - How could Nearpod enhance the student experience and improve on learning outcomes?
Show competency in Educational Media Production.
Earn several badges to demonstrate competency in Educational Media Production
This badge certifies competence in technology skills related to teaching Family, Home, and Computer Sciences.
To earn this badge, completed the [FACS Teacher](https://pathways.badgr.io/public/pathway/5b802804c94948208c1c074e/element/5b2920efbe9f4f726122aa1f) pathway.
A badge to help you become a badge issuer. This badge will require earners to use a badging platform of their choice to create a badge with relevant, actionable criteria. They will then provide a written summary of their badge and issue at least one badge to at least one earner.
Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.
Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning.
Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.
ISTE Student Standard 2: Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
#Earner Support - **Tutorials:** [Badger](https://badgeschool.wordpress.com/tag/badger/ ) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tools:** [Badgr](https://www.badgr.io/); [Credly](https://credly.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1MFHULcxss8r1_6P0dk3muF-fzlEiFbsTiFQiClbofpw/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, copy the URL and submit it to your Badgeschool reviewer (please make sure anyone with a link can view the document). - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Create Create a badge to issue. For the badge, develop - a description - clear, actionable criteria and evidence requirements for students. - clear grading criteria for the issuer. - a plan for seeking endorsements to the badge. ##2. Publish Use a badging platform of your choice to publish at least one of your badges. Copy and paste the URL for the badge onto your submission form. ##3. Issue Using the badging platform of your choice, issue a badge to at least one earner. Take a screenshot that shows you have done this and add it to your submission form. ##4. Document Include on your submission form a written summary of your badge that answers the following questions: 1. Who is this badge for? 2. How can this badge be earned? 3. How might this badge fit into a student's educational plan? 4. What are the criteria for the students? 5. What are the criteria for the grader/issuer? 6. What are your plans for seeking endorsements for this badge?
#Earner Support - **Recommended Tool(s):** For Promethean Board: [ActivInspire](https://support.prometheanworld.com/download/activinspire.html) (desktop app) or [ClassFlow](https://classflow.com/) (cloud-based app); For SmartBoard: [SMART Notebook](https://support.smarttech.com/downloads) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/117Klm9EQDzGbhCRJn321j14lOMuPTvVnDjnourHmh4k/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements After choosing an interactive whiteboard platform (e.g., SmartBoard, Promethean Board), download or access your platform of choice and create a document (these will have different names, such as “flipchart” or “notebook.”). Add content and include a minimum of 5-7 pages to create a mini-lesson in a grade level and subject area of your choice. It should incorporate the interactive features of the interactive whiteboard. Ensure that it includes a clear beginning, middle, and end to your mini-lesson and it is aligned to state standards and lesson objectives. **When you are done, you will create a screen recording of your presentation that shows all required elements. Upload this screencast to YouTube, ensure anyone with a link can view it, and paste the URL of the video at the top of your submission form.** ###1. Choose a Background Choose a template as the background for your lesson. ### 2. Image Add an image. ###3. Shapes Add shapes to your mini lesson. Lock at least 1 shape in place. Make at least one shape clone when dragged. ###4. Text Add text. ###5. Link Insert a link that is related to the content of your mini lesson. ###6. Audio Insert audio using the Recorder tool, if available, or sound effects. ###7. Video Add video from the web. You can do this via a URL or an uploaded video. ###8. Interaction Describe how students will manipulate and interact with the elements you incorporated into your mini-lesson. ###9. Assessment Add quiz questions or other type of learning assessment to gauge understanding. ###10. Review Resources Look at 3 presentations/games/resources available online. These can be found in the ClassFlow Marketplace for Promethean and SMART Exchange for SMART boards. - Add links to the 3 presentations you reviewed. - Choose 1 to evaluate how well it makes use of interactive features. Describe the features. - Would you use this resource in your classroom as is? Why/why not? What would you change? What ideas, activities, or principles of interaction could you incorporate in a future lesson? ###11. Reflection On your submission form, include a written reflection that responds to each of the following prompts: - What features of your chosen resource most appeal to you? Why? How can this tool facilitate a learning experience? - How does your tool of choice compare with other similar tools (list both pros and cons)? - In what ways could this tool replace, amplify, and/or transform traditional classroom settings? How could you use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT framework](https://www.youtube.com/watch?v=bfvuG620Bto)).
This badge is offered through the EdTech Certificate program at the University of Memphis. It demonstrates that the learner understands how social media can be used in education.
###Requirements To earn the Social Media and PLN badge, you must complete Module 5 in IDT 7062. In addition to submitting your work to Google Classroom, you will also submit your work here in Badgeschool as evidence that you have completed the work to earn the badge. ###Submission Submit the Google Doc as instructed in the Submission section of the assignment.
Interactive timelines can be a powerful tool for teachers and students. Various technologies will allow teachers, students, and groups to build and share timelines that include organized information, images, videos, and links to additional sources.
#Earner Support - **Tutorials:** [Interactive Timelines](https://badgeschool.wordpress.com/tag/interactive-timelines/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tools:** [Timeline JS](https://timeline.knightlab.com/), [Sutori](https://www.sutori.com/), [Free Timeline](http://free-timeline.com/), [Time Toast](https://www.timetoast.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1innkA4GBXV0GrPS7dTekhV5euDOwzmHQsk1tyK_F-XI/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Lesson Plan Think of ways in which creating and sharing timelines may be useful in your field. Form a brief plan for a lesson or assignment that utilizes the features offered by a timeline creation tool. Include a summary of this plan on your submission form. To earn this badge, create a timeline that suits the planned lesson or that serves as a sample for the student assignment. ##2. Build Timeline ###2.1 Create Timeline Create a timeline or story. Give your timeline an appropriate title (and description if supported as a free feature). Various tools will allow additional labels, such as adding a category, timezone, thumbnail, and tags. Label your timeline to the extent your technology allows. If you can edit the visual theme, make sure it is appropriate to the subject matter. On your submission form, indicate the name of your timeline. ###2.2 Add Events Add at least five (5) events to your timeline. Each of these events should have an appropriate name, date, and description. On your submission form, indicate which 5 events you added to the timeline. ###2.3 Add Other Visual Elements Embed any of the following that are supported as free features in your tool of choice. (If the feature is not supported or not free, please simply indicate that on your submission form): - An image - A video - A hyperlink - Rich-formatted text (e.g., bold, italics, etc.) - An embedded web object - A quiz - An era or time span ###2.4 Publish Check the permissions of your timeline to make sure anyone can view your timeline. Publish your timeline and paste its URL onto your submission form. ##3. Reflect In your portfolio's sub-page, answer the following questions: - How can my future students use interactive timelines to enhance their learning experience? - How could I as a teacher use them to enhance my lessons or assignments?
A learning management system (LMS) can be a great way to organize content, create assignments, assess learning, facilitate discussions, communicate with students and parents, collaborate with colleagues, and track class data. Earners will demonstrate the basic ability to use an LMS using a tool of their choice. Individuals interested in earning this badge will explore the features of a learning management system by creating a fictional class/course and posting course content, quizzes, polls, assignments, updates, etc. to the course.
#Earner Support - **Tutorials:** [Learning Management Systems](https://badgeschool.wordpress.com/tag/learning-management-systems/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Canvas](https://canvas.instructure.com/login/canvas); [Google Classroom](https://classroom.google.com/u/0/); [Edmodo](https://www.edmodo.com/home); [CourseSites](https://www.coursesites.com/); [Schoology](https://www.schoology.com/); [Versal](https://versal.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1ufY7Rk7oesFhZ8XoSYJjeG1HmQP_EoM7A_W7o8DtCws/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Pedagogical Reflection Research and consider pros and cons of a few different Learning Management Systems, and choose one that you like the best. Write a brief reflection in response to the following prompts: - How could you as a teacher and your future students use this tool for lessons, updates, assignments, studying, assessments, etc.? - What features of your chosen LMS most appeal to you? Why? How can this tool facilitate a classroom experience? - How does your tool of choice compare with other similar tools (list both pros and cons)? - In what ways could this tool replace, amplify, and/or transform traditional classroom settings? How could you use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT framework](https://www.youtube.com/watch?v=bfvuG620Bto).) ##2. Basic Setup ###2.1 Account & Profile Using the learning management system (LMS) of your choice, create an account and basic user profile/ePortfolio with a professional picture and a brief bio. Set privacy settings as desired. Include a screenshot of your profile page on your submission form. ###2.2 Course Setup Create a private course/class/group (name varies by LMS) with at least three (3) “students” (they may be friends or colleagues from your program of study). On your submission form, include instructions for how your badge reviewer can access the course as if they were a student (e.g., course code, join link, etc.). ##3. Course Content ###3.1 Instructional Content Add instructional content to your LMS using whatever format makes sense for your content and the features of your LMS. For example, if your system allows for it, you may add a lesson, module, or page with textual and/or multimedia content. Or, you may add a note, folder, file, or page with linked, uploaded, or embedded educational content. Your content may be in the form of a single page or lesson, or may take up multiple lessons, notes, or posts. Your instructional content should include at least one instance of each of the following elements: 1. Text 2. Image 3. Video 4. Attached File (Either uploaded or embedded/linked from a cloud-based service such as Google Drive or Dropbox) 5. Hyperlink to external content 6. Content Organizers (e.g., folders, headers, tags, etc. as allowed by your system of choice). On your submission form, include information about where to find each of the elements listed above. ###3.2 Assignment Add at least one assignment to your LMS. Include assignment details, resources needed to complete it (e.g., videos, files, etc.), assessment criteria (e.g., a rubric), and a due date. On your submission form, indicate where this assignment can be found. ###3.3 Assessments Add at least one instance of each of the following types of assessments to your course: 1. Poll or Survey. 2. Quiz or Test that includes at least three (3) different types of questions (e.g., multiple choice, true/false, free response, drag & drop, etc.). On your submission form, include information about where to find each of the elements listed above. ###3.4 Events Add at least four (4) events to your system’s built-in calendar or schedule. These might include class topics, due dates, extra-curricular activities, etc. On your submission form, include information about where to locate the calendar or schedule within your course. ###3.5 Updates Post at least two (2) notes or updates to an appropriate location within your LMS. On your submission form, include information about where to find the updates page. ###3.6 Discussion Start at least one discussion thread within your LMS and comment on it at least once. On your submission form, include information about where to find this thread. ###3.7 Additional Content Showcase Showcase at least three (3) additional features enabled by your LMS of choice. Common examples include specialized assessment, content, or practice gadgets; badges for student recognition; grade and attendance data; learning analytics; etc. **If your tool includes a grade book (or similar tool) as a free feature, you must include this as one of your additional content items**. Your showcase may be in the form of screenshots with a captions showing that you used the feature(s); a screencast with narration of you demonstrating the feature(s); a textual explanation of what you did and where to find the feature(s) as a student in your course; or some combination of the above formats.
Individuals learning this badge will be introduced to Twitter basics including following individuals, searching for hashtags, and creating tweets. Additionally, users will also create a "TweetDeck" that can be used to schedule announcements for students.
Educators inspire students to positively contribute to and responsibly participate in the digital world.
#Earner Support - **Tutorials:** [Twitter](https://badgeschool.wordpress.com/2016/09/28/twitter/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Twitter](https://twitter.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1zBzqzAh67WDTeUrWZJaypHWcoRVN8Mh4bkne6lbhqoY/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Account Creation and Tweeting ###1.1 Sign-Up Create your Twitter account at Twitter.com ###1.2 Add Picture Add a professional profile picture to your account. ###1.3 Follow Follow 5 people in your field. ###1.4 Re-Tweet Find a tweet with a hashtag (#) relevant to your field and re-tweet it. ###1.5 Create Tweets Create 4 new tweets including at least 1 with a link, 1 with a video or picture, and 1 with a hashtag (e.g. Don’t forget your Emancipation assignment is due tomorrow! #History101MS). ###1.6 Pubic Link Copy your the link to your public Twitter profile and paste it onto your submission form. ##2. TweetDeck ###2.1 Account Setup Visit [Tweetdeck.com](https://tweetdeck.twitter.com/) and create your account by signing in, downloading the Chrome app, or downloading the desktop version. Once inside Tweetdeck, add your Twitter account. ###2.2 Add Accounts Add a second Twitter account to your Tweetdeck (this will likely be for a class that you will teach in the future). This will require that you create a second Twitter account using an alternate email address. ###2.3 Scheduled Tweets Schedule 3 future tweets that would be relevant to a teaching situation. These might be used as reminders for assignments or as part of a lesson plan schedule. ###2.4 Add Columns Use the “Add column” function to add a “Tweets” column, “Mentions” column, “Scheduled” column, and another column of your choice. ###2.5 Take a Screenshot Take a screenshot of your TweetDeck showing your added columns. Include the screenshot on your submission form.
This badge demonstrates that the earner has observed technology integration practices in his or her domain and taken the first steps to integrating technology into his or her classroom. It is designed to be completed during a practicum or student teaching experience.
#1. Observation ##1.1 Submission Form. Copy this [submission form](https://docs.google.com/document/d/1S4gtb0C3uKLEFTKvOu_7qhgBsrlD-NeHej-dhNWuE48/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. ##1.2 Catalogue Catalogue all of the technologies available to you in your classroom, school, and students’ homes (you will likely need to guess, but explain why you think your guess is a good one). ##1.3 Interview Talk to your mentor teacher about how they use technology in their teaching, or how they have seen it used by other teachers they know. Write a reflection in which you respond to the following prompts: + Describe the insights you gained from this discussion. + What are at least two ideas for using technology that you gained from your mentor teacher or other teachers at the school? + What level of PIC-RAT you think these integration ideas represent? Why? #2. Practice ##2.1 Lesson Plan Report For one of the lesson plans you teach during your practicum, use technology appropriately to improve the learning. Write a reflection on your lesson plan in which you respond to the following prompts: + What technologies did you use? + Briefly describe the learning activity. + What level of PIC-RAT do you think this represents? Why was this a good choice to use the technology this way? + How did you plan for classroom management of the technology? + How did you plan for a backup plan in case the technology did not work as you intended? + How did you accommodate any special or diverse needs among your students? (e.g. those with language barriers, less access to technology at home, gifted learners, learners with disabilities).
This badge certifies competence in technology skills related to Elementary Education.
To earn this badge, complete the [Elementary Educator Pathway.](https://pathways.badgr.io/public/pathway/5b75b988be9f4f615a9224cd/element/5b2920efbe9f4f726122aa1f)
This badge certifies that the earner has completed a rigorous process to design, develop, validate, and evaluate an open badge and its related instructional materials.
#Earner Support - **Tutorials:** [Create a Badge](http://badgeschool.wordpress.com/2018/08/24/create-a-badge/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Badgr](www.badgr.io) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1TT0o7daSaBdG-uhvtjhRFjqdQAfQgN-dRdhLfIWwKpo/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) #Badge Requirements ##1. Concept Analysis & Approval _Use Section 1: Concept Approval Form on your submission form to complete this section._ ###1.1 Concept Analysis Referencing the criteria/questions on the tutorials site linked to above, write 1-2 paragraphs justifying why your concept should become a badge. Include your justification on your submission form in the space provided. ###1.2 Initial Design Based on your analysis, decide how you will brand this badge. (The tutorial materials linked to above will likely be very useful). You will need to create the following: - Badge Name - Badge Description - Standards Alignment ###1.3 Concept Approval Based on your concept analysis and badge branding, complete the Concept Approval Form (the top part of your submission form for this badge) and email it to your badge reviewer. He or she may approve the project, deny it, or (most likely) approve it pending a few revisions. Once you receive approval from your instructor, sign and date the form as indicated. ###-- **NOTE: Please complete this step at least 2 weeks before the project due date to ensure adequate time to complete the badge.** ##2. Badge Design & Development _Use Section 2: Badge Draft and Section 3: Supporting Materials on your submission form to complete this section. _ ###2.1 Badge Information Complete the Badge Information section of the Badge Draft template. Refer to the tutorials post for information on what is required in each box. ###2.2 Badge Requirements Using the tables in the Badge Requirements section of the Badge Draft Template, create requirements for the badge. Use enough detail that the requirement is clear to anyone, but keep it general enough so that all requirements could be completed using a class of similar technologies (if applicable). ###2.3 Badge Submission Form Copy the [Badge Submission Form Template](https://docs.google.com/document/d/1un6NycwKT-JZ7EPGow2G9-hi8vHB5sRhnyOi2Cr5yGM/copy) and manipulate its fields and prompts (in brackets) to accurately reflect the badge requirements. To create the Copy URL required in 2.1, follow these steps: 1. Change the document permissions so that anyone with a link can view it. 2. Copy the URL of the document and paste it into the field on the Badge Draft. 3. Find the final “/” in the URL and delete everything after it. 4. Add the word “copy” to the end of the URL. 5. Test the link to ensure it works. ###2.4 Badge Tutorial Using the space provided on your submission form, write a brief tutorial for completing your badge. Tutorials vary in length and composition based on the needs of the badge. Please consider the guidelines on the tutorials post linked above, and think about what _you_ would want if you were completing the badge. ###2.5 Sample Completed Badge Make a copy of the submission form you created in 2.3 and use it to complete your badge. Make sure anyone with a link can view the document, and paste the URL into the space provided on the submission form. ###2.6 Pathways Integration Many badges would fit well onto more than one pathway (that is, they are relevant to more than one discipline.) On your submission form, use the provided space to indicate which of the Badgeschool Issuer pathways would most benefit from having this badge incorporated onto the path. If needed, suggest new paths. #3. Badge Evaluation & Publishing _Use Section 4: Badge Evaluation & Publishing on your submission form to complete this section._ ###3.1 Peer Evaluation Show your badge design to a fellow student (preferably one in your same discipline) and get their feedback. Consider asking questions such as - What is clear or unclear about badge requirements? - What additional resources would you like to see in the tutorials? - How would you change the layout of the submission form? ###- After making appropriate changes (as you see fit) based on peer review, write up a brief summary of the peer evaluation findings and the pursuant changes. Include this summary on your submission form. ###3.2 Instructor Evaluation After completing peer evaluation, email your instructor/badge reviewer with a link to your submission form that includes the badge draft, and ask for his/her feedback. The instructor may do one or more the following: - Approve the badge as is (rare) - Use the commenting feature in Google Docs to make specific suggestions. - Share the document with additional instructors or subject matter experts for review. - Reply to your email with some general comments and instructions. - Ask you to majorly revise the badge (should be rare if you follow the steps). ###- This step will probably be recursive and iterative. Stay in touch with the instructor and make requested changes in a timely manner. Once you receive final instructor approval, add the following to your submission form in the fields provided: - A brief summary of the feedback and changes made in response. - The date approval was given and your initials. ###- **NOTE: Please allow adequate time for completion of this requirement. E-mail your instructor at least a week before the due date to ensure on-time completion.** ###3.3 Permission to Use Once you have submitted your badge, the instructor will do the following: - Copy and file your design documents for for further use, remixing, redistribution, or monetization. - Complete the badge image design. - Post your tutorial materials to www.badgeschool.wordpress.com. - Upload the badge to the Badgeschool issuer on badgr.io. - Issue you both this badge and the badge you created. ###- By submitting this badge, you are giving permission to BYU to use your badge design as described above. As these badges are “open,” you may of course use, remix, re-distribute, and monetize your badge as desired. On your submission form, initial the provided box to indicate that you have read and agree to this statement.
ARCHIVED - Computational Thinking & Coding (L1)
THIS BADGE IS NO LONGER BEING ACTIVELY OFFERED BY BADGESCHOOL. Computational Thinking and Coding are increasingly important subjects to consider teaching to young learners. Many consider coding to be a literacy of the 21st Century that needs to be learned just like reading and writing in a native language. This badge certifies teachers' understanding of three basic coding principles: functions, loops, and conditions. It also certifies their introductory familiarity with a few methods for teaching computational thinking and coding principles in their classrooms, as well as a few online platforms to facilitate student learning of these principles.
ISTE Student Standard 4: Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
#Earner Support - **Tutorials:** [Computational Thinking](https://badgeschool.wordpress.com/tag/computational-thinking/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tools:** [Code.org](https://code.org/); [Kodable](https://www.kodable.com/); [Scratch](https://scratch.mit.edu/); [Scratch, Jr.](https://www.scratchjr.org/); [Dash](https://www.makewonder.com/Dash); [Lego Robot](https://education.lego.com/en-us/coding) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1QuWzm4q1MQd1sHrsQWLQ2gYbeh-T0zDPRjkpt_MqWoU/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) #Badge Requirements ##1. Exploratory Reflection Explore and consider pros and cons of a few (at least 3-4) different websites or tools for teaching computational thinking and/or coding to student in the age group you plan to teach. Choose one that you feel you would be most likely to try in your classroom. On your submission form, write a few sentences on the following prompts: 1. What features of your chosen resource most appeal to you? Why? How can this tool facilitate a learning experience? 2. How does your tool of choice compare with other similar tools (list both pros and cons)? 3. In what ways could this tool replace, amplify, and/or transform traditional classroom settings? How could you use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT](https://www.youtube.com/watch?v=bfvuG620Bto) framework.) 4. Does this tool offer or empower collaborative features? If so, what pedagogical opportunities does that feature offer for you and your students? ##2. Student Experience ###2.1 Online Game: Functions, Loops, & Conditions Using an online computational thinking/coding game platform of your choice, complete enough games to use each of the following concepts: functions (or procedures), loops, and conditions (or conditionals). **Take a screenshot** demonstrating that you have reached a level where you are using all three, and insert it onto your submission form. Also **include a written caption** of your photo, explaining which game platform you used and/or how the screenshot shows engagement with functions, loops, and conditions. ###2.2 Unplugged and/or Concrete Experience Spend at least 20 minutes engaging **as a learner** in an unplugged activity that teaches computational thinking concepts. This may be as part of a class or something you do on your own. -OR- Spend at least 20 minutes engaging in an activity in which coding principles (such as functions, loops, and conditions) have effects in the real world (outside a computer)--for example, with a codable robot, codable legos, etc. Regardless of the activity you engage in, **take a picture of yourself** engaging in the activity and insert it onto your submission form. Also **include a written caption** of your photo, explaining which game platform you used and/or how the screenshot shows engagement with functions, loops, and conditions.
Google Earth is a powerful tool that provides users with satellite imagery of the world. Teachers can create paths, placemarkers, and tours of places to use in the classroom, or make them available for students to explore independently. The use of informational layers in Google Earth helps users see the distribution of various features and consider their connection with the geographical landscape. KMZ and KML files available from the Google Gallery and around the web provide data on numerous topics that can enhance Geography, Science, History, and other class curricula.
#Earner Support - **Tutorials:** [Google Earth](https://badgeschool.wordpress.com/2016/09/24/google-earth-2/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Google Earth Pro on Desktop](https://www.google.com/earth/desktop/). **_Note: While the new web-based version of Google Earth is well worth exploring, it is not yet fully-featured, so it will not allow you to complete all requirements of this badge._** - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/17EBpwst3u7qeRtn98MUNVi7TsBhPiuLdkkjo4y78pqk/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Lesson Plan Think of ways in which Google Earth may be useful in your field. Form a brief plan for a lesson or assignment that involves a Google Earth presentation. You will include a summary of this plan on your submission form. ##2. Set Up ###2.1 Topic Select a topic related to your field that you will use as the theme of this project. Pick 3 related locations you will visit. On your submission form, briefly describe your topic and how the three locations you chose relate to that topic. ###2.2 Folders Create a folder and give it the name of your topic. Create 3 sub-folders, one for each location you will visit. Label each sub-folder with the respective location. In the description box of each sub-folder, provide a brief explanation of the location, such as why you will visit this location or how the location is related to your topic. Arrange all placemarkers and other elements you save so they are located in the appropriate sub-folder. ###2.3 Visual Layers Turn on 3 – 4 visual layers that are pertinent to your topic. Visual layers provide great learning content, but having too many on can be distracting. Some good visual layers to use are: Borders and Labels, Panoramio, 360 Cities, 3D Buildings, Gigapan Photos, Gigapxl Photos, Ramsey Historical Maps, and YouTube. On your submission form, indicate which visual layers you turned on. ###2.4 Informational Layers Turn on 3 – 4 informational layers that pertain to your topic/subject. While these layers do show things visually, they are considered informational because they are providing information instead of just an image/video. Again, while these layers are great, having too many on can be distracting. While pertinent information layers will depend on your topic/subject, some informational layers that are usually good options are Ocean, Weather (or some sub-layers within this layer), and Earthquakes. ###2.5 Save Items from Layers Save at least 1 item (such as an image from the Panoramio layer) from every visual and informational layer you have on to an appropriate sub-folder. You do not need to have every layer represented in each sub-folder, but every layer should be represented somewhere in your folders. This requirement does not include 3D buildings or Borders and Labels as they cannot be saved to folders. (This criteria may be easier to complete after you have created placemarkers.) ##3. Placemarkers ###3.1 Create Create at at least one (1) placemarker for each location you selected (total of at least three (3)). ###3.2 Modify Change at least 1 placemarker icon to a different image, color or scale. ###3.2Text In at least 1 placemarker, include at least 2 paragraphs of text (such as what is the place, why it is important, etc.). At least a brief explanation should appear in each placemarker. ###3.3 Links Add at least 1 link to each placemarker. The link should be to something that relates to the place marked or the content you wrote in the placemarker. ###3.4 Image In at least 1 of your placemarkers, add an image. Resize it so the image is a reasonable size. The image should relate to the area you marked with the placemarker or the paragraphs you wrote in the placemarker. ###3.5 Video In at least 1 of your placemarkers, add a video from YouTube using the embed code provided on the YouTube video page. The video should relate to the area you marked with the placemarker. Note: If you are on a Mac computer, you will not be able to embed the video, but should still be able to link it. NOTE: Google Earth does not support video embedding or playback on a Mac (but should on a Windows system). If you are working on a Mac, fulfill this requirement by adding a link to a video, along with instructions to copy and paste the link into a browser to view the video. ###3.6 HTML Tags Use tags such as < br > and < p > to format the text and other content in the placemarker window. ##4. Tools ###4.1 Image Overlay Overlay an image (ideally a map) that is relevant to your topic. While it will not be perfect, make every effort to stretch and otherwise position the map so it matches the landscape displayed on Google Earth. On your submission form, indicate where the image overlay can be found in your project. ###4.2 Polygon Tool Use the polygon tool to isolate an area (such as the area where a battle took place, the region that was once composed an ancient kingdom, empire, or city, or to emphasize something about a region such as a nation’s oil consumption). The Polygon should be a fair distance above the ground (relative to ground) and should have the sides extended to the ground. On your submission form, indicate where the polygon can be found in your project. ###4.3 Path Tool Create a path (this could illustrate an old trade route, an immigration trail, or outline an area such as an ancient empire). The path may be on the ground or above the ground (relative to ground), but if the latter is used, the path should be extended to the ground. On your submission form, indicate where the path can be found in your project. ###4.4 Ruler Take a screenshot as you use the measurement tool to show the distance between two locations (these locations do not need to be placemarkers). Include the screenshot on your submission form. ##5. Record a Tour ###5.1 Turn Off Layers Turn off all layers except for 3D buildings, if you chose to use that layer, and possibly labels and borders (turn them off if they will be a distraction). The items saved from various layers will still be visible. ###5.2 Tour Record a tour with narration. The tour could provide a brief introduction to the topic and briefly walk the viewer through the different places you have marked. You could also explain what the area in the polygon represents as well as the path you created with the path tool or the image you overlaid. The tour could also be a set of instructions for students, including clicking on a few of the items you have saved and say what you expect students to do with these items. You can also create a tour to meet some other need you have for your project.(Be aware that the tour recording does not show your mouse movements, so don't use it to indicate where a student should click.) Save the **_main folder_** that contains all of your other folders, placemarkers, tour, etc. you have created with an appropriate name that describes the nature of the video and upload it to Google Drive as a KMZ file. Make sure that anyone with a link can download the file, then copy and paste the file URL to your submission form. ##6. Reflection On your submission form, answer the following questions: - How can my future students use Google Earth to enhance their learning experience? - How could I as a teacher use Google Earth to enhance my lessons or assignments? - Where on the [PIC-RAT scale](https://www.youtube.com/watch?v=bfvuG620Bto) would you place the Google Earth lesson you described in step 1 of this badge? If your lesson is not already creative and transformative, how could you tweak it to move it in that direction?
Polling and assessment technologies make it quick and easy to collect assessment data on the spot in the classroom. Some technologies require students to respond using an electronic device while others allow for data collection using only the teacher’s device and paper. Badge earners should choose a technology that will best fit their learners’ needs and resources. To earn this badge, earners will be asked to develop competency with a polling technology of their choice by creating a quiz or poll, conducting their design, and sharing their results.
Educators understand and use data to drive their instruction and support students in achieving their learning goals.
# Earner Support - **Tutorials:** [Assessment and Feedback](https://badgeschool.wordpress.com/2016/04/15/kahoot/). - **Recommended Tool(s):** [PollEverywhere](https://www.polleverywhere.com/); [Kahoot!](https://create.kahoot.it); [Plickers](https://plickers.com/); [Socrative](https://socrative.com/); [Quizzizz](https://quizizz.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1GxFjscAi_5glGQi0cuNQmY4WZikKLocdl-H2CaG3XP4/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Pedagogical Reflection Research and consider pros and cons of a few different polling and assessing technologies, and choose one that you like the best. Write a brief reflection on the following prompts: - Describe at least two contexts in which you as a teacher and your future students could use this tool in the classroom. - What features of your chosen technology most appeal to you? Why? How can this tool facilitate a classroom experience? - How does your tool of choice compare with other similar tools (list both pros and cons)? - In what ways could this tool replace, amplify, and transform traditional classroom settings? ## 2. Poll Preparation ### 2.1 Poll Questions Prepare a set of at least five (5) questions and save them within your account. Your set of questions should utilize all types of questions that are offered as free features of your tool of choice. Organize your questions within one named grouping (e.g., folder, quiz, group, etc.) Insert screenshot(s) that show all five questions within your grouping. ### 2.2 Class or Code Set up a class or code as required by your tool of choice for administration of a quiz. To demonstrate your understanding of how your system works, insert **ONE (1) of the following** onto your submission form: - A screenshot of your class list with at least 5 imaginary students (no real last names, please) - A screenshot of a live game or quiz with a displayed pin number, access code, or link. ## 3. Poll Administration & Data ### 3.1 Administration Settings If your tool of choice has no settings, type N/A in this box on your submission form. If settings are available, insert one or more screenshots (as appropriate) of your tool’s game/quiz/poll administration settings. As applicable, your settings should reflect the following **(if these settings are available and free features in your tool of choice):** - Allow people to respond using any method allowed by the tool. - A limit to number of responses per participant. - Auto open & closing times. - Auto-paced question flow (timed for class or move automatically for individual) - Show instant feedback. - Require Names ### 3.2 Live Poll Screencast Create a screencast (30 seconds or less) that shows at least two (2) live/activated polls as they change from having no responses to having responses from at least 3 participants. Upload this screencast to YouTube or Vimeo and paste the video’s URL into the appropriate box on your submission form. (Make sure the video can be viewed by anyone with the link). ### 3.3 Export Poll Data Export the data for your poll as a spreadsheet or printable document. Take a screenshot of the top half of the document and insert it onto the submission form.
This badge demonstrates competency with technologies related to Special Education.
Tools like Remind allow teachers to communicate easily with parents and/or students on an easy-to-use interface. Teachers can communicate to their email or phone through text, and can schedule these messages ahead-of-time.
# Earner Support - **Recommended Tool(s):** [Remind](https://www.remind.com); -[Tutorials](https://badgeschool.wordpress.com/2021/08/03/remind/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1V-Zn79Jp6S4gv34_YWGTZOxgWJtwCHTLbe1kOmYAG6o/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Communication Plan Write a paragraph to identify your classroom, whether it’s your actual class or a fictional class (e.g., grade level, units they are working on, time of year). Identify a learning objective, a communication goal that could benefit your classroom. For example, perhaps your goal is to seek greater parental involvement, decrease absenteeism, improve home study skills of your students, etc. Include this paragraph on your submission form. ## 2. Account Creation Sign up on Remind, either through Google or creating a username and password. Select the role of "teacher" when prompted. ## 3. Class Setup Screenshot Set up a class in remind and take a screenshot to include on your submission form. ### 3.1 Create a Class Create a class, ideally one you can use in the future if you are not teaching currently. Do not affiliate the class with a school, unless you are currently teaching and want to use this tool for your actual class. ### 3.2 Add People If you do not currently have students, find 2 or more people (e.g., a classmate, family member, friend, roommate, or even your own alternate email address) who are willing to be in your group and will be responsive. Add people to the group by any of the four methods: Phone or email contacts, Printable PDFs, In-person instructions, or Share a link. ### 3.3 Edit Icon Switch your class’s current icon to a new one. ### 3.4 Add Yourself Make sure you are listed as a teacher in your class. ## 4. Interact With Your Class ### 4.1 Individual Message Send an individual message to whoever has joined your class (even if it’s just you at first!). Take a screenshot of the message on your computer, and copy/paste into the submission form. ### 4.2 Group Message When you have 2 or more people (can include you) in the class, send a Group Message. Attach a document to your group message. Take a screenshot of the message on your computer, and copy/paste into the submission form. ### 4.3 Class Announcement When you have 3 or more people (can include you) in the class, send a Class Announcement. Schedule your announcement for later in the day, and take a screenshot of when it’s scheduled before sending. Copy/paste your screenshot into the submission form. ### 4.4 Voice Message Use the Remind mobile app to record and send a voice message to a student in the class. Take a screenshot on your phone of the sent message with the audio message play box, and add it to your submission form. ## 5. Join a Class Type in the code “ipt3” and join this class. A message will pop up to say you were successful, and you will see the IP&T 334 class page. Take a screenshot of this class page and paste it into your document. ## 6. Reflection On your submission form, include a one paragraph reflecting on your experience using Remind. Consider its ease of use, when and why would you use this to communicate with parents and students, and if you see any drawbacks.
Research Management systems allow users to organize and annotate articles for a research project, and allow multiple users to collaborate on the same research project online. Badge earners will install a free research management desktop program, add multiple documents into their library, add notes and/or highlights, insert or export a citation and bibliography, and share a library with other users.
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
#Earner Support - **Tutorials:** [Research Management](https://badgeschool.wordpress.com/tag/research-management/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tools:** [Mendeley](https://www.mendeley.com/); [Zotero](https://www.zotero.org/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1iLXNBOb4sQZ0KEmQVc0_jFUuhzqOQFVRUQxP3NtH5nY/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Lesson Plan Consider how using a research management tool such as Mendeley or Zotero could help you or your students with any portion of the writing process (especially in collaborative writing). Briefly plan a lesson in which either you as a teacher or your students will benefit from this tool. As you work through the badge, find and cite documents relevant to this lesson, whether this means you're the teacher or you're playing the role of the student. Provide a summary of this lesson in your submission form. ##2. Research Management ###2.1 Account & Installations Using the research management system of your choice, create a free online account and public profile with as much (or little) detail as you choose. Download and install whatever you need to fully utilize the tool. This usually includes a desktop app, an extension for your browser of choice, and a plugin for Microsoft Word or another word processor. Copy and paste the URL to your public profile onto your submission form. ###2.2 Add & Organize Content Choose three (3) of the following methods (as available in your tool) to add at least three (3) references AND their associated PDFs (preferably journal articles) to your tool: browser extension, drag & drop, watch folder, manual entry. Make sure all the citation information is correct for each PDF. If any information is missing, add it to complete the citation. Create at least one folder within your library and add your documents/library items to that folder. Finally, take a screenshot of your library that shows the above elements, and insert it onto your submission form. ###2.3 Add Annotations Whether your tool allows you to annotate and highlight your PDF documents directly, or whether it opens the file in an external PDF viewer, add at least one (1) note and one highlight to a PDF document itself. Also add at least one (1) note to the notes section of the reference manager. Take two screenshots and insert them onto your submission form: one with your annotated PDF document and one of the notes section of your reference manager. ###2.4 Use a Word Processor Plugin Using the previously installed plugin, do the following: 1. Create at least three (3) in-text citations in a citation style of your choice: one for each of the three references you put in your research manager’s library. 2. Insert a Bibliography or References page. This will automatically include only the references you already have in-text citations for within the body of the document. On your submission form, insert a screenshot showing your word processing document with the inserted in-text citations, bibliography, and plugin toolbar from your research manager. ###2.5 Export Bibliography Export a formatted citation or bibliography (including at least three (3) references) that you can paste anywhere without using a plugin. Paste this formatted bibliography onto your submission form. ##3. Collaboration ###3.1 Create a Group Create a group and invite another user to the group. ###3.2 Add References Add your three (3) references/documents to the group you created. Take a screenshot that shows your group page and at least one of the documents in your shared library; insert it onto your submission form.
Podcasting can be great method for teachers to both share their educational insights with other teachers and to transform students’ educational experience by extending their voices beyond the classroom. This badge demonstrates understanding of how podcasts could be used in the classroom while protecting students’ safety, as well as the technical knowledge to record, host, and share a podcast with the world. Badge earners will describe a pedagogical approach to using podcasts safely and effectively in their classroom. They will also evaluate various podcast hosting services; record, upload, and share a Podcast episode; and reflect on their experience.
ISTE Student Standard 6: Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
#Earner Support - **Tutorials:** [Podcasting](https://badgeschool.wordpress.com/2016/09/27/podcasting/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [PodoMatic](https://www.podomatic.com/); [Spreaker](https://www.spreaker.com/); [PodBean](https://www.podbean.com/); [Anchor](https://anchor.fm/); [ShoutEngine](http://shoutengine.com/); [Podcasts.com](http://www.podcasts.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/19xvmrbx9G0uB77TlhgU64Hn_NcDV8f4Mepwz4BIFKmI/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Plan ###1.1 Lesson Description Write a brief description of a unit, lesson, assignment, or activity that involves podcasting in your classroom. Your description should provide a high-level overview of how students would be involved with podcast creation, how the project would enhance their learning experience, and how you would protect student privacy. Include your description on the submission form. ###1.2 Host Evaluation After exploring at least 3 podcast hosting services, write a brief paragraph in which you analyze and evaluate the pros and cons of different services and explain which tool you would use for your classroom and why. (The names of several services that include some free hosting are listed in the Badge Summary.) Include this written summary on your submission form. ##2. Design **__Design your podcast using [best practices](https://help.apple.com/itc/podcasts_connect/#/itc2b3780e76) of the podcasting industry.__** ###2.1 Title Choose a title for your podcast. It should be specific enough to attract your target audience. ###2.2 Author Choose an author name for your podcast. You may consider using a version of your own name (e.g., Mr. Smith), a pseudonym, or a business name. ###2.3 Description Write a brief summary of your podcast for potential subscribers. This might include information about your subject matter, episode schedule, etc. ###2.4 Category Determine an appropriate category for your podcast using a published list of podcast categories (e.g., from [iTunes categories](https://www.seriouslysimplepodcasting.com/itunes-podcast-category-list/) or categories within other apps/marketplaces). If applicable, choose a subcategory as well. ###2.5 Cover Art Select or design an image to use as a your podcast cover. This image should be square, at least 1400 x 1400 px. If you decide to design your own image, you may consider earning the [Image Design Badge](https://badgr.io/public/badges/10dBdHbHQai6SUZEkiCjkQ). ##3. Create & Share ###3.1 Record & Edit Record and edit a 2-5 minute podcast episode using a software of your choice. Some podcast hosts also provide recording services, either directly in the browser or via a mobile app; others do not. You may consider earning the [Audio Editing Badge](https://badgr.io/public/badges/herHuo53RfG2d_qxlNwcUQ) as you complete this requirement. Your podcast should be real content about a topic related to teaching and/or to your subject area in some way. ###3.2 Upload & Define Upload your podcast episode into your chosen host website. Define or adjust the settings of your podcast to include the title, author, description, category, and cover art that you designed. ###3.3 Share If you choose, you may share your podcast with a popular distributor such as iTunes or Google Play. Whether you do so or choose to simply leave the podcast on your hosting service, locate the webpage that allows users to subscribe to your podcast. This page should include the podcast title, author, category, cover art, description, a link to play the first episode that you uploaded, and a link to subscribe to the podcast via an RSS feed. Copy and paste the URL to this page onto your submission form.
History & Social Science Teaching Tech Skills Master
This badge certifies competence in technology skills related to teaching History and Social Science.
To earn this badge, complete the [History/Social Science](https://pathways.badgr.io/public/pathway/5b7f2f73c94948208c1c0510/element/5b2920efbe9f4f726122aa1f) pathway.
This badge demonstrates competence with technologies related to teaching Music.
Coding is an increasingly important subject to consider teaching to young learners. Many consider coding to be a literacy of the 21st Century that needs to be learned just like reading and writing in a native language. This badge builds on the Coding for Educators Level I badge and certifies earners’ understanding of six advanced coding principles: While Loops, For Loops, Variables, Functions, Parameters, and Operators. It also certifies their ability to find resources and create activity plans to teach these coding principles in their classrooms and integrate them with other academic subjects.
ISTE Student Standard 1d: Empowered Learner
Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
#Earner Support - **Tutorials:** [Teaching Early Coding - Level 1 Badge Guide](https://iptedtec.wixsite.com/techwithkids/badge-guides) on [Teach with Kids](https://iptedtec.wixsite.com/techwithkids) website - **Recommended Tools:** [Code.org](https://code.org/); [Kodable](https://www.kodable.com/); [Scratch](https://scratch.mit.edu/); [Scratch, Jr.](https://www.scratchjr.org/); [Dash](https://www.makewonder.com/Dash); [Sphero](https://www.sphero.com/); [Bee-Bot](https://www.bee-bot.us/); [Ozobot](https://ozobot.com/). - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1jUUlmGRxNHTeQAc9qU37f1iQYozllurGnHLDyn57Guc/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Learning _**Note:**_ Teaching Domain _in this badge refers to the subject, grade level, and demographic in which you teach or plan to teach._ ###- ###1.1 Coding Concepts Choose a block-based programming platform (e.g., code.org Express, Scratch) and build one or more block-based code sequences to show that you can apply **ALL** of the following coding principles (you may build these sequences either as part of an activity, or as a stand-alone project): - While Loops - For Loops - Variables - Functions - Parameters - Operators ###- Take one or more screenshots of your sequence(s) and include them on your submission form along with annotations that describe which coding principles they demonstrate. ###1.2 Learning Reflection On your submission form, respond thoroughly to the following question: ###- List at least three (3) computational thinking (CT) skills, attitudes, or approaches that you feel were fostered by the activities you completed in Requirements 1.1. (If you don’t know what computational thinking is, consider earning the [Understanding Computational Thinking badge](https://badgr.io/public/badges/Qf4jsaiHRh-1m608e9x5lw)!) ##2. Teaching ###2.1 Unplugged Activity Identify (or create) an unplugged activity that could effectively teach two or more of the coding concepts listed in requirement 1.1 (i.e., while loops, for loops, variables, functions, parameters, and operators) to students within your teaching domain. On your submission form, include the following: - A link to (or description of) the activity - An indication of which coding concepts it teaches - A written justification of why this activity is appropriate within your teaching domain. ###2.2 Codable Robot Learning Activity Plan Create an activity to guide learning with the codable robot of your choice. The activity should meet the following criteria: ###- **Learning Activity Criteria:** - Is developmentally-appropriate for students within your teaching domain. - Helps students learn or extend their learning of one or more of the coding concepts listed in requirement 1.1 (i.e., while loops, for loops, variables, functions, parameters, operators). - Helps students make connections between the coding and/or computational thinking principles they are learning and other academic content (e.g., science, math, engineering, language arts, social studies, etc.). ###- On your submission form, include the following: ###- **Submission Elements:** - Robot Used: _An indication of which robot this lesson plan is for. This should be the same robot for which you evaluated an activity in requirement 2.2._ - Computational Learning Challenge: _A challenge that you would issue to students in order to guide their learning._ - Scaffolding Artifacts: _A description of artifacts (if any) that you would give to students to scaffold their learning (e.g., worksheets, physical objects)._ - Student-Teacher Interaction Plan: _A description of how you would interact with the students in order to foster learning (e.g., what are you doing while they are working? What support do you provide when they get stuck?)_ - Solution Key: _The specific code (or an example of specific code) that would satisfy the computational learning challenge._ - Criteria Justification: _A written justification for how the activity meets the criteria listed under the “Learning Activity Criteria” section above._ ###2.3 Pedagogical Reflection On your submission form, write a reflection in which you thoroughly respond to each of the following prompts: 1. What features of the codable robot you chose most appeal to you? Why? 2. In what ways could using this robot to teach coding in your classroom replace, amplify, and/or transform traditional classroom practices and settings? How could you use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT](https://www.youtube.com/watch?v=bfvuG620Bto) framework.) 3. Name at least three (3) specific computational thinking (CT) skills, attitudes, or approaches that you anticipate your codable robot learning activity plan (requirement 2.2) would foster. For each, justify thoroughly why you think that aspect of CT is supported by your plan.
Earning this badge will require the learners to conduct their own research and write a short reflection about open badges. It will also require them to earn and display their own badge from a badge issuer of their choice.
#Requirements ###Learn & Reflect Using research methods of your choice, learn about open badges, research about open badges, and the application of the open badge framework. Write a half to 1-page reflection on what you learn and submit it here. ###Earn a Badge Earn a badge using any badge issuing program of your choice. ###Collect your Badge. Add your badge to an Open Badges Backpack account. Include a link or screenshot to the backpack page that includes your badge. ###Share your Badge. Share your badge to a social media platform of your choice, or on an online portfolio page. Include a screenshot or URL that shows you shared your badge online.
Video conferencing tools are becoming more and more important, especially for teachers who increasingly find themselves teaching in online and blended settings. These tools allow users to stream live video conversations with others through the internet and collaboratively work on common projects by sharing documents, using applications together, and sharing screens. Individuals interested in earning this badge will learn three common tools for synchronous video conferencing, including Skype, Google Hangouts, and Oovoo. Each tool provides a slightly different experience, but badge earners will be asked to conduct at least one simple chat using each tool.
#Earner Support ##Tutorials: [Video Conferencing Tutorials] (https://badgeschool.wordpress.com/2016/09/28/video-conferencing/) ##Recommended Tools: [Google Meet](https://meet.google.com/); [Zoom](https://zoom.byu.edu/); [Microsoft Teams](http://office.byu.edu/). #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1YYiwqDpv7RrH-RqgUuRUg8D93KHUSi5cg1oCg3NjouI/copy ) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1 Meeting Facilitation Screencast Create a 2-3 minute screen recording in which you demonstrate your ability to perform the following functions in your video conferencing tool of choice. You should narrate the video in your own voice. Upload your screen recording to YouTube, make sure anyone with a link can view it, and copy and paste the link onto your submission form. ###1.1 Start a Meeting Start a meeting in your online video conferencing tool of choice. ### 1.2 Toggle Audio & Video Toggle the audio and video options on and off. Also show that you know how to change audio/visual input channels. ### 1.3 Invite Participants Show how to invite participants to the meeting. ###1.4 Manage Participants Demonstrate the manage participants features available in your tool of choice. This may include removing participants from meetings, muting/unmuting microphones, etc. ###1.5 Share Screen Show how to share your screen with other participants in the meeting. ### 1.6 Text chat with Participants Show how to open a text/chat with individual meeting participants and/or with the group as a whole. ###1.7 End Meeting Show how to leave a meeting as well as how to end a meeting for all participants. ### 1.8 Schedule a Future Meeting Show how to schedule a future meeting in your tool of choice, including how to get a link you can send to participants in advance so they can tune into the meeting when the time comes. ### 1.9 Special Features Show how to use two (2) additional special features of your tool of choice (e.g., recording, managing breakout sessions, file sharing, broadcasting, live whiteboards) that you feel might be valuable in an educational context. ## 2 Participant Guide Write a getting started/troubleshooting guide for meeting participants. This is something you might send to students at the beginning of the year or include in meeting invitation emails for anyone who needs them. This will mostly be a compilation of links to the documentation provided by the creators of your tool of choice, but where necessary you can include your own text and/or screenshots. Include your participant guide on your submission form in your form of choice (It may be typed out on your submission form as if it’s the body of an email, a URL to a PDF or Google document, etc.). Your participant guide should include the following sections: ### 2.1 Getting Started Provide information to participants on how to get started with the tool. Consider the following: Do they need to download anything? If so, how? Do they need to make sure their computer hardware or software meets specific requirements? Do they need to set up an account? ### 2.1 Audio/Visual Management Provide information to participant to help them make sure they can hear and be heard and see and be seen on the conference call. Consider the following: How do they give the program or site permission to access their camera and microphone? What if their camera and/or microphone isn’t working? What if they have external headphones, microphone, or camera they want to use? How do they switch inputs? ### 2.2 How to Join a Meeting Provide information to participants about how to join a meeting. Consider the following: What options are available for joining a meeting (e.g., computer, phone, mobile device, etc.) What are the benefits and drawbacks of each? ###2.3 Troubleshooting Provide resources to participants so they know where to go if they have other issues getting the technology to work. ## 3 Reflection On your submission form, write a reflection on your experience learning how to use video conferencing software. Include the following sections ###3.1 Tool Comparison Write a paragraph in which you consider the pros and cons between the tool you chose and at least one other video conferencing tool in an educational context. Consider factors such as the following: Pricing structure Call time limits Caller number limits Whether it requires participants to download anything Whether it requires participants to create an account Tool integration Mobile compatibility ### 3.2 Pedagogical Reflection Write a paragraph in which you answer each of the following questions: How could I as a teacher use video to enhance my lessons or assignments? In what ways can incorporating instructional videos in my teaching change and enhance a student's experience in my class? In what ways could this intervention replace, amplify, and/or transform traditional classroom settings? How could I use this tool to help students move from passive to interactive and creative uses of the technology? (See PIC-RAT framework.)
Website Development is an essential tool for modern educators and can revolutionize the mechanics of a classroom. Various platforms will give teachers a free space to display calendars, assignments, and various media for students, parents, and other teachers to view. Individuals interested in earning the Website Development badge will create a website using a platform such as Google Sites, Wix, Blogger, Wordpress, etc. Earners will be asked to include several types of well-organized pages and include relevant images, videos, documents, and additional content.
#Earner Support - **Tutorials:** [Website Development](https://badgeschool.wordpress.com/tag/website-development/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Wix](https://www.wix.com/); [Classic Google Sites](https://sites.google.com/?pli=1); [WordPress](https://wordpress.com/); [Weebly](https://www.weebly.com/); [Blogger](http://www.blogger.com/); - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1tDcY2SZh3e8kL2Ct_eb_5qHW6qvmfvLSMCAmiGHm3xo/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Getting Started ###1.1 Create and Name your Website Whether using Google Sites, Blogger, Wix, Weebly, WordPress, or some other tool, these sites have common set-up features. As you work through this badge, adapt the requirements according to what best suits the respective website's features. To begin, verify that you have a working username and website title. You may use a pre-designed template or start from scratch. Be aware that templates can oftentimes be complicated to work with, however. Personalize the URL if possible (and free). As you create your website, focus on the potential educational usefulness of the features and design you use. ###1.2 Choose a Theme Select a professional theme. The theme should improve the overall look of your site without distracting from the content. You can also create your own theme from scratch and choose appropriate colors, styles, and pictures that are professional. ###1.3 Choose a Color Scheme Themes come with a color scheme. Occasionally, there is a reason to change the color scheme. New colors should match colors already used in the theme and color scheme. The color scheme should always improve the overall look of the site without distracting from the content. For example, be sure to choose high-contrast colors for your text and background so as to optimize readability. ##2. Pages & Content ###2.1 Pages Your website should have at least five (5) web pages. Your pages may be organized, titled and laid out as you choose, but within those pages, you must include all elements in requirements 2.2-2.11 (as long as your website builder offers them as free features). ###2.2 Information about the Website Provide some basic information on the purpose of the website and a brief professional biography of you as a teacher. This will likely be on the first page a visitor sees and should establish the purpose and feel of the website. ###2.3 Announcements/Blog Create an announcements or blog page (or section) with an appropriate title. (Most website builders will have some form of a pre-designed template for this.) Add at least two (2) posts or announcements. This page should allow parents the option to subscribe to updates. If possible in your tool, add at least one (1) comment to a post. (Typically the author does not add comments unless responding to someone’s comment. However, if no one else has posted a comment, please make a comment on your post for assessment purposes.) ###2.4 Document Repository/Filing Cabinet Create a location to store documents for parents and students to download easily. This section should be well-organized and easy-to-find with an appropriate title and organization of the information with either headings or folders. Include at least three (3) documents, preferably of multiple file types (e.g., an uploaded file, a link to another website, Google Drive, Dropbox, etc.) Be sure that all cloud-based files are set to public. ###2.5 Calendar Embed a calendar or event list with multiple events on a webpage. Set the privacy settings so that visitors to the website can view the calendar (generally the settings should be set to public). The calendar should be on its own page or at least be visible and not “below the fold” (where you have to scroll to see it). If possible, this should be a Google calendar, as that will likely be easier to manage. ###2.6 Link Somewhere in the body of your website, include at least one (1) relevant, functioning link to another site. ###2.7 Images Add at least two (2) images on your site using a different input method for each (common input methods include image upload, URL, social media, built-in gallery, etc.). Before finalizing the process, **take screenshots** to show that you used multiple methods. You will include these screenshots on your submission form. ###2.8 Embedded Video Embed (not link) a relevant YouTube video to an appropriate web page. The video should be sized to fit well within the posting area. ###2.9 Poll or Form **Embed** (not link) a poll, form, or survey onto an appropriate web page. If you allow for comments to be made on your poll, be sure to require that they be moderated before appearing on your poll. Make sure any privacy settings allow the form to be viewable on the web page (e.g., set a Google Form's settings to public). ###2.10 Widgets, Plugins, Apps, or Gadgets Most blogs or websites allow users to embed additional widgets, plugins, apps, or gadgets onto their site. Find and add at least one that would be useful to your teaching or your students. Each tool calls these something different, so you will need to learn what they are called in your tool. ###2.11 Additional Embedded Content Embed (not link) at least one (1) additional piece of content that is relevant to your site/field of study. This content should come from another website (e.g., Goodreads, Quizlet, Slideshare, PollDaddy, Voicethread, Vimeo, etc.), and should be included on the website via an embed or share code. ##3. Design & Settings ###3.1 Text Alignment Most text should be left-aligned. Avoid centered text, except possibly for captions and titles. However, often left-aligned text will look better even for captions and titles. Occasionally right-aligned text is appropriate. ###3.2 Personalize Site If you use a template, explain how you personalized text, colors, and images. ###3.3 Page Layout Use titles and appropriate heading formats, paragraph formats, and line spacing to organize text on the page. If the site allows it, include a header and footer. Sub-headings should also be used when appropriate. Heading sizes and styles for each level should be consistent throughout the site. Extra spacing between sections should be used when needed. Those who view the page should be able to understand its organization instantly. Content in a post should not extend beyond the posting area. ###3.4 Navigation The navigation of the site should be logical. Pages should be organized as either a top-level page or a sub-page of an appropriate top-level page. A user should be able to easily navigate the site to find the page or information they are looking for. If your website builder allows it, your site should have at least two levels of webpages. Common navigational layouts include left sidebar navigation and horizontal navigation (across the top with dropdown menus). ###3.5 Privacy Settings Check and adjust the privacy settings of your website and all elements within it. Usually the settings should be set to public. Normally, visitors should be able to view all or most of the website's content. Some website builders allow you password-protect certain pages or the entire site. If you choose to utilize this feature, be sure to include password information at the top of your submission form so that your project can be accurately assessed. Set other permissions, such as comment moderation, as you see fit. ##4. Reflection On your submission form, write a brief reflection in response to each of the following prompts: - How could I as a teacher use my website to enhance my lessons or assignments? - In what ways can having a website change and enhance a student's experience in my class? - In what ways could this tool replace, amplify, and/or transform traditional classroom settings? How could I use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT framework](https://www.youtube.com/watch?v=bfvuG620Bto).)
This badge certifies competence in technology skills related to teaching Chemistry.
To earn the badge, follow the [Chemistry Teacher](https://pathways.badgr.io/public/pathway/5b7f293dbe9f4f615a9239c7/element/5b2920efbe9f4f726122aa1f) pathway.
Badge earners will edit at least two (2) photos to create visually pleasing images that could be used in an educational context. They will submit before and after photos as well as comments about the various editing skills they used in the process
# Earner Support - **Tutorials:** [Photo Editing](https://badgeschool.wordpress.com/2017/02/02/photo-editing/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Pixlr](https://pixlr.com/); Adobe Photoshop; [Gimp](https://www.gimp.org/); [SumoPaint](https://www.sumopaint.com/); [Fotor](https://www.fotor.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1Zne-Gs_F1jdNLdvwewP-6m_zlm5A-InjoNPVrIIlYLA/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Lesson Plan Imagine a lesson, assignment, presentation, or other educational context in which you would use each of the photos you intend to edit. Write a brief summary of the educational context for each image, and include on your submission form. ## 2. Image Characteristics ### 2.1 Choose Images Choose 2 existing images to edit—one that you took yourself and one from an online source. Be sure that the images have a sufficiently high resolution so as to not appear pixelated in your end application (i.e., poster, presentation, website, etc.) and that anything you download from the internet has licensing that allows you to modify and reshare it (e.g., CC-BY, but NOT CC-BY-ND). ### 2.2 File Types Write a short paragraph explaining the differences between the following file types and when you would use them: - PDF (.pdf) - JPEG (.jpg) - SVG (.svg or .svgz) - PNG (.png) - PSD (.psd) (or other proprietary extension) Include this short paragraph in your final documentation on the last step of the badge. ### 2.3 File Conversion Demonstrate your ability to convert images from one file type to another by uploading two different files of the same image into your Google Drive: one in JPG and one in PNG. Share these files so that anyone with a link can view them and paste the URLs into the final documentation (in step 4.2). ## 3. Image Editing **Do EACH of the following in AT LEAST ONE of the images. On your submission form, please indicate how and on which photo you applied the change.** ### 3.1 Crop Crop an image. ### 3.2 Erase or Replace Cleanly erase or cover an object or background within the photo (there should be no evidence it was ever there). You may need to fill the vacant space with an appropriate color from the surroundings (e.g., use the contextual aware fill or cloning tool). ### 3.3 Blur Blur out a segment of the picture (perhaps private information, a face, or extraneous content). ### 3.4 Image Adjustments Perform **2-3 of the following image adjustments.** If desired, you may perform these adjustments to a layer or overlay (i.e. image on an image) in order to seamlessly blend the two images together: - Change the brightness of an image. - Change the contrast of an image. - Change the saturation of an image. - Change the temperature of an image. - Sharpen or soften objects within an image. - Change an image to black and white or sepia, or change the color tones or textures in some other way (e.g., filters, special effects, etc.). - Change the opacity/transparency of an image. ## 4. Image Comparison Add 4 images to your submission form: the first original photo and the first edited photo side by side, and the second original photo and the second edited photo side by side. These images may be in the file format of your choice.
"Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters" (Source - http://www.pz.harvard.edu/projects/visible-thinking). Students explored a variety of visual thinking routines, placed them purposefully within content lessons, and engaged with the routines within the IDT EdTech Certificate courses.
#Requirements ###Submission Submit the Google Doc as instructed in the Submission section of the assignment.
Web 2.0 is used to define the second generation of the web user interaction and design. The first generation used the Internet to primarily receive information. Going beyond this, the second generation, or Web 2.0, used the Internet to interact by collaborating, sharing, and develop on the Internet. Web 2.0 tools include online communities, servers and hosts, and applications.
This badge certifies competence in technology skills related to teaching Physics.
To earn this badge, complete the [Physics Teacher](https://pathways.badgr.io/public/pathway/5b7f2e10be9f4f615a9239d3/element/5b2920efbe9f4f726122aa1f) pathway.
Earth & Space Science Teaching Tech Skills Master
This badge certifies competence in technology skills related to teaching Earth and Space Science.
To earn this badge, complete the [Earth/Space Science Teacher](https://pathways.badgr.io/public/pathway/5b7f2b47c94948208c1c050d/element/5b2920efbe9f4f726122aa1f) pathway.
This badge requires individuals to learn the basics of internet safety through relevant videos, literature, and discussion. To earn the badge, individuals must receive a perfect score on a scenario-based quiz.
#Internet Safety Basics ###Instructional Materials Watched, read, and considered a variety of information about various aspects of internet safety ###Discussion and Video Actively participated in class discussion on internet safety by sharing thoughts and questions, and responding to others’ comments. Question for video is well-defined and thought-out. The video addresses all questions appropriately and clearly. ###Internet Safety Quiz Achieved a perfect score on the online internet safety quiz consisting of situations dealing with internet safety barriers.
THIS BADGE IS NO LONGER BEING ACTIVELY OFFERED BY BADGESCHOOL. Individuals earning this badge will complete a series of tasks requiring them to insert, analyze, and graph data within several different contexts. Earners will create and submit a collection of screenshots to show their understanding of the program.
#Earner Support - **Tutorials:** [Logger Pro - Biology](https://badgeschool.wordpress.com/2016/09/24/logger-pro-biology/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Logger Pro](https://www.vernier.com/products/software/lp/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1wji-nynZowijAM0_VEt_U1C3wTbJxax0B3SNKKuvcg0/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) #Badge Requirements ##1. Data Analysis ###1.1 Insert Data Using the given sample data, input the data into the Data Set Table. You can find the sample data here. ###1.2 Graph Options All data points should be “point symbols” (or “point protectors” depending on what version of LoggerPro you have) but not “connect[ed] points.” ###1.3 Labels and Units All columns in the Data Set should have appropriate labels. Double click on the column headings to set “Name,” “Short Name,” and “units.” Also be sure to rename “Data Set” by double clicking on it. ###1.4 Analyze Curve Using the “Curve Fit” option, analyze an appropriate curve. When in the Curve Fit window, you must click “Try Fit” before clicking ok. ###1.5 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graph and the Data Table. Include this screenshot on your submission form. ##2. Cell Growth Graph (Video Analysis) ###2.1 View Video View this video and use it to complete the requirements for this section: [https://www.youtube.com/watch?v=4grQSLmWXQk&width=640&height=480](https://www.youtube.com/watch?v=4grQSLmWXQk&width=640&height=480) ###2.2 Set Start Time Find the time when the bacteria starts to expand (in this case, it starts expanding at about 0 seconds). Click on the “Sync Movie to Graph” icon and set the “Graph Time” to zero. ###2.3 Set Origin Click on the “Set Origin” icon and set the middle of the top bacteria as the origin. Using the yellow dot, turn the origin so that it aligns with the direction where the bacteria will grow. Use the right edge of this cell for taking all data. ###2.4 Set Scale Set the scale for the program. In this case, the original size of the top bacteria is a good object to use. Its length is about 1.1 micrometers (1100 nm). This will automatically set the scale for all data. ###2.5 Create Data Points Starting from where the bacteria begins to expand (0 seconds), click on where the yellow coordinate lines touch the right edge of the main bacteria cell. Do this in each frame to create data points, until about 3.7 seconds. When you set a point, the program will automatically advance to the next frame. You can skip a few frames between data points. To do this, click the fast-forward icon. This will automatically graph the x and y positions of the right edge of the bacteria. (The Y positions should all be at about 0.) ###2.6 Analyze Curve Analyze an appropriate curve for both x and y positions on each graph. ###2.7 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graphs and Data Set Table. Include this screenshot on your submission form. ###2.8 Length Under the “Data” tab, create a new calculated column. Call it “Length” (with appropriate “Short name” and “units”). Calculate the approximate length of the bacteria by multiplying the x position by 2. Use the “Variables (Columns)” button to use your video data. Your equation should something like: “X” * 2. ###2.9 Length Graph Click on the vertical axis label and select “Length” to graph Length as it changes in time. ###2.10 Analyze Curve Analyze an appropriate curve for the length. ###2.11 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graph and the Data Set Table. Include this screenshot on your submission form. ###2.12 Growth Rate Rename the column currently labeled “X Velocity” to “Growth Rate.” Be sure to give it an appropriate Short Name. You should not need to change the units. ###2.13 Growth Rate Graph Click on the vertical axis label of the graph and select “Growth Rate” to graph the growth rate as it changes in time. ###2.14 Analyze Curve Analyze an appropriate curve for the Growth Rate. ###2.15 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graph and the Data Set Table. Include this screenshot on your submission form. ###2.16 Calculate Area Create a “New Calculated Column” and call it “Area” (with appropriate “Short name” and “units”). Calculate the area of the bacteria as it is expanding. Assume a rectangle and use half the length for the width. Your equation should look something like “Length”*(“Length”/2). ###2.17 New Graph Under the “Insert” tab, insert a new graph. Press ctrl+r to auto arrange the graphs. ###2.18 Area Graph On the new graph, click on the vertical axis label and select “Area” to graph the volume as it changes in time. ###2.19 Re-Scale You may wish to re-scale the data so the numbers aren’t as big. Go into your “Area” calculation by double clicking on that column heading. At the end of your equation, add “*(10^-6)^2? and change the units to mm (for millimeters). ###2.20 Analyze Curve Analyze an appropriate curve for the data. ###2.21 Growth vs. Length On the Growth Rate graph, click on the horizontal axis and select “Length” to graph the growth rate as the bacteria grows. You do not need to analyze a curve. ###2.22 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graph and the Data Set Table. Include this screenshot on your submission form. #3. Temperature Sensor Set the timing to 2 samples per second. Sample for 20 seconds. Change units to degrees Fahrenheit. Take 2 sets of data, store the first data set so that both sets of data are shown on the same graph. Take a screenshot of the graph and include it on your submission form. #4. Additional Sensors (Choose 2) **Choose 2 of the Following Sensors. On your submission form, indicate which two you chose.** ###4.1 Conductivity Probe Set the sensor to 0-200. Set the timing to 1 sample per second. Sample for 60 seconds. ###4.2 Gas Pressure Sensor Set the timing to .1 samples per second. Sample for 60 seconds. ###4.3 Dissolved Oxygen Probe Set the timing to 10 samples per second. Sample for 120 seconds. ###4.4 Hand-Grip Heart Rate Monitor Set the timing to 50 samples per second. Sample for 100 seconds. ###4.5 Blood Pressure Sensor Follow the directions on the Blood Pressure Sensor pamphlet (“Using the Blood Pressure Sensor with a Computer” on p.2-3) to collect the data. *If you choose to use this data for your analysis, fit a curve only to the part of the graph where the cuff is releasing pressure. ###4.6 Relative Humidity Sensor Set the timing to 5 seconds per sample. Sample for 30 seconds. ###4.7 Respiration Monitor Belt Follow the directions on the Respiration Monitor Belt pamphlet. Take 2 sets of data, store the first data set so that both sets of data are shown on the same graph. The test subject should be different for each set of data (either 2 different people, or the same person before and after physical exertion). ##5. Analyze Sensor Data ###5.1 Curve Fit From the data of 2 sensors of your choice, run a separate curve analysis of each. The type of analysis must be different for both sensors. ###5.2 Graph Layout Adjust the graph layouts for your sensor graphs. The layout requirements for each graph are as follows: - All graphs should have labels on x- and y- axes and titles. - All graphs should have appropriate units for all axes. - All graphs should be auto-scaled (click the “Autoscale Graph” icon on the toolbar) and auto-arranged (ctrl+R). ###5.3 Screenshots Take screenshots of your final graphs and the Data Set Tables. Include them on your submission form.
#Earner Support - **Tutorials:** [Logger Pro - Chemistry](https://badgeschool.wordpress.com/2016/09/24/logger-pro-chemistry/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Logger Pro](https://www.vernier.com/products/software/lp/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1lbtAZop5G3TC5JskmAf_A7U9JLig_Mig1_UYuyZWFOc/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) #Badge Requirements ##1. Data Analysis ###1.1 Insert Data Using the given sample data, input the data into the Data Set Table. You can find the sample data [here](http://iptedtec.org/logger-pro-chemistry_1/logger-pro-sample-data/). ###1.2 Graph Options All data points should be “point symbols” (or “point protectors” depending on what version of LoggerPro you have) but not “connect[ed] points.” ###1.3 Labels and Units All columns in the Data Set should have appropriate labels. Double click on the column headings to set “Name,” “Short Name,” and “units.” Also be sure to rename “Data Set” by double clicking on it. ###1.4 Analyze Curve Using the “Curve Fit” option, analyze an appropriate curve. When in the Curve Fit window, you must click “Try Fit” before clicking ok. ###1.5 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graph and the Data Table. Insert this screenshot onto your submission form. ##2. Balloon Expansion Graph (Video Analysis) ###2.1 View Video View this [video](https://www.youtube.com/watch?v=Su4EbX6K5vc&feature=youtu.be&t=1m11s&width=640&height=480) and use it to complete the requirements for this section. ###2.2 Set Start Time Find the time when we can see the balloon start to expand (about 1:13.04). Click on the “Sync Movie to Graph” icon and set the “Graph Time” to zero. ###2.3 Set Origin Click on the “Set Origin” icon and set the middle of the balloon as the origin. ###2.4 Set Scale "Set the scale for the program. In this case, the water bottle’s diameter is a good object to use. (A water bottle diameter is about 2.5 inches). This will automatically set the scale for all data." ###2.5 Create Data Points "Starting from where the balloon begins to expand, click on where the yellow coordinate lines touch the left edge of the balloon. Do this in each frame to create data points. This will automatically graph the x and y positions of the left edge of the balloon." ###2.6 Right Side "Click on the video. Copy and paste the video and repeat all the above steps for the right side of the balloon. You should end up with two separate graphs." ###2.7 Analyze Curve Analyze an appropriate curve for both x and y positions on each graph. ###2.8 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graphs and Data Set Table. Include this screenshot on your submission form. ###2.9 Radius Under the “Data” tab, create a new calculated column. Call it Radius (with appropriate “Short name” and “units”). Calculate the radius by subtracting the x positions of the right side of the balloon from the x positions of the left side of the balloon and then dividing their difference by 2. Your equation should look something like: (“VideoAnalysis 2|X”-”VideoAnalysis|X”)/2 ###2.10 Radius Graph On the top graph, click on the vertical axis label and select “Radius” to graph Radius as it changes in time. ###2.11 Analyze Curve Analyze an appropriate curve for the radius. ###2.12 Expansion Rate Create another calculated column called “Expansion Rate.” Calculate the expansion rate by dividing the “Radius” column by the “Time” column. ###2.13 Expansion Rate Graph On the bottom graph, click on the vertical axis label and select “Expansion Rate” to graph the expansion rate as it changes in time. ###2.14 Analyze Curve Analyze an appropriate curve for the Growth Rate. ###2.15 Volume Create a “New Calculated Column” and calculate the volume of the balloon as it is expanding. Assume a spherical balloon and use V=(4/3)*3.14159*radius^3 to calculate the volume. ###2.16 Volume Graph On the top graph, click on the vertical axis label and select “Volume” to graph the volume as it changes in time. ###2.17 Analyze Curve Analyze an appropriate curve for the data. ###2.18 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graph and the Data Set Table. Include this screenshot on your submission form. ##3. Temperature Sensor Set the timing to 2 samples per second. Sample for 20 seconds. Change units to degrees Fahrenheit. Take 2 sets of data, store the first data set so that both sets of data are shown on the same graph. Take a screenshot of your graph and include it on your submission form. ##4. Additional Sensors **Choose 2 of the Following Sensors. On your submission form, indicate which two you chose.** ###4.1 Conductivity Probe Set the sensor to 0-200. Set the timing to 1 sample per second. Sample for 60 seconds. ###4.2 Gas Pressure Sensor Set the timing to .1 samples per second. Sample for 60 seconds. ###4.3 Dissolved Oxygen Probe Set the timing to 10 samples per second. Sample for 120 seconds. ###4.4 Light Sensor Set the sensor to 0-600. Set the timing to 10 samples per second. Sample for 30 seconds. ##5. Analyze Sensor Data ###5.1 Curve Fit From the data of 2 sensors of your choice, run a separate curve analysis of each. The type of analysis must be different for both sensors. ###5.2 Graph Layout For both of the sensor graphs, adjust the graph layout as follows: - All graphs should have labels on x- and y- axes and titles. - All graphs should have appropriate units for all axes. - All graphs should be auto-scaled (click the “Autoscale Graph” icon on the toolbar) and auto-arranged (ctrl+R). ###5.3 Screenshot Take screenshots of your final graphs and the Data Set Tables and include them on your submission form.
Various technologies exist that will allow teachers and students to brainstorm and create connections between ideas. Using mind mapping can help a teacher, a student, or groups of students organize thoughts, tasks, and responsibilities. Badge earners will create a mind map using a platform of their choice. Upon completing their project, earners will submit a screencast of their presentation.
ISTE Student Standard 7: Global Collaborator
#Earner Support - **Tutorials:** [Mind Mapping](https://badgeschool.wordpress.com/tag/mind-mapping/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Creately](https://creately.com/); [Mind Meister](https://www.mindmeister.com/); [Inspiration 9](http://www.inspiration.com/); [Popplet](https://popplet.com/); [Prezi](https://prezi.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1Ii7lBwYXNaaDkX2SebvfosCp7I1u2Q4C_jic8Y2Z5iA/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Plan & Setup ###1.1 Pedagogical Reflection Research and consider pros and cons of a few different mind mapping tools, and choose one that you like the best. On your submission form, write a few sentences on the following prompts: + What features of your chosen technology most appeal to you? Why? How can this tool facilitate a learning experience? + How does your tool of choice compare with other similar tools (list both pros and cons)? + In what ways could this tool replace, amplify, and/or transform traditional classroom settings? + Does this tool offer collaborative features? If so, what pedagogical opportunities does that feature offer for you and your students? ###1.2 Lesson Plan Briefly prepare a lesson, project, or assignment relevant to your field which will allow you as a teacher or your students to explore and benefit from your chosen technology. On your submission form, include a brief summary of the lesson or assignment and a description of how the respective tool enhances it. ##2. Mind Map Creation ###2.1 Format & Design **Aligning with the lesson plan you created in step 1.3,** design a mind map that will allow you to appropriately display the information from your lesson or sample project. You may start from scratch or use a pre-built map or diagram design as offered by your tool. Select a color scheme and general layout that enhances or suits your project (i.e., make sure it doesn't detract from the presentation or seem inappropriate to the presentation's topic). ###2.2 Main Idea Your mind map should center around a title, theme, or main idea. Make the main idea clear. ###2.3 Connections Add at least five (5) relevant connecting boxes, images, etc. to your main idea. ###2.4 Link Add at least one relevant link to another website to your mind map. ###2.5 Image Upload at least one relevant image to your mind map. ###2.6 Video Add at least one relevant video to your mind map. ###2.7 Comment If supported as a free feature within your tool of choice, add at least one note, comment, or like feature. ##3. Present ###3.1 Create a Presentation Create a professional presentation of your mind map that demonstrates your completion of all badge requirements explained above. This presentation should last at least 30 seconds. You may use presentation creation features built into your tool, other presentations software (e.g., PowerPoint, Google Slides), or simply a prepared script for navigating through your mind map. ###3.2 Screencast of Presentation Create a screencast of your presentation that lasts at least 30 seconds. On the screencast, turn on both the screen recorder and the webcam so that your face is visible as you narrate your presentation. Upload your screencast to YouTube or Vimeo and ensure that anyone with the link can view your video. Upload the URL to your video on your submission form.
This badge demonstrates the earner's ability to use a wide variety of native features within Google Docs, install and use Google Docs Add-ons, share a doc in a variety of formats, and reflect on the educational applicability of various features.
#Earner Support - **Recommended Tool(s):** [Google Docs](https://docs.google.com/document/u/0/) -[Tutorials] (https://badgeschool.wordpress.com/2021/08/03/google-toolkit/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1SAX8VbgBgAj9MQwKLjlhLA1n6DvHAWi3FmwLHOEJ6j0/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Sample Document ###1.1 Create & Link Create a sample Google doc that includes the following elements: - Insertion of a Drawing that includes one or more shapes, lines, and text boxes. (These may be in one drawing or in multiple drawings.) - Specialized text (e.g., subscript, superscript, strikethrough text, special symbols or equations). - Multiple built-in paragraph/heading styles (use the styles menu, don't just change the font). - Comments. - Suggested Changes. Change the sharing settings on your doc so that anyone with a link can _comment._ Also, restrict the doc so that others cannot copy, print, or download the document. Copy and paste the link onto your submission form. ###1.2 Embed Create a copy of your document and change the sharing settings to public. Embed your document onto a website or into a public Learning Management System class environment that you control. Copy and paste the link to that web page onto your submission form. ##2. Tools ###2.1 Native Features. Choose three (3) native features from the File, Tools, or Help menus of Google Docs (preferably ones that you did not know about before.) Describe what the feature is, the series of clicks to access it, and how these features could be useful in an educational context. ###2.2 Add-ons After exploring the Google Docs add-on store, choose one add-on that you feel would be useful in your (future) classroom. Install it and learn how to use it. Create an artifact that demonstrates your ability to use the add-on and your understanding of its educational relevance. Options for this artifact could include (but are not limited to) the following: - A written reflection of a few paragraphs and some screenshot images that explain how you use the tool and how it is useful in an educational context. - A document in which you utilize the tool. Include annotations on the document via comments that explain how you utilized the add-ons and how it would be useful in an educational context. - A screencast of no more than 3 minutes in which you demonstrate how to use the add-on and how it would be useful in an educational context. Include a way to access your artifact on your submission form.
This badge demonstrates the earner's ability to use a wide variety of native features within Google Slides, install and use Google Slides Add-ons, share a workbook in a variety of formats, and reflect on the educational applicability of various features.
#Earner Support - **Recommended Tool(s):** [Google Slides](https://docs.google.com/presentation/u/0/) -[Tutorials](https://badgeschool.wordpress.com/2021/08/03/google-toolkit/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/18USGf8tMEtR9g8kiHwbtF3QSdLOp8DueokJmqD4MT-w/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Sample Presentation ###1.1 Create & Link Create a sample Google Slides presentation that includes at least EIGHT (8) of the following elements (you can choose which ones make the most sense for your project): - The presentation has dimensions other than 4:3. - A edited diagram template on a slide. - A video embedded on a slide. - Word art on a slide. - A shape, line, or table on a slide. - A chart linked to a Google Spreadsheet on a slide. - Specially-formatted characters on a slide (e.g., strikethrough, superscript, subscript) - Object with a drop shadow and/or reflection. - An image that is re-colored natively in Google Slides. - One or more transitions between slides. - One or more animations for an object on a slide. - A comment on a slide. - An object on a slide that has been rotated. Change the sharing settings on your presentation so that anyone with a link can _comment._ Also, restrict the presentation so that others cannot copy, print, or download the document. Copy and paste the link onto your submission form. ###1.2 Embed Create a copy of your presentation and change the sharing settings to public. Embed your document onto a website or into a public Learning Management System class environment that you control. Copy and paste the link to that web page (with the embedded presentation on it) onto your submission form. ##2. Tools ###2.1 Presentation Modes Comparison Explore the tools and features available to you in both the regular presentation mode and the Presenter View mode. Write a brief paragraph in which you explain what you see as the pros and cons of each mode. ###2.2 Native Features. Choose three (3) native features from the File, Slide, Tools, or Help menus of Google Sheets (preferably ones that you did not know about before.) Describe what the feature is, the series of clicks to access it, and how these features could be useful in an educational context. ###2.3 Add-ons After exploring the Google Slides add-on store, choose one add-on that you feel would be useful in your (future) classroom. Install it and learn how to use it. Create an artifact that demonstrates your ability to use the add-on and your understanding of its educational relevance. Options for this artifact could include (but are not limited to) the following: - A written reflection of a few paragraphs and some screenshot images that explain how you use the tool and how it is useful in an educational context. - A presentation in which you utilize the tool. Include annotations on the document via comments that explain how you utilized the add-ons and how it would be useful in an educational context. - A screencast of no more than 3 minutes in which you demonstrate how to use the add-on and how it would be useful in an educational context. Include a way to access your artifact on your submission form.
3D printing becomes increasingly popular, but some tools to create 3D design are expensive and complicated. Tinkercad is friendly for all ages, free, and exports files that are compatible with 3D printers. This badge requires individuals to learn CAD design through Tinkercad. They will go through guided lessons, copy and alter an existing 3D design, and then create their own.
#Earner Support + **Tutorials:** [3D Modeling](https://badgeschool.wordpress.com/tag/3d-modeling/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). + **Recommended Tool:** [Tinkercad](https://www.tinkercad.com/) + **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/18NwGEkSotX1YkplaPzJRMDdTXKGwSA4Zm0QhIaHi-mU/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Getting Started ###1.1 Account & Lessons Go to [Tinkercad](https://www.tinkercad.com/) and sign up. When you first login, you will be directed to a page to complete lessons. Complete at least 5 of them, then take a screenshot of your home page where the lessons have a “DONE” badge on them. Include this screenshot on your submission form. ###1.2 Copy and Tinker Look through the Gallery of designs that other users have created. Select one that you like, and click “Copy & Tinker”. Take a "Before" screenshot of your copied design, then play with that 3D image to significantly alter it, and take an "After" screenshot of your changes. Include both the "before" and "after screenshots on your submission form. ##2. Create a 3D Model ###2.1 Geometric Shapes Use at least two different geometric shapes. Indicate on your submission form which shapes you used. ###2.2 Hole Create at least one hole in a geometric shape. ###2.3 Height Adjustment Adjust/scale height of at least one object. Indicate on your submission form which object you adjusted. ###2.4 Diameter Adjustment Adjust diameter of at least one object. Indicate on your submission form which object you adjusted. ###2.5 Duplicate Object Copy and paste, or duplicate, one or more objects. Indicate on your submission form which object(s) you duplicated. ###2.6 Letter or Number Add at least one (1) letter or number. ###2.7 Additional Planes Build your model on least two additional planes (not including the original horizontal plane you start on). Include on your submission form a description of which additional planes you utilized. ###2.8 Color Adjustment Adjust the color of at least one of the objects from its original. ##3. Export & Print ###3.1 Final Model Screenshot Select and group together all elements of your final 3D model. Take a screenshot of your final 3D model and include it on your submission form. ###3.2 Export Final Model File Export your final model as a “.STL” file. Upload this file to Google Drive or another cloud-based service; ensure the file is shared so others with a link can download it; and include the shareable link on your submission form. ###3.3 (Optional): 3D print your creation If you are a BYU student, you can print your 3D model in the library! Put your .STL file on a USB drive or email the .STL file to sciencehelp@byu.edu. Visit the Maps/Sciences desk on the 2nd floor of the library, and they will look at your file and give you an estimated time and cost. Get more information [here](http://guides.lib.byu.edu/c.php?g=216600&p=1429612).
LeafSnap and the National Geographic Bird Field Guide are apps available from the app store that aid in identifying different species of plants and birds. In LeafSnap, users photograph a leaf against a white background, and the app narrows down the possibilities to a short list of possible species. In the bird field guide, users add characteristics of the bird (color, size, environment, climate, location, etc.) and the app provides a list of the most likely bird species for the user. In both apps, users can create lists of which species they have encountered, and where they have found them.
ISTE Student Standard 3: Knowledge Constructo
#Earner Support - **Tutorials:** [Biology Classification Tools](https://badgeschool.wordpress.com/2016/09/24/biology-classification-tools/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Leafsnap App](http://leafsnap.com/); [National Geographic Bird Field Guide](https://sensortower.com/ios/us/national-geographic-society/app/national-geographic-birds-field-guide-to-north-america/315268465/overview) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1qZ_W3TeKouwNfn93j2LW7uMXqreYPmQNJH4l3W8pzbw/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1.LeafSnap ###1.1 Account Setup and Navigation When you download the LeafSnap app, it automatically assigns you a username and password. To change this to something you remember, go to the options screen and change your username, or login as a different user if you already have an account. ###1.2 Update Species List Whenever you login to the app be sure to select options>database>update species lists and update the list. Take a screenshot of this page to show that you know how to do this, and include it on your submission form. ###1.3 Make Two Collections Make at least two collections using the “SnapIt!” tool. Be sure to take pictures of your leaves against a white background. Select the species picture that looks closest to your leaf. ###1.4 Collection Journal After you make a collection, the app will store its picture, date, and location for you. Take a screenshot of your collections page with at least two identified plants, and include it on your submission form. ###1.5 Nearby Plants Click the nearby species tab and show where the map plotted one or both of your species. Take a screenshot of the map, and include it on your submission form. ###1.6 Browse Feature Choose one species from the browse feature and take a screenshot of its leaves, fruit, and flower. Include this screenshot on your submission form. ##2. National Geographic Bird Field Guide (Note - this app no longer exists! Disregard section 2.) ###2.1 Download App Download the lite version of the National Geographic Bird Field Guide. ###2.2 Filter Use the filter feature to identify a bird you have seen. Take a screenshot of the filter screen with at least 3 different filters being used, and include it on your submission form. ###2.3 Create List Under the lists tab of the menu, create a new list under the category “My lists” and give it a name. ###2.4 Add Birds Add at least 3 birds to your list. Take a screenshot of your list, and include it on your submission form. ###2.5 Species Information Choose a species to learn about and click on its name. On its page you can find information on the species including pictures, bird calls, maps and other general information. Take a screenshot of this page, and include it on your submission form. ##3. Reflections ###3.1 Basic Reflection On your submission form, write a reflection based on the following prompts: 1. How can my future students use this tool to enhance their learning experience? 2. How could I as a teacher use it to enhance my lessons or assignments? ###3.2 Effective Integration (PIC-RAT) Reflection Consider the PIC RAT model for effective technology integration in education (passive, interactive, or creative learners with technology that replaces, amplifies, or transforms learning; we want to aim for creative learners and transforming technologies). How could you use this technology to help students be creative learners? In what ways could you as a teacher use this technology to replace, amplify or transform the typical classroom experience in your field? (See [PIC-RAT](https://www.youtube.com/watch?v=bfvuG620Bto) framework.)
Badge earners will explore several online digital storytelling tools and choose one to create a model story for a student project. They will also explore and showcase additional features of their tool of choice. Stories are a powerful learning tool for any subject area or grade level. Some online tools allow students and teachers both to read (or listen to) stories and to tell their own stories using visual, textual, and sometimes even audial media.
# Earner Support - **Tutorials:** [Digital Storytelling](https://badgeschool.wordpress.com/tag/digital-storytelling/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Storybird](http://storybird.com/); [StoryJumper](https://www.storyjumper.com/); [MyStorybook](https://www.mystorybook.com/); [Pixton](https://www.pixton.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1K-3lIB7IFup1v1ntmgGPJEzw1DmTZyQnCPvlW59rO-A/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Profile and Network ### 1.1 Pedagogical Reflection Research and consider pros and cons of a few different digital storytelling tools, and choose one that you like the best. On your submission form, write a few sentences on the following prompts: 1. What features of your chosen technology most appeal to you? Why? How can this tool facilitate a learning experience? 2. How does your tool of choice compare with other similar tools (list both pros and cons)? 3. In what ways could this tool replace, amplify, and/or transform traditional classroom settings? How could you use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT](https://www.youtube.com/watch?v=bfvuG620Bto) framework.) 4. Does this tool offer collaborative features? If so, what pedagogical opportunities does that feature offer for you and your students? ### 1.2 Like or Follow On your tool of choice, explore works created and shared by other users. Read at least three (3) of them, then do **ONE** of the following, depending on what your tool allows: 1. Like the work and/or follow the author, then take a screenshot of the page that shows what you have liked or who you are following. Insert this screenshot onto your submission form. 2. Copy and paste the three public links to the works you read onto your submission form. 3. Copy and paste the link to your public profile page, which shows the works you have liked. ### 1.3 Class Management If your tool allows you to set up classes of students, create a class with at least 3 “students.” Create a screen recording that includes the following elements: 1. A screen that shows the name of your class. 2. A screen that shows your student list or class roster. 3. A demonstration of how you would invite and/or set up accounts for your students and/or their parents 4. Your voice narrating throughout. Upload this screen recording to YouTube (with public or unlisted privacy settings) and include the link on your submission form. If your tool does not allow you to create a class as a free feature, write “N/A” in this box on your submission form. ## 2. Create a Story ### 2.1 Project Description Plan a digital storytelling project related to your subject area that you could assign your students (or future students) to do with this tool. Write a brief project description in which you outline the project purpose, audience, grade-level, and grading criteria. **This description will form the basis of the sample project you create**. Include your project description on your submission form. ### 2.2 Create Project Use the unique features of your digital storytelling tool to create a sample picture book, poem, comic, graphic novel, or other type of story for your students. Your story should contain at least five (5) different pages or scenes, as well as other elements listed in requirements 2.3-2.5. ### 2.3 Images Include at least three (3) images in your story. ### 2.4 Text Include enough text to sufficiently tell your story. ### 2.5 Other Elements Incorporate at least one (1) instance of **each** of the following elements if they are **free features** within your tool: 1. Customized Characters 2. Character poses 3. Items or props 4. Backgrounds or scenes 5. Uploaded images On your submission form, indicate which of the above features you were or were not able to incorporate, and on which page you did so. If your tool does not afford any of the above as free features, indicate that as well. ### 2.6 Publish Online Publish your story within the tool you used to create it. Copy and paste the public link to your story onto your submission form. ### 2.7 Other Publishing Options Write a brief paragraph outlining other publishing options enabled by your tool of choice, and how you might use those options to enrich your students’ classroom experience. For example, if the tool allows you to download stories as PDFs, you might use that to display student work in your classroom. If the tool allows parents to purchase bound copies of the story, you might use that feature to benefit your classroom community. Include this paragraph on your submission form.
iBooks Author allows anyone to create interactive, engaging books for students to access on an iPad or Mac. Users can start creating their own iBook by using Apple-designed templates, or start fresh with a blank canvas to fully customize the look and feel of the iBook. Adding dimensions to the book by simply dropping and dragging charts, documents, graphs, and videos into the text allows the iBook to be much more interactive than a printed edition text. iBooks Author makes it easy for authors to publish their text, easily downloaded for free or for a price in the iBooks Store or iTunes U. Earners of this badge will create an iBook complete with at least 2 chapters and important text, movies, photos, and other content. The created book should be professional in its feel and be relevant to the topic.
# Earner Support - **Tutorials:** [eBook Creation](https://badgeschool.wordpress.com/tag/ebook-creation/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [iBooks Author](https://www.apple.com/ibooks-author/), [Atavist](https://atavist.com/?loggedout) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1MmSC_aNp2z9QJl9ZO8awZsyCAZpiaFLiGbIRzDmQeEc/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Lesson Plan Think of a way in which creating or sharing an iBook (eBook) could enhance a lesson, assignment, or project in your field. On your submission form, write a brief summary of a lesson or assignment you might use involving the iBook, the role the book will play in the lesson/assignment, and how you hope this will enhance the students' learning experience. ## 2. Creating an eBook ### 2.1 Title and Table of Contents Give your eBook an appropriate name and add a table of contents ### 2.2 Chapters Add at least 2 chapters to your eBook. ### 2.3 Pages Add at least 2 pages (or sections) for each chapter. ### 2.4 Add Text Add relevant text to the body of your eBook. ## 3. Embedding Content ### 3.1 Native Widgets Add at least 3 different types of widgets from those available within your eBook creation program. ### 3.2 External Widget Add at least one (1) additional widget from an external source, via an HTML widget file or embed code. ### 3.3 Movie Embed a movie in an appropriate section of your eBook. ### 3.4 Photo Add at least 1 photo in an appropriate section of your eBook. ### 3.5 Object Add at least one (1) of the following to a page of your book: a shape, table, or a chart. ### 3.6 Link Add at least one (1) link to an outside source (e.g., video, website, etc.) to a page of your book. ## 4. Professional Look and Feel ### 4.1 Theme Select a professional theme. The theme should improve the overall look of your eBook without distracting from the content. ### 4.2 Content Be sure that all content included in your eBook is relevant and professional in nature. ## 5. Reflect & Submit ### 5.1 Reflection On your submission form, write a brief reflection in response to each of the following prompts: - How could I as a teacher use eBooks to enhance my lessons or assignments? - In what ways can incorporating eBooks in my teaching change and enhance a student's experience in my class? - In what ways could this intervention replace, amplify, and/or transform traditional classroom settings? - How could I use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT framework.](https://www.youtube.com/watch?v=bfvuG620Bto)) ### 5.2 Submission Options You have two options for submission: 1. **Publish.** Publish your eBook to an online public space (e.g., the iBooks store or a website hosted by your creation tool). On the submission form, provide a link or enough detail so that your reviewer can easily find the book by searching in the store. 2. **Submit File.** If you use iBooks, you may upload a .iba file to your Google Drive. Ensure that anyone with a link can access and download the file. Copy & Paste the URL of the file onto your submission form.
Social Bookmarking tools help individuals gather and organize files and resources from across the web for efficient retrieval. These tools often have collaborative capabilities for individuals to co-construct collections of materials that can be shared within a group. Users earning this badge will compare some common tools for social bookmarking and demonstrate deeper competence in one of them by creating two bookmark collections (one individual and one shared) that could be used to support learning and collaboration.
#Earner Support - **Tutorials:** [Social Bookmarking](https://badgeschool.wordpress.com/2016/09/28/social-bookmarking-2/). - **Recommended Tool(s):** [Diigo](https://www.diigo.com/); [Padlet](https://padlet.com/); [Pinterest](https://www.pinterest.com/); [Pearltrees](https://www.pearltrees.com/); [Pocket](https://getpocket.com/); [Symbaloo](https://www.symbaloo.com/home/mix/13eOcRbjEE) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/12bsBFwbX2wB_pJM5yb58gkFKBUPfdr3x7kQdI70z7ZI/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Plan ###1.1 Pedagogical Reflection Research and consider pros and cons of a few different social bookmarking tools, and choose one that you like the best. On your submission form, explain: - What features of your chosen technology most appeal to you? Why? How can this tool facilitate a learning experience? - How does your tool of choice compare with other similar tools (list both pros and cons)? - In what ways could this tool replace, amplify, and/or transform traditional classroom settings? - Does this tool offer collaborative features? If so, what provisions would it allow for student privacy? ###1.2 Lesson Plan Briefly prepare a lesson, project, or assignment relevant to your field which will allow you as a teacher, or allow your students, to explore and benefit from your chosen social bookmarking technology. On your submission form, include a brief summary of the lesson or assignment and a description of how the respective tool enhances it. ##2. Social Bookmarking ###2.1 Individual Collection Create an individual collection (e.g., group, page, board, etc.) within your social bookmarking account. The privacy settings may be set to either public or private, but you should be the only one who can add content to the group. On your submission form, insert a screenshot of the page of your individual collection that (if possible) shows that only you can add items to the collection. ###2.2 Public Shared Collection Create a shared, public collection (e.g., group, page, board, etc.) within your social bookmarking account. Copy and paste the URL to that public page onto the submission form. This collection should allow at least one other collaborator to contribute content. Copy and paste the URL to this public page onto the submission form. ###2.3 Content On your public collection, post at least five (5) bookmarks. You should include at least ONE instance of each of the following items: - Link to a web page - Image - Video - Document ###2.4 Comments, Notes, Highlights, or Tags On the bookmarks within your public collection, add at least five (5) total comments, notes, highlights, or tags. Utilize as many of these features as your bookmarking site allows. ###2.5 Network If your social bookmarking site does not allow you to follow people or posts, write “N/A.” If it does allow you to follow, then follow three (3) people, organizations, or sites, and insert a screenshot that shows who you are following onto your submission form.
Early Childhood Education Tech Skills Master
This badge certifies competence in technology skills related to Early Childhood Education.
To complete this badge, follow the [Early Childhood Educator](https://pathways.badgr.io/public/pathway/5b2920efbe9f4f726122aa20/element/5b2920efbe9f4f726122aa1f) Pathway.
Teachers, coaches, and students need opportunities to reflect on their practice and process. Video observations are common for self reflection and can be used to highlight both positive and negative examples of pedagogy. They can also be used to help provide feedback to students on recorded performances, such as in dance or athletics. Tools that allow students to mark up a video with comments, just as they would markup a paper, lets students and teachers analyze their own performance or the performance of others in an effort to improve their self-awareness and build pedagogical awareness and skills.
# Earner Support - **Tutorials:** [Coming Soon](Wordpress tag URL) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [GoReact.com](https://byu.goreact.com) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1bDRy7h8QKeJ3J9jvzCZtgbFUCWMzpgfnMXj6qKghNAM/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) # Badge Requirements ## 1. Set-Up ### 1.1 Registration Create a personal account. ### 1.2 Purpose of Analysis Explain your instructional purpose behind analyzing this video. What is it that you are looking for? ## 2. Analyze Video ### 2.1 Upload/Record Use the tool to record or upload a previously recorded instructional video, ideally one of yourself, but it can be one made by someone else. ### 2.2 Mark up Mark or code at least 5 segments of your video. This could include using supplied codes or other functions of the tool to highlight specific moments in the video. Take one or a set of screenshots to show the marks you added. ### 2.3 Comment Make 2-3 comments on your video, if your tool allows for this feature, and provide a screenshot. ### 2.4 Rubric If available, use a rubric to evaluate your video, and show a screenshot or screencast of the rubric and the associated markup on the video. ### 3.1 Reflection On your submission form, include answers to the following questions: - How could I, as a teacher, use video analysis to enhance my own professional practice? - In what ways can incorporating video analysis in my teaching change and enhance a student's experience? - In what ways could this intervention replace, amplify, and/or transform traditional classroom settings? - How could I use this tool to help students move from passive to interactive and creative uses of the technology? (See PIC-RAT ([PIC-RAT](https://www.youtube.com/watch?v=bfvuG620Bto)) framework.)
Basic technology skills are essential for daily activities in a variety of professional fields. Earning this badge will require you to demonstrate skills in screencasting, spreadsheets, presentation tools, and word processing. Earners of this badge have demonstrated basic technology skills in screencasting, spreadsheets, presentation tools, and word processing.
###Word Processing - Manipulate fonts - Insert pictures - Change page orientation - Add a table ###Presentations - Insert shapes - Manipulate text - Add narration - Add slide transitions - Embed video files - Add hyperlinks ###Spreadsheets - Create forms - Set required questions - Enter data - Insert charts - Stylize sheets - Use formulas ###Internet and Communications - Record a screencast - Take screenshots - Resize pictures - Convert video files
Earning this badge will require users to apply editing tools and other special effects to create a professional-sounding MP3 track that could be used as a podcast or other audio resource. Tools like Audacity and GarageBand are simple tools for audio recording and editing that still provide the user with many options. They allow for simple audio editing functions such as clipping and splicing audio tracks, but can also be used for more complicated functions such as audio repair and sound generation.
# Earner Support - **Tutorials:** [Audio Editing](https://badgeschool.wordpress.com/tag/audio-editing/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tools:** [Audacity](http://www.audacityteam.org/download/); [GarageBand](https://www.apple.com/mac/garageband/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1H1Txs_Ej1LGZt7_vjb7TQEbhgS72_E4F14doU_6VRMA/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, copy the URL and submit it to your Badgeschool reviewer (please make sure anyone with a link can view the document). - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Lesson Plan Think of a way in which recording, editing, and publishing an audio recording could enhance a lesson, assignment, or project in your field. Write a brief summary of a lesson or assignment you might use involving the audio, the role the audio will play in the project, and how you hope this will enhance the students' learning experience. This summary will be submitted with your screenshots, MP3 file, and reflection at the end. To earn this badge, create and edit audio relevant to the planned lesson or assignment. ## 2. Create a Project ### 2.1 Record a Track Record a track using your microphone. This track can be an introduction to the rest of your audio file. ### 2.2 Import Track Import at least 2 audio tracks (MP3, WAV, FLAC files, etc.) into your project. ### 2.3 Trim Trim at least one of your audio tracks down so that only a portion of the original track will be included in your final audio file. Take screenshots of this track before and after trimming. ### 2.4 Volume Adjust the volume level of each of your tracks so that no undesired leaps in the volume level occur between tracks. ### 2.5 Fade In/Out Fade at least one of your tracks in or out. ### 2.6 Other Effects Apply at least two other effects to your audio file (tempo change, vocal removal, reverb, etc.). ### 2.7 Export MP3 Export your project as an MP3. Upload the track to Google Drive or another cloud-based service and ensure that anyone with the link can view/download the file. Include the URL to this shared file at the top of your submission form. ### 2.8 Professionalism Whether you are creating a podcast or a mix of songs for your dance class, be sure to make your track both useful and professional. This can be done by taking time to thoroughly script spoken sections, making preparations for high recording quality, and through careful choice of the audio tracks included etc. Describe on your submission form 1-2 things you did to ensure the professional quality of your track. ## 3. Reflect Write a brief reflection in response to the following prompt: In what ways could this tool replace, amplify, and/or transform traditional classroom settings? How could you use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT framework](https://www.youtube.com/watch?v=bfvuG620Bto).)
Copyright is an important principle for each teacher to understand in order to stay within the bounds of the law and to protect the creative expression of others. Teachers will also learn about Creative Commons, an alternative license to Copyright, and how to find these materials for their teaching.
#Earner Support - **Tutorials:** [Wordpress tag name](Wordpress tag URL) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Recommended Tool 1](recommended tool 1 URL); [Recommended Tool 2](recommended tool 2 url); [Recommended Tool 3](recommended tool 3 URL); [Recommended Tool 4](recommended tool 4 URL) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](Submission form URL ending in /copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Copyright and Creative Commons Basics ##1. Instructional Materials Watch, read, and consider a variety of information about various aspects of copyright, including fair use and creative commons. ##2. Discussion Actively participate in an online or face-to-face discussion on copyright by sharing thoughts, questions, and concerns and responding to others’ comments. ##3. Copyright Quiz Achieve a perfect score on an online copyright quiz consisting of scenario-based items on copyright, creative commons, and fair use. If you are earning this badge through a BYU IP&T class, the quiz will be provided by your instructor. If not, you can access the quiz via this [Google Form](https://docs.google.com/forms/d/e/1FAIpQLSfyZQ7wMDO1ouoaBMsGstEfX3x0xzojF3S3WIATIXADhqUZ5A/viewform). Be sure to copy and paste the name you used in the form onto the Evidence Document in requirement 5. If taking the quiz multiple times, add a number to the end of your name (For example, attempt 1: John Doe; Attempt 2: John Doe 2) ##4. Creative Commons License License instructional materials on your website to be in the creative commons by selecting a creative commons license and correctly embedding it onto your website. Include a screenshot of your web page with the embedded CC license. If you do not have a website, record a screencast of you selecting and downloading a CC license from the Creative Commons website. Add the screenshot or a URL to your screencast to the Evidence Table in the Google Doc referenced in requirement 5.
World Language Teaching Tech Skills Master
This badge certifies competence in technology skills related to teaching World Language.
To earn this badge, complete the [World Language Teacher](https://pathways.badgr.io/public/pathway/5b80332fbe9f4f615a923b51/element/5b2920efbe9f4f726122aa1f) pathway.
Logger Pro is a purchasable software that allows users to record, manipulate, and analyze many different types of data in a flexible format. This program is especially helpful in science-related classrooms. Individuals earning this badge will complete a series of tasks requiring them to insert, analyze, and graph data within several different contexts. Earners will create and submit a collection of screenshots to show their understanding of the program.
Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
#Earner Support - **Tutorials:** [Logger Pro](https://badgeschool.wordpress.com/2018/08/31/logger-pro/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Logger Pro Free Trial](https://www.vernier.com/downloads/logger-pro-demo/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1U6iBVilSs99jxWXVATXIyKDMkTFFKVpqnJQ3jVBVMLk/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) #Badge Requirements ##1. Data Analysis ###1.1 Insert Data Using the given sample data, input the data into the Data Set Table. You can find the sample data [here.](https://docs.google.com/spreadsheets/d/14bPreduj4MUfhstQV46EO0lQ5PP4zGqZ50g5Ii9d794/edit?usp=sharing) ###1.2 Graph Options All data points should be “point symbols” or (“point protectors,” depending on what version of Logger Pro you have). Data points should not be “connected points.” ###1.3 Label and Units All columns in the Data Set should have appropriate labels. Double-click on the column headings to set “Name,” “Short Name,” and “units.” The following is an example: “Length,” “L,” and “inches” for “Name,” “Short Name,” and “units,” respectively. Also be sure to rename “Data Set” by double-clicking on it. ###1.4 Analyze Curve Using the “Curve Fit” option, analyze an appropriate curve. When in the Curve Fit window, you must click “Try Fit” before clicking OK. ###1.5 Screenshot After adjusting the graph layout (see “Graph Layout” section, requirement 3.2), take a screenshot of your final graph and the Data Table. Insert this screenshot onto your submission form. ##2. Video Analysis Depending on your specific teaching area, you will have to complete a different video analysis. Please check out the [Wordpress Tutorial site](https://badgeschool.wordpress.com/2018/08/31/logger-pro/) to view the instructions for your specific teaching area. ####A. BIOLOGY -- Cell Growth ####B. CHEMISTRY -- Balloon Expansion ####C. MIDDLE SCHOOL, PHYSICAL SCIENCE, or PHYSICS -- Basketball Toss Use the submission form to record your answers for the four (4) screenshots in requirement 2. ##3. Sensors & Data Analysis Choose three (3) of the following sensors and set initial settings as indicated.. Some may be related to your specific teaching area, whereas other sensors may not. On your submission form, indicate which three you chose. - **Temperature Sensor.** Set the timing to 2 samples per second. Sample for 20 seconds. Change the units to degrees Fahrenheit. Take a total of 2 sets of data, storing the first data set so that both sets of data show up on the same graph. - ***Motion Detector.** Set the timing to 30 samples per second. Sample for 5 seconds. Change the units to feet. Take a total of 2 sets of data, storing the first data set so that both sets of data show up on the same graph. - ***Force Plate.** Set the timing to 70 samples per second. Sample for 10 seconds. Change the units to pounds. Take a total of 2 sets of data, storing the first data set so that both sets of data show up on the same graph. - ***Respiration Monitor Belt.** Follow the directions on the Respiration Monitor Belt pamphlet. Take a total of 2 sets of data, storing the first data set so that both sets of data show up on the same graph. The test subject should be different for each set of data (either 2 different people, or the same person before and after physical exertion). - ***Relative Humidity Sensor.** Set the timing to 5 seconds per sample. Sample for 30 seconds. Take a total of 2 sets of data, storing the first data set so that both sets of data show up on the same graph. - ***Blood Pressure Sensor.** Follow the directions on the Blood Pressure Sensor pamphlet (“Using the Blood Pressure Sensor with a Computer” on p.2-3) to collect data. *If you choose to use this data for your analysis, fit a curve only to the part of the graph where the cuff is releasing pressure. - ***Gas Pressure Sensor.** Set the timing to .1 samples per second. Sample for 60 seconds. Take a total of 2 sets of data, storing the first data set so that both sets of data show up on the same graph. - ***Light Sensor.** Set the sensor to 0-600. Set the timing to 10 samples per second. Sample for 30 seconds. Take a total of 2 sets of data, storing the first data set so that both sets of data show up on the same graph. ####- Note: To store a data set, go to the “Experiment” tab. Click on “Store Latest Run” to store the first set of data. This will keep the first set on the graph when you collect another run. Both sets should display on the same graph. ####- _*Probes with an asterisk require a BTA-USB connector in order to connect the probe to the computer USB port. If you need a USB plug and it is missing, ask the TEC lab assistants to look in the other probe kits, as sometimes they are misplaced._ ###3.1 Curve Fit From the data of 2 sensors of your choice, run a separate curve analysis of each. The type of analysis must be different for both sensors. ###3.2 Graph Layout For both of the sensor graphs, adjust the graph layout as follows: - All graphs should have appropriate titles. - All graphs should have labels on x- and y- axes, with appropriate units for all axes. - All graphs should be auto-scaled (click the “Autoscale Graph” icon on the toolbar). - All graphs should also be auto-arranged (CTRL+R). ###3.3 Screenshots Take screenshots of your final graphs and the Data Set tables. Include these screenshots on your submission form. ###3.4 Sensor Usage Reflection After using the three (3) sensors, write a brief reflection (3-5 sentences) for EACH sensor you used. Answer all of the following questions: - How might you use these sensors in your future classroom? - Would you even use these sensors in your classroom? Why or why not? ###3.5 Research Reflection Now spend 10 minutes researching different probes/sensors on the [Logger Pro Website](https://www.vernier.com/products/sensors/) and answer the following questions: - Which sensor and probes do you think would be good to use in your future classroom? - Why?
Biodigital Human gives teachers and students a digital human body that can be studied in a variety of ways. Users can view specific layers or systems, isolate organs within those systems, observe bodily processes on a microscopic scale, etc. It includes many useful tools, such as pronunciation demonstration and automated quiz features. To earn this badge, individuals will be asked to complete a series of tasks related to human anatomy on a computer and an iPad. Upon completion, individuals will be asked to demonstrate their experience by creating and submitting a collection of screenshots.
#Earner Support - **Tutorials:** [Biodigital Human](https://badgeschool.wordpress.com/2016/09/24/biodigital-human/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tools:** [Biodigital Human](https://www.biodigital.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/151QJpEcB3c32kd_-7LaeMYQYxrbOkGNUGzybrw0NW2A/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, copy the URL and submit it to your Badgeschool reviewer (please make sure anyone with a link can view the document). - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Set Up Create a K-12 teacher user account for [biodigitalhuman.com](https://www.biodigital.com/). Watch the tour to become acquainted with the site. ##2. Website Features ###2.1 Select Organ Systems Turn on at least three different organ system layers. ###2.2 Save "My Human" Click “save” to keep this “my human.” Make sure that it is accessible to the community. ###2.3 Title, Description, & Share Give this human a title and a description about why you used the layers you chose (e.g. organs that help you run). Share the 3D image by copying and pasting the link onto your submission form in the indicated place. ###2.4 Transparent Human Create another “My Human” by using multiple organ systems and save it while viewing in X-Ray or transparent mode. Give it an appropriate title and description. Copy and paste the share link onto your submission form in the indicated place. ###2.5 Create a Screencast Record a screen cast that demonstrates your knowledge of completing the following tasks. You will upload your screencast to YouTube, then insert a link to this video onto your submission form. Your screencast should include audio of you explaining what you are doing. ###2.6 Audio Features Click on the audio tool that pronounces different organs. ###2.7 Dissect Tool The dissect tool allows you to click on an organ and remove tissue layers so you can see the inner structures of the organ. Choose an organ and use the dissection tool to eliminate tissue layers. ###2.8 Adding and Removing Organ Systems Demonstrate how to turn organ systems and specific organs on and off. ###2.9 Explore Conditions Demonstrate how to learn about conditions for specific organs and systems. ###2.10 Quiz Demonstrate how to use the quiz feature by turning on the organ systems that you wish to be quizzed on then click on the “quiz” button in the top menu. Select the number of questions and answer at least the first question. ##3. Mobile App ###3.1 Get the App If the Biodigital Human app is not already on the iPad you are using, download the app. Once the app is on the iPad, login to your account. ###3.2 Upload Content The upload content feature allows you to select what pre-set organs systems you want to use within the app. You can select up to five systems at a time. Upload at least 3 free systems for the purposes of this badge. (Please do not feel the need to purchase from the paid systems). ###3.3 Draw Use the draw tool to draw or write on top of an organ system. Take a screenshot of your work, and include it on your submission form. ###3.4 Dissect Tool Use the dissect tool to eliminate at least 1 layer of an organ. Take a screenshot of the dissected organ, and include it on your submission form. ###3.5 X-Ray Take a screenshot in x-ray mode, and include it on your submission form. ###3.6 Isolate Take a screenshot with an organ isolated, and include it on your submission form.
To earn this badge, users must upload video evidence showing their proficiency at ten laboratory skills: using Pasteur pipets, transfer pipets, measuring volumes in a graduated cylinder, heating test tubes, testing the pH of a solution, centrifuging, decanting, washing a precipitate, measuring masses, and vacuum filtration.
###Upload videos of yourself performing the following laboratory skills: 1. Pipetting with a Pasteur Pipet 2. Measuring Volume with a Graduated Cylinder 3. Centrifuging 4. Measuring Mass
ThingLink is an interactive media platform that helps its users easily add videos and links to images and video. Badge earners will create an educational design that includes videos, images, links, etc. embedded in their chosen image.
#Earner Support - **Tutorials:** [Interactive Images](https://badgeschool.wordpress.com/tag/interactive-images/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Thinglink](https://www.thinglink.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/15HDfXeQg_-lvcqIxd7vMNzfYCVUg63PM12-XWV9MhoM/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Create ###1.1 Create a New Project Create your new project using either an uploaded image, an image from a URL, or importing it from online storage. ###1.2 Title Give your image an appropriate title. ##2. Add Interactivity ###2.1 Image Add at least one image popover to your main image. ###2.2 Video Add at least one relevant Youtube or Vimeo video popover to your main image. ###2.3 Wikipedia Add at least one relevant Wikipedia article popover to your main image. ###2.4 Link Add at least one link to an external site to your main image. ###2.5 Text Add at least one text popover to your main image. ###2.6 Icons Choose appropriate icons for all your interactive items. ##3. Share ###3.1 Embed Embed your interactive image onto a personal website, blog, or Learning Management System. Copy the URL of your web page onto your submission form. ###3.12 Public Link Generate a public link (on ThingLink) for your interactive image. Copy and paste it onto your submission form. ###Submit Send a link to this page to your instructor via Canvas. If you would like to earn the badge, submit a link to your portfolio page here by clicking "Upload Evidence". ##3. Reflection Write a brief reflection in response to the following prompts and include it on your submission form: - How could you as a teacher and your future students use this tool for lessons, assignments, studying, assessments, etc.? - What features of ThingLink most appeal to you? Why? How can this tool facilitate a classroom experience? - In what ways could this tool replace, amplify, and/or transform traditional classroom settings? How could you use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT framework](https://www.youtube.com/watch?v=bfvuG620Bto)).
This badge requires earners to perform a series of important tasks within a virtual chemistry lab. Badge earners will create and submit a collection of screenshots, graphs, and screencasts that will demonstrate their knowledge of the program.
#Earner Support - **Tutorials:** [Virtual ChemLab](https://badgeschool.wordpress.com/2016/09/24/virtual-chem-lab/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** Virtual ChemLab - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1Us1fSwAYsQQXUO0s7EkCiQKWla3SACfp3lxbvDe23Xg/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Perform Test for Chromium ###1.1 Open a Present Lab Start Virtual ChemLab, select Descriptive Chemistry, and then select Identification of Cations in Solution Co, Cr, Cu from the list of assignments. The lab will open in the Inorganic laboratory. ###1.2 Use a Test Tube Drag a test tube from the box and place it on the metal test tube stand. ###1.3 Add Cations to Solution Click on the Co2+, Cr3+, and Cu2+ bottles. ###1.4 Divide Make copies of your original test tube by clicking on the Divide test tube near the front of the lab bench. You may want to make several copies in case you need to start over at some point. ###1.5 Add Reagent Click the NaOH bottle on the reagent shelf. Observe the reaction in the left viewing pane. ###1.6 Centrifuge Click on the centrifuge machine in the near left corner of the lab bench. Notice the separation of the reagents in the test tube after it has been centrifuged. ###1.7 Decant Click on the decant test tube. Notice that a new test tube of the decanted liquid appears in the test tube rack. ###1.8 Verify Chromium Move the clear green test tube from the rack to the stand. Click pH 10 and add HNO3. ##2. Perform Test for Cobalt ###2.1 Add NH3 Using the original solution with cobalt and copper precipitate, add NH3. Centrifuge and decant. ###2.2 Verify Cobalt Move the bright blue test tube from the rack to the stand. Add HNO3. ##3. Perform Test for Copper ###3.1 Verify Copper Move the original solution, which now only has copper precipitate, back to the stand. Add HNO3. ###3.2 Screenshot Take a screenshot of your lab bench after you have completed the three tests. You should have all the test tubes you have used in your rack. ##4. Perform Test on an Unknown ###4.1 Clear Lab You can clear the lab by either dropping the test tubes into the red disposal bucket on the right, or clicking the bucket itself to clear the entire lab. ###4.2 Create Unknown Click on the “Unknowns” label. Select Co2+, Cr3+, and Cu2+ from the stockroom. Set the minimum = 0 and maximum = 3. This determines how many ions will be in your unknown. Click “Create Unknown.” ###4.3 Edit Label Change the label on your unknown test tube to your name. ###4.4 Perform Tests Using the previous methods, test for each ion in the solution. ###4.5 Check Answers Click on the lab book. Select “Report.” Select the ions you think are present in the unknown, click “Submit.” If the ion button is green, you correctly determined whether the ion was present or not. If the ion button is red you did not make the correct analysis. ###4.6 Screenshot When you have correctly identified all ions in your unknown soution, take a screenshot of your lab notebook and add it to your submission form. ##5. Additional Inorganic Tools ###5.1 Screencast Screencast yourself using the three additional tools in the rubric items below. When you are done recording, upload your screencast to Youtube, ensure that anyone with a link can view, and paste the URL to your video onto your submission form. ###5.2 Smell Fill a test tube with NH3. Click and hold the nose on the lab bench. Use the chart on the wall for comparison. ###5.3 pH Paper Fill test tubes with different solutions. Click and hold the pH paper and tube. Use the chart on the wall for comparison. ###5.4 Flame Test Fill three test tubes with Mg, K, and Pb. Perform a flame test on each by clicking on the Bunson burner on the lab bench. ##6. Calorimetry Lab ###6.1 Retrieve Supplies Click on the Stockroom. Find LiF on the Salts shelf. You can use the blue arrows to view more options. Select LiF. Also select the coffee cup calorimeter. Return to Lab. ###6.2 Prepare Experiment Place the coffee cup next to the stand and place the salt near the balance. Zoom in to the balance. Place a weigh paper on the balance. Open the salt. Holding the microspatula, drag down on the salt to fill the spatula, then place the sample on the weigh paper. Measure out a total of three microspatulas of salt in the same way. Remove the weigh paper with the salt from the balance and place it next to balance. Zoom out back to the lab bench. Fill the 100 mL graduated cylinder with water from the sink. Pour the water into the coffee cup. Turn on the Stir function using the green button. ###6.3 Gather Data Click on Graph, then click on the Thermometer. Click Save on both (which begins recording data). Pour three scoops of ice into the coffee cup, then click Accelerate on the wall to speed up time in the lab. Wait for the temperature to stabilize at 0C for a few minutes. Pour the previously prepared salt into the coffee cup. Let the temperature continue to decrease for a while. ###6.4 Analyze Data (Screenshots) Click stop on both the thermometer and the graph. Open the lab book and click on Calorimetry Data. Copy the data, paste it into a spreadsheet (e.g., Excel) and produce a simple graph. Take one or more screenshots showing your copied data and produced graph, and include them on your submission form. ##7. Titrations Lab ###7.1 Retrieve Supplies Click on the stockroom. Select NaOH and HCl from the Bases, and Acids shelves, respectively. ###7.2 Prepare Experiment Fill the buret with NaOH by holding the bottle over the top of the buret. Fill the 10mL graduated cyliner with HCl. Get a beaker from the drawer in the lab bench. Pour the HCl into the beaker. Place the beaker on the stir plate and turn it on. Click on the Phen bottle on the lab bench and add a dropper of indicator to the beaker. Pick up the pH meter from the rack and place it in the beaker. Turn the pH meter on. Click on the buret to open Buret View. Click Save to record data. ###7.3 Perform the Experiment Click on the stopcock to open buret flow. It can be clicked several times to adjust flow. The NaOH can be added quickly until about 7mL, then adjust it to dropwise. The indicator will turn pink when the experiement is complete. ###7.4 Screenshots Take a screenshot of the lab bench when the neutralization is complete. Open the lab book and open the experiment data. Take a screenshot of your lab book. Include both screenshots on your submission form. ##8. Gases Lab ###8.1 Retrieve Supplies Enter the stockroom. Choose the leftmost hanging control to lift the balloon equipment. Return to Lab. ###8.2 Controls Zoom In on the balloon pressure chamber. You can control the pressure and temperature by clicking and dragging the levers to the left of the gauges up or down. The green arrow will zoom out to the lab bench. ###8.3 Practice Trial The gas tanks will be used to fill the balloon inside the chamber. The red and blue arrows control the pressure of the gas emitted from the tank. Choose the tank of He gas. Set the pressure, then click Open Valve. Fill the balloon with about .1 mol of gas. Moles are shown on the bottom gauge on the pressure chamber. Click Close Valve when finished. Should you make a mistake, click the red Reset button on the top right corner of the pressure chamber. Zoom In to the pressure chamber. Adjusting the temperature and pressure inside the chamber will change the volume of the balloon. Practice lowering the pressure and raising the temperature until the balloon bursts. You may reset the chamber and refill the balloon. ###8.4 Experiment Find a pressure, temperature, and gas combination that will explode the balloon at 2kP. Use approximately .1 mol of gas each time. You may use any gas. Select different gases by clicking Return Tank. ###8.5 Screenshot Take a screenshot of the exploded balloon at 2kP. Include this screenshot on your submission form. ##9. Atomic Emission Spectra ###9.1 Open a Present Lab From the main Virtual Chemistry laboratory, select Atomic Theory, then Atomic Emission Spectra from the list of assignments. The lab will open in the Quantum laboratory. The Spectrometer is on the right of the lab table. The emission spectra is in the detector window in the upper right corner. The current sample is H2 gas. ###9.2 Spectrometer Settings Click on the Visible/Full switch to view only the visible spectrum. ###9.3 Record Data Click the Record button to save the spectrum and graph to your lab notebook. ###9.4 Change Sample To change gas samples, turn off the Spectrometer using the On/Off switch. Click and drag the electric field away from the sample. A white spotlight will appear where you can place the electric field – place it there. Click and drag the sample to the stockroom shelf. Click on the stockroom. Select Samples. Choose He. When you hoover over the sample on the counter, it should be He. Return to the lab bench. ###9.5 Record Data Reassemble the experiment and turn on the Spectrometer. Record the spectrum for the visible range of He. ###9.6 Volt Meter Using the circular buttons above and below each digit on the volt meter, find the voltage at which there is no visible spectrum for He. ###9.7 Record Data Record the blank spectrum in your lab notebook. ###9.8 Edit Lab Book Data Open your lab notebook and change the names of the appropriate spectra to H2 and He. ###9.9 Delete Lab Book Data Delete the blank spectrum. ###9.10 Screenshot Take a screenshot in which you can see your open lab notebook with the He spectrum visible, as well as your lab bench in the background, with the volt meter set for the blank spectrum. Include this screenshot on your submission form. ##10. Milikan Oil Drop Experiment ###10.1 Retrieve Supplies From the stockroom, retrieve the Video Camera, Electric Field, Oil Mist, and Electron Gun. ###10.2 Set Up Experiment In order across the lab bench, from left to right, place the Electron Gun, the Oil Mist, then the Video Camera. Place the Electric Field on the Oil Mist. Spotlights will appear and allow you to see where things can be placed. Turn on the Electron Gun. Set the electron gun intensity to 1nA and the volts to 100 eV using the circular buttons above and below each digit. Turn on the Video Camera with the green button on top. ###10.3 Collect Data (Screencast) Make a screencast showing the following (you may want to practice first): 1. Click Record on the Video Camera viewing window. 2. Click Slow Motion. 3. Choose one oil drop near the top of the frame to measure. 4. Using the timer, time how long it takes for the oil drop to drop one tick mark. Then, using the same oil drop, adjust the Electric Field voltage until the drop stops falling and remains motionless. When you have finished your screencast, upload it to YouTube, adjust privacy so that anyone with a link can view, and paste the URL to your submission form. ##11. Reflection Write a brief reflection of your experience with Virtual ChemLab, focusing on its usefulness in the classroom, and how it would or would not be effective at replacing, amplifying, and transforming the classroom experience for students. Include this reflection on your submission form.
This badge certifies competence in technology skills related to coaching and teaching Physical Education
To earn this badge, complete the [PE/Coaching Teacher](https://pathways.badgr.io/public/pathway/5b7f3113c94948208c1c051d/element/5b2920efbe9f4f726122aa1f) pathway.
This badge requires individuals to create a 2-5 minute video using video creation tools. Earners will create a storyboard to organize their idea, import and edit images, videos, and audio tracks, and finish by uploading their completed video on YouTube. There are several a powerful video editing programs that allow users to easily upload still photos, videos, and audio files for use in their movie project. By simply adding transitions, narration, and other special effects, teachers and students can give their video a professional look and feel. Teachers will find a multitude of uses for instructional video in the classroom, including creating engaging presentations, video essays, research projects, and much more.
# Earner Support - **Tutorials:** [Video Creation](https://badgeschool.wordpress.com/category/video-creation/) category on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [iMovie](https://www.apple.com/imovie/); [VideoPad](https://www.nchsoftware.com/videopad/index.html); [Adobe Spark Video](https://spark.adobe.com/about/video); [WeVideo](https://www.wevideo.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1rKYwIJa7qeGywvot2OpWEkJGItTtxNG69xCvL3EL1Fc/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Planning ### 1.1 Appropriate Concept and Video Used Not all concepts or instructional problems can be taught or solved with a video. Think of a way in which recording, editing, and publishing an instructional video (or having your students do this) could enhance a lesson, assignment, or project in your field. Write a brief summary of a lesson or assignment you might use involving video creation and how you hope this will enhance the students' learning experience. Include this written summary on your submission form. To earn this badge, create and edit a video project relevant to the planned lesson or assignment. The concept you choose should be one that will utilize the medium of video well, and will enhance the learning. Typically this means a concept difficult to teach or portray without video. Video is a visual medium: Use it! Don’t just film a lecture; show us! Your video should add something to a person’s learning that would not be possible or easily done without a video. ### 1.2 Educational Alignment Educators seeking to earn this badge should use a topic that aligns to the state core where they teach or where they are studying, or that could be legitimately used in a school/classroom setting for an educational purpose. This requirement does not apply to non-educators seeking to earn this badge. ### 1.3 Storyboard A storyboard provides you with a plan for your video. Before filming or editing, create your storyboard. If you already have images you want to use, include those in the storyboard. Include what narration or text you will use in each part of your video. Once you begin making your video, you may find you need to do things differently than what you have in your storyboard. If that happens it’s ok, you wouldn’t have known that without a plan! ## 2. Production & Editing ### 2.1 Digital Images At least one digital image (a still image) must be used in the project. This can be a photo you took yourself, or one you find on the web. ### 2.2 Videos You should use either video created by someone else (such as a YouTube video or a portion of a movie), or video created by you (the video you create should be edited film, rather than a photo montage). If adding the video made by someone else within the video does not make sense, you may add the video at the end. Make sure to abide by all copyright laws and guidelines. ### 2.3 Audio Track Depending on the style and design of your video and the affordances of the tool you use to create it, add either narration or background music (or both) to your video. If the audio track will detract from the professional look and feel of your video, you may add it at the end (e.g. Music plays while credits are rolling). ### 2.4 Transitions Your video should contain professional transitions that will help move the video forward without distracting from content. Since transitions are not always needed between cuts, do not use them at inappropriate times. ### 2.5 Titles/Text Meaningful text (such as a title at the beginning of the video, or a set of instructions, etc.) should be used when appropriate. At least 1 title must be used in the video. ### 2.6 Credits Credits should be provided for all content (video, still images, music, etc.) that you did not create, regardless of if the content is in the public domain, Creative Commons, or used under Fair Use. Complete credits include (wherever available) information about the title of the content, its author, source, and license. It is also courteous to give credit to yourself and those you helped you produce your video. Credits may be scrolling or static, but should not scroll or disappear so quickly that they cannot be read, although they may move quickly. ## 3. Professional Look and Feel ### 3.1 Video Orientation The video is formatted and oriented to fit well on a standard screen. If a mobile device is used to film, it is turned in "landscape" rather than "portrait" mode. ### 3.2 Audio Levels Audio levels of music, narration, and other sound are at appropriate levels, so important narration and dialogue can easily be heard, and extraneous sounds do not conflict with the main message. ### 3.3 Interesting/Engaging to View While a video may be very informative, if it is not done in an interesting or engaging manner, the audience may have a difficult time paying attention. Lots of factors influence a video’s ability to be interesting or engaging, such as the Background music, the narration and titles you use, and the topic of the video. However, even seemingly boring topics can be the subject of great videos. Often the answer is not what is delivered, but how it is delivered. Using fun or interesting analogies, people with vibrant personalities, or examples that build on viewers' previous experiences can increase the engagement level of your video. Pacing can also affect a video’s ability to be interesting. Don’t make shots longer than they have to be. If something particularly uninteresting needs to be shown in full, try filming it from different angles and at different distances (close up, wide shot, etc.) and switch between these different shots. The movement will make the video visually interesting to watch even if the same, seemingly boring content is being shown. ### 3.4 Cuts Cuts from one clip to another should be smooth and not distract the audience. Avoid cuts that feel abrupt or are too soon or too late on either side of the clip used. ## 4. Youtube Settings ### 4.1 Publish to YouTube The completed video should be uploaded to YouTube. Title it appropriately and add a description of your video. You may set privacy settings to public or unlisted, but NOT private. Also, if possible, disable any ads from showing on your video. ### 4.2 Licensing Consider changing the video's license from a Standard YouTube License to a Creative Commons License License. ### 4.3 Search Optimization Add tags to increase the likelihood of others finding your video. Select an appropriate category for your video (typically education). ### 4.4 Comment Regulations Under the advanced settings, either do not allow users to add comments and video responses, or change the setting so they are only allowed with approval. ## 5. Reflect ### 5.1 Reflection On your submission form, include answers to the following questions: - How could I as a teacher use video to enhance my lessons or assignments? - In what ways can incorporating instructional videos in my teaching change and enhance a student's experience in my class? - In what ways could this intervention replace, amplify, and/or transform traditional classroom settings? - How could I use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT framework.](https://www.youtube.com/watch?v=bfvuG620Bto)) - If you participated in a group video project, describe in detail your specific contributions to planning, production, and editing (e.g. shots, sound, visuals).
This badge certifies competence in technology skills related to teaching Biology.
To earn this badge, complete the [Biology Teacher](https://pathways.badgr.io/public/pathway/5b7eed951d662d3b497055db/element/5b2920efbe9f4f726122aa1f) path.
Computational Thinking (CT), considered a fundamental literacy of the 21st Century, is increasingly gaining traction with educational associations and school systems around the world. Earners of this badge demonstrate ability to apply skills, attitudes, and approaches associated with CT in their own problem-solving process as well as an understanding of the rationale for teaching CT to 21st-Century students.
#Earner Support - **Tutorials:** [Understanding Computational Thinking Badge Guide](https://iptedtec.wixsite.com/techwithkids/badge-guides) on [Tech With Kids](https://iptedtec.wixsite.com/techwithkids) website - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1xNTP98BMNSriSnifM_wFnBCLnwmbIncLF9dwzjMhddE/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. CT Conceptual Quiz After learning about Computational Thinking (e.g., from the Badge Guide), take the quiz below. You are allowed to take the quiz only once, and you will need to login to your Google account to do it. If you achieve a score of 80% (21/26) or greater, simply take a screenshot that includes your name and your score and attach it to your submission form. If your score is less than 80% (20 or lower), review your responses and the Badge Guide, determine the correct answers, and do one of the following: - In a Google sheet, write corrections for any questions you missed. Enter your corrections and paste the URL of the sheet onto your submission form (make sure anyone with a link can view). - If you find it easier, create a screen recording of your quiz results in which you pause on each question you missed and verbally explain the correct answer. Upload this video to YouTube, make sure anyone with a link can view it, and paste the URL onto your submission form. #- [Understanding Computational Thinking - Quiz](https://goo.gl/forms/GBrMQe9j4qkcehMj1) ##2. Guided CT Project _*Note:* Your submission form contains a guide that will help you through all sub-steps of this requirement. It also contains hints that will likely prove useful to you._ ##- ###Task Use computational thinking to analyze the problem described below, create an algorithm that helps solve the problem, and then evaluate how well your solution works. ###Instructions 1. Read the problem description carefully. 2. Use the spaces provided on the submission form to type thorough, thoughtful responses to each question posed. ###Problem Statement As an educator in the 21st Century, you recognize that what you know is less important than your ability to learn and retain information. What is current, accepted, state-of-the-art or best practice in both pedagogy and your subject area may be quite different next year than they are today. As a conscientious educator, you feel that it is vital to stay abreast of new developments in your field. You know that the Internet can be a great way to stay in touch with these developments, but it is difficult to find the time to sift through the web of available information to find the golden nuggets you’re looking for. In the bustle of teaching, it can be difficult even to remember to try. And when you do find the time, it is easy to get sidetracked by information that does not matter. ###2.1 Decomposition 1. What are the components of this **problem**? ###2.2 Pattern Recognition 2. What repeating patterns do you see in the information provided or the data gathered? ###2.3 Abstraction 3. Write, draw, or otherwise represent an abstraction of this problem. ###2.4 Algorithm Design 4. What automated systems might be useful in solving this problem? 5. Write ordered steps that would enable a human, a computer, or (more likely) some combination of the two to carry out the solution. Indicate the agent (who or what) that will carry out each step. ###2.5 Evaluation 6. List each problem component you identified in step 1 and evaluate whether your solution addresses that problem or not. Also, identify any future issues (bugs) you foresee that may need be resolved in the algorithm to make it better. 7. How does the algorithm above leverage the power of computers and automation? In what ways might it leverage these capacities more? ##3. Open CT Project Using the work you did in requirement 1.2 as a guide, complete the following steps: ###3.1 Formulate On your submission form, describe a real-world educational problem you are facing. It can be local (e.g., I need a better way to communicate with parents), global (e.g., standardized tests do not accurately assess some important 21st-Century Skills.), or anything in between. Formulate the problem in a way that facilitates the leveraging of computational methods to solve it. Determine what information you need, and gather what is necessary to inform your problem-solving process. ###3.2 Solve Use the skills of decomposition, pattern recognition, abstraction, algorithm design, and evaluation to produce an automated set of steps that addresses (or at least partially addresses) the problem you formulated. Record your algorithm on your submission form. ###3.3 Report On your submission form, write a brief report in which you document how you utilized CT skills (i.e., decomposition, pattern recognition, abstraction, algorithm design, evaluation) to solve your problem. Include any relevant artifacts (for example, the image of an abstraction you created in your problem-solving process) ##4. Reflections ###4.1 Attitudes & Approaches Write 1-2 paragraphs in which you respond thoroughly to each of the following prompts: - Write about at least three (3) attitudes (e.g., confidence, communicativeness, flexibility) and/or approaches (e.g., tinkering, creating, debugging, persevering, collaborating) that you utilized (or should have utilized) during your CT Projects (requirements 1.2-1.3 of this badge). - How have CT skills, attitudes, and approaches played a role in your problem-solving habits and processes of the past? - Which CT skills, attitudes, or approaches would you like to more fully integrate into your future problem-solving habits and processes? ##4.2 Computational Thinking Rationale Write 2-3 paragraphs in which you respond to the following prompts: - Why do many feel that computational thinking (CT) should be considered a fundamental literacy of the 21st Century? (Cite 1-2 sources). - In your opinion: How will current attitudes and trends in regard to CT affect education in general as well as your future teaching career specifically? - In your opinion: As an educator, what role (if any) do you have in teaching/supporting CT in the classroom?
Interactive infographics allow students and teachers to present information in a more manageable way, examine and explore connections between various concepts, and practice visual communication skills. Badge earners will create an interactive infographic that includes text, graphics, maps, etc.; and publish their work.
# Earner Support - **Tutorials:** [Infographics](https://badgeschool.wordpress.com/tag/infographics/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Piktochart](https://piktochart.com/); [Easel.ly](https://www.easel.ly/); [Infogram](https://infogram.com/?rc=paid0sem0branded0search0&gclid=Cj0KCQiA-ebSBRC8ARIsAGuxJIpf_gjFpOg-ZPFnTMq9RNEniV4cQfwmUpeCWGeLtI96LlZRwxwct8AaAvC2EALw_wcB). - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1IBobCVQzY8wol1VY6BzNRVpZ4k0yCkoZn4d8X3zPTQw/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Plan ### 1.1 Pedagogical Reflection Research and consider pros and cons of a few different infographic creation tools, and choose one that you like the best. On your submission form, write a few sentences on the following prompts: - What features of your chosen technology most appeal to you? Why? How can this tool facilitate a learning experience? - How does your tool of choice compare with other similar tools (list both pros and cons)? - In what ways could this tool replace, amplify, and/or transform traditional classroom settings? How could you use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT framework](https://www.youtube.com/watch?v=bfvuG620Bto).) - Does this tool offer collaborative features? If so, what pedagogical opportunities does that feature offer for you and your students? ### 1.2 Educational Context Imagine a lesson, assignment, presentation, classroom poster, web post, or other educational context in which you would use the infographic you intend to create. Write a brief summary of the educational context for your infographic, and how your finished product fulfills that educational use. Include this summary on your submission form. ## 2. Create ### 2.1 Setup Project After creating an account in the tool of your choice, set up your infographic project. You may choose a ready-made template or specify custom dimensions. Use or add a background that you feel reflects the theme, tone, or feel of your project. ### 2.2 Blocks or Sections Your infographic should contain at least three (3) blocks or sections defined by some type of divider (e.g., line, change of color, new heading, etc.). ### 2.3 Text Change or delete any built-in text from a theme. Use at least one title, one subtitle, and some body text within your infographic. ### 2.4 Images Include at least two (2) relevant images on your infographic. These may include shapes, photos, icons, clipart, etc. ### 2.5 Chart Include at least one (1) chart on your infographic. Import or edit data for the chart in order to make it accurate and relevant to your project. Create a screen recording in which you show the screen as you edit the data and narrate the process. Upload this screen recording to YouTube or Vimeo, and ensure that it can be viewed by anyone with the link. Include the URL to this video on your submission form. ### 2.6 Map Include at least one (1) map on your infographic. Adjust the area(s) shown and/or highlighted in order to create an accurate and relevant visual for your project. ### 2.7 Video Include at least one (1) short, relevant video on your infographic. ## 3. Share ### 3.1 Share Online Ensure that your infographic is public within the tool you chose for your project. Get the shareable link and paste that URL onto the submission form. ### 3.2 Download If your tool allows you to do so for free, download your infographic as a an image (e.g., JPEG, PNG) and insert it onto your submission form as an image.
#Earner Support - **Tutorials:** [Logger Pro - Physics](https://badgeschool.wordpress.com/2016/09/24/logger-pro-physics/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Logger Pro](https://www.vernier.com/products/software/lp/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1Q2BMgppe93HZwwKyEz1Te-BGLSW0UsZyNDOBpDZR27A/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) #Badge Requirements ##1. Data Analysis ###1.1 Insert Data Using the given sample data, input the data into the Data Set Table. You can find the sample data [here](http://iptedtec.org/logger_pro-physics_1/logger-pro-sample-data/). ###1.2 Graph Options All data points should be “point symbols” (or “point protectors” depending on what version of LoggerPro you have) but not “connect[ed] points.” ###1.3 Labels and Units All columns in the Data Set should have appropriate labels. Double click on the column headings to set “Name,” “Short Name,” and “units.” Also be sure to rename “Data Set” by double clicking on it. ###1.4 Analyze Curve Using the “Curve Fit” option, analyze an appropriate curve. When in the Curve Fit window, you must click “Try Fit” before clicking ok. ###1.5 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graph and the Data Table. Include it on your submission form. ##2. Basketball Toss Graph (Video Analysis) ###2.1 View Video "View the Basketball Shot Video in Logger Pro. You can find it by clicking Insert->Movie->Sample Movies->(either “Original Video Files” or “Basketball Shot” folder)-> click on “Basketball Shot Video.” You can also view this video to help you find it: [https://www.youtube.com/watch?v=fJCdEr1kP1s&list=UUtEcE0abaQ0bxBEUw9uX7XQ&width=640&height=480](https://www.youtube.com/watch?v=fJCdEr1kP1s&list=UUtEcE0abaQ0bxBEUw9uX7XQ&width=640&height=480) ###2.2 Set Start Time Find the time when the ball leaves the man’s hand (about 0.18 seconds). Click on the “Sync Movie to Graph” icon and set the “Graph Time” to zero. ###2.3 Set Origin Click on the “Set Origin” icon. Set the bottom of the basketball as the origin. ###2.4 Set Scale Set the scale for the program. In this case, the basketball’s diameter is a good object to use. (Its diameter is about 0.24 meters). This will automatically set the scale for all data. ###2.5 Create Data Points "Starting from where the ball leaves the man’s hand, click on the bottom of the basketball in each frame to create data points. This will automatically graph the x and y positions of the basketball." ###2.6 Analyze Curve Analyze an appropriate curve for both x and y positions on each graph. ###2.7 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graphs and Data Set Table. Include it on your submission form. ###2.8 Velocity Graphs Click on the vertical axis and click more to display both x and y velocities. ###2.9 Analyze Curve Analyze an appropriate curve for the radius. ###2.10 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graph and the Data Set Table. Include it on your submission form. ###2.11 Calculate X Acceleration Under the “Data” tab, create a new calculated column. Call it X Acceleration (with appropriate “Short name” and “units”). Calculate the acceleration by dividing the “X Velocity” column by the “time” column. ###2.12 Calculate Y Acceleration Repeat the above step to calculate the Y Acceleration. ###2.13 Acceleration Graph Click on the vertical axis and click more to display both x and y accelerations. ###2.14 Analyze Curve Analyze an appropriate curve for the data. ###2.15 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graph and the Data Set Table. Include it on your submission form. ###2.16 X vs Y Position Click on the vertical axis and display y position. Click on the horizontal axis to choose x position as the dependent variable. ###2.17 Analyze Curve Analyze an appropriate curve for the data. ###2.18 Screenshot After adjusting the graph layout (see “Graph Layout” section), take a screenshot of your final graph and the Data Set Table. Include it on your submission form. ##3. Motion Detector Set the timing to 30 samples per second. Sample for 5 seconds. Change the units to feet. Under the “Experiment” tab, click on “Store Latest Run” to store the first set of data (this will keep the first set on the graph while collecting another run). Collect another set of data. Both sets should display on the same graph. Take a screenshot of your graph and include it on your submission form. ##4. Additional Sensors **Choose 2 of the Following Sensors. On your submission form, indicate which 2 you chose.** ###4.1 Force Plate Set the timing to 70 samples per second. Sample for 10 seconds. Change the units to pounds. ###4.2 Dual Range Force Sensor Set the timing to 70 samples per second. Sample for 10 seconds. ###4.3 Light Sensor Set the sensor to 0-600. Set the timing to 10 samples per second. Sample for 30 seconds. ###4.4 Sound Level Meter Set a trigger for 75 dB and the sampling rate at 2 samples per second. Sample for 30 seconds. ##5. Analyze Sensor Data ###5.1 Curve Fit From the data of 2 sensors of your choice, run a separate curve analysis of each. The type of analysis must be different for both sensors. ###5.2 Screenshot After adjusting the graph layout (see “Graph Layout” section), take screenshots of your final graphs and the Data Set Tables. Include them on your submission forms. ##6. Graph Layout ###6.1 Labels and Units All graphs should have labels on x- and y- axes and titles. ###6.2 Units All graphs should have appropriate units for all axes. ###6.3 Organization All graphs should be auto-scaled (click the “Autoscale Graph” icon on the toolbar) and auto-arranged (ctrl+R).
When we think of creating a digital presentation, we often think of PowerPoint, but there are also many cloud-based tools that allow users create, store, share, collaborate on, and/or even borrow presentations from other users. These tools don’t always have the same breadth and depth of image manipulation and animation tools as PowerPoint, but they can be a great way to facilitate collaborative effort among students and teachers in any setting, and to find existing material that can reduce teacher workload. Suggested tools for this badge include Prezi, Slideshare, and Speaker Deck. Depending on your tool of choice, you may also need to use another presentation creator (e.g., PowerPoint, Keynote, Google Slides) to complete the badge. Individuals earning this badge will create a cloud-based presentation with at least five frames/slides and embedded images, music, and video. Earners will also explore and favorite presentations made by other users.
#Earner Support - **Tutorials:** [Online Presentation Sharing](https://badgeschool.wordpress.com/2021/08/04/online-presentation-sharing-tools/). - **Recommended Tool(s):** [Prezi](https://prezi.com/); [Mentimeter](https://www.mentimeter.com/); [Educreations](https://www.educreations.com/). **_Note: Depending on your tool of choice, you may also need to use another presentation creator (e.g., Microsoft PowerPoint, Apple Keynote, Google Slides) to complete this badge._** - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1jduykeqr40XxX3e5oKreQh0sVF40fEiMNY6PPw9Thz4/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Profile & Network ###1.1 Pedagogical Reflection Research and consider pros and cons of a few different Online Presentation Sharing tools, and choose one that you like the best. On your submission form, write a few sentences on the following prompts: - What features of your chosen technology most appeal to you? Why? How can this tool facilitate a classroom experience? - How does your tool of choice compare with other similar tools (list both pros and cons)? - In what ways could this tool replace, amplify, and/or transform traditional classroom settings? How could you use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT framework](https://www.youtube.com/watch?v=bfvuG620Bto).) - Does this tool offer collaborative features? If so, what pedagogical opportunities does that feature offer for you and your students? ###1.2 Profile On your tool of choice, create an account and set up your profile. Include a brief biography or description of yourself and a professional photo (if allowed). Take a screenshot of your profile page and insert it onto the submission form. ###1.3 Network On your tool of choice, explore presentations that have already been published. Like/star/favorite at least three (3) presentations from other people. Take a screenshot that shows your starred/favorited items and include it on your submission form. ##2. Add a Presentation ###2.1 Create or Upload If the technology you chose allows, use built-in tools to create and save a presentation relevant to your subject area. If the tool does not allow it, use another presentation creator (e.g., PowerPoint, Keynote, Google Slides) to create a presentation that fulfills the requirements below, then upload it to your cloud-based account. Regardless of your method of creation, your presentation should include the following elements: - An appropriate template/color scheme (Try to connect the background image with your topic as much as possible, or use a neutral, professional color scheme). - A minimum of 5 slides or frames. - An image - A video - Text - A link ###2.2 Share Make sure that the privacy settings on your presentation are set to public. Copy and paste an active link to your public presentation onto the badge submission form.
Online text conversation and collaboration often lack meaningful human expression. Voicethread overcomes some of the impersonal nature of online communication by allowing users to communicate through voice, video, drawing or text. Teachers can upload any form of media (video, audio, picture, etc.) and allow students to comment on the content using their preferred method of communication. Allowing users to express their thoughts and ideas in various ways can result in comments that are more personal, focused, and engaging. Individuals working on this badge will create a Voicethread including various types of media.
#Earner Support - **Tutorials:** [VoiceThread](https://badgeschool.wordpress.com/2016/09/24/voicethread/) page on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [VoiceThread](https://voicethread.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1uYoMeRW97dmsqWoO7Dd1-VGcbckqsyamwR_ktMOwqq0/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Create ###1.1 Slides Upload at least five (5) pieces of media (pictures, videos, etc.). Remember to include a link to your Voicethread on the submission form. ###1.2 Titles & Link Add a title to each slide, and link at least 1 slide to a relevant outside source. ###1.3 Comment Add a comment to at least two (2) slides. ###1.4 Voiceover Add a voiceover to at least four (4) slides. ###1.5 Playback Options Set an appropriate wait time and set to “show full screen when opened.” ###1.6 Add a Doodle Add at least one (1) relevant doodle to your Voicethread (e.g., a doodle circling an important point). ##2. Reflect Write a brief reflection in response to the following prompts and include it on your submission form: - How could you as a teacher and your future students use this tool for lessons, assignments, studying, assessments, etc.? - What features of Voicethread most appeal to you? Why? How can this tool facilitate a classroom experience? - In what ways could this tool replace, amplify, and/or transform traditional classroom settings? How could you use this tool to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT framework](https://www.youtube.com/watch?v=bfvuG620Bto)).
This badge demonstrates the earner's ability to use a wide variety of native features within Google Sheets, install and use Google Sheets Add-ons, share a workbook in a variety of formats, and reflect on the educational applicability of various features.
#Earner Support - **Recommended Tool(s):** [Google Sheets](https://docs.google.com/spreadsheets/u/0/) -[Tutorials](https://badgeschool.wordpress.com/2021/08/03/google-toolkit/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1yc7xJAyvEudXO2FcX-oih8H07seO9_8Tr5asvfHEJSM/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Sample Workbook ###1.1 Create & Link Create a sample Google Sheets workbook that includes TEN (10) or more of the following elements (you can choose which ones make the most sense for your project): - Multiple sheets on the same workbook, each with a custom name. - One sheet linked to draw data from a form. - A range with alternating colors - One or more frozen rows and columns on a sheet. - Three (3) or more unique formulas that calculate a number based on values in other cells. - Two or more cells that are merged together. - Text that is wrapped within a cell. - At least one cell that contains text in a different direction. - A Note attached to a cell. - A Comment attached to a cell. - A Chart that graphically displays data from a range of the sheet it is on. - Conditional formatting on at least one cell. - A named, protected range on a sheet. - A filter view for one of your sheets. - Data validation on at least one cell. - A pivot table for at least one range of data. Change the sharing settings on your workbook so that anyone with a link can _comment._ Also, restrict the workbook so that others cannot copy, print, or download the document. Copy and paste the link onto your submission form. ###1.2 Embed Create a copy of your workbook and change the sharing settings to public. Embed your document onto a website or into a public Learning Management System class environment that you control. Copy and paste the link to that web page (with the embedded workbook on it) onto your submission form. ##2. Tools ###2.1 Native Features. Choose three (3) native features from the File, Tools, or Help menus of Google Sheets (preferably ones that you did not know about before.) Describe what the feature is, the series of clicks to access it, and how these features could be useful in an educational context. ###2.2 Add-ons After exploring the Google Sheets add-on store, choose one add-on that you feel would be useful in your (future) classroom. Install it and learn how to use it. Create an artifact that demonstrates your ability to use the add-on and your understanding of its educational relevance. Options for this artifact could include (but are not limited to) the following: - A written reflection of a few paragraphs and some screenshot images that explain how you use the tool and how it is useful in an educational context. - A workbook or sheet in which you utilize the tool. Include annotations on the document via comments that explain how you utilized the add-ons and how it would be useful in an educational context. - A screencast of no more than 3 minutes in which you demonstrate how to use the add-on and how it would be useful in an educational context. Include a way to access your artifact on your submission form.
Special educators are required to keep data and report on effectiveness of interventions and projections of growth. Graphing is a way to visually analyze and express this data. Badge earners will create graphs useful in special education settings. These include data from changing criterion design, aim and trend lines, reversal designs, and multiple baselines.
# Earner Support - **Tutorials:** [Graphing](https://badgeschool.wordpress.com/2017/10/20/graphing/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Google Sheets](https://docs.google.com/spreadsheets/u/0/); [Microsoft Excel](https://products.office.com/en-US/excel?legRedir=true&CorrelationId=3284fffc-c29a-4148-a4db-6b3f506cd832); - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1R7oWAOWOEFzZIzYLCeZi-Ec4UGpznwJAvc6E9dmWKzw/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Getting Started ### 1.1 Review Videos Instructional videos for the graphs can be found at [badgeschool.wordpress.com.](https://badgeschool.wordpress.com/2017/10/20/graphing/) ### 1.2 Access Data View the raw data for the graphs [here.](https://docs.google.com/document/d/1_MGS93PdJrqcOnh47D8XLhiM1sZhvJ9IhYJIQ3ukAO0/edit?usp=sharing) Make a copy for yourself, or copy and paste the data into a spreadsheet. ## 2. Changing Criterion Graph ### 2.1 Link Upload your final graph to Google Drive or another sharing platform. Put a link to the graph in your submission form using a link from the "Share" button so that the reviewer can view it. You may need to consider exporting your graph as a PDF file, or taking a screenshot in order to avoid formatting changes. ### 2.2 Graph and Format Follow the instructions in the video tutorial to create a Changing Criterion graph. Make sure your graph contains a title, titles for the x and y axis, numbers on the x and y axis, and a legend. ## 3. Aim Line and Trend Line Graph ### 3.1 Link Upload your final graph to Google Drive or another sharing platform. Put a link to the graph in your submission form using a link from the "Share" button so that the reviewer can view it. You may need to consider exporting your graph as a PDF file, or taking a screenshot in order to avoid formatting changes. ### 3.2 Graph and Format Follow the instructions in the video tutorial to create a graph with aim and trend lines. Make sure your graph contains a title, titles for the x and y axis, numbers on the x and y axis, and a legend. ## 4. Reversal Design Graph ### 4.1 Link Upload your final graph to Google Drive or another sharing platform. Put a link to the graph in your submission form using a link from the "Share" button so that the reviewer can view it. You may need to consider exporting your graph as a PDF file, or taking a screenshot in order to avoid formatting changes. ### 4.2 Graph and Format Follow the instructions in the video tutorial to create a Multiple Baseline graph. Make sure your graph contains a title, titles for the x and y axis, and numbers on the x and y axis. ## 5. Multiple Baseline Graph ### 5.1 Link Upload your final graph to Google Drive or another sharing platform. Put a link to the graph in your submission form using a link from the "Share" button so that the reviewer can view it. You may need to consider exporting your graph as a PDF file, or taking a screenshot in order to avoid formatting changes. ### 5.2 Graph and Format Follow the instructions in the video tutorial to create a Multiple Baseline graph. Make sure your graph contains a title, titles for the x and y axis, and numbers on the x and y axis. ## 6. Reflection Write a reflection answering these questions about using graphs in the future: - How could these types of graphs help inform and guide instruction? - How could graphs facilitate communication with parents and build student self-direction?
Edpuzzle is a tool that allows its users to embed questions, comments, audio, and other content into videos to make them more interactive and useful for the classroom. Teachers can create classes, assign videos to classes, and assess performance and progress of the video assignments. This is a great tool to use for online and blended course settings that rely heavily on video for instruction. To earn this badge, users will be asked to select a three minute video to use for a class. Users will then be asked to add audio, questions, and comments to the video, and assign it to a class. The finished project will be a screencast of the video and the user settings.
Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:
# Earner Support - **Tutorials:** [EdPuzzle](https://badgeschool.wordpress.com/2018/01/14/edpuzzle/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [EdPuzzle](https://edpuzzle.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.org/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1GdOiEJNzniBQgSECvi_EBoPZ8SIs_i8xziCfSlAykwU/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Lesson Plan Think of ways in which Edpuzzle may be useful in your field. Form a brief lesson or assignment that involves Edpuzzle. You will include a summary of this lesson or assignment with your video and reflection at the end. The Edpuzzle you create should go with your planned lesson or work as a sample assignment for your students to view. # 2. Create Content ### 2.1 Create Account Create an EdPuzzle account using your method of choice. ### 2.2 Select/Trim Select a video and trim it to under 3 minutes. ### 2.3 Audio Add an audio note (pauses the video and plays your voice) and attach it to your EdPuzzle. Adding Notes is an option under the Questions heading, select the microphone to make it an audio note. ### 2.4 Questions Create at least four (4) questions throughout the video. These should include at least 1 multiple choice question, 1 true/false question, and 1 free response question. One question section should include two questions. ### 2.5 Comments Add at least 1 written comment that includes an inserted picture. ### 2.6 Assigning Create a class and assign the video to that class. ### 2.7 Requirements Prevent students from skipping and assign a due date for the video. ### 2.8 Record Screencast Create a screencast of the student view of the project. Show that skipping is not allowed and demonstrate each required feature of the assignment. After video is finished playing, show how to view progress and export scores. Upload your video to YouTube; ensure others with the link can view your video; and add the video URL to the top of your badge submission form. # 3. Reflection On your submission form, answer the following questions: 1. How can my future students use EdPuzzle to enhance their learning experience? 2. How could I as a teacher use it to enhance my lessons or assignments?
MyFitnessPal helps users lose weight by tracking caloric intake and exercise. This simple tool allows you to add and log recipes (including meals from several dozen restaurants) to help monitor daily caloric intake. An exercise calculator enables users to track how calories are burned through various physical activities. MapMyFitness and MapMyRun focus on helping users improve their lifestyle by tracking physical activity and nutritional information. Users can search suggested running routes, or map their own routes, and develop a workout history by tracking run/ride distance, duration, calories burned, and other data. Additional features enables users to log food and nutritional decisions for a more complete picture of physical lifestyle.
#Earner Support - **Tutorials:** [Fitness Tracking](https://badgeschool.wordpress.com/2016/09/23/fitness-tracking/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [MyFitnessPal](http://www.myfitnesspal.com/)--Website or App and other associated apps. - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1BHjDe9GZ-cjvt_Bm6LJOPe2oJ1HyMrjYiBft7GzlhLw/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. MyFitnessPal Account Settings ###1.1 Account and Profile Set up your account on My Fitness Pal. Create your goals using the “guided” option that MyFitnessPal provides. Add a description of yourself. ###1.2 Add a Photo Upload a photo to your profile. ###1.3 Goals Change your goals using the “customize” option. ##2. Tracking with MyFitnessPal ###2.1 Track Weight Log your weight. ###2.2 Change Meal Names Change your meal names from the default “Breakfast,” “Lunch,” “Dinner,” and “Snacks.” Add a “Morning Snack” category between “Breakfast” and “Lunch.” Change “Snacks” to “Evening Snack.” ###2.3 Track Exercise Add two different exercises for today’s date. Add one to “Cardiovascular” and another to “Strength Training.” Add text to “Today’s Exercise Notes.” ###2.4 Scanner Use the scanner function of the mobile app to add a food to “Breakfast.” Take a screenshot of the scanner’s results, and include it on your submission form. ###2.5 Database Food Add a food from the MyFitnessPal database under “Breakfast.” ###2.6 Quick Add Calories Add calories manually under “Morning Snack.” ###2.7 New Food Create a new food. Log it under “Lunch.” ###2.8 Recipe Create a recipe called “My Favorite Lasagna.” Log it under “Dinner.” ###2.9 Water Consumption Change your water consumption to four cups. ###2.10 Food Notes Add food notes. ##3. MyFitnessPal Social ###3.1 Change Diary Setting Set the visibility for your diary to either “Locked with a key.” (The key does not matter.) ###3.2 Add Friends Add a friend in MyFitnessPal you wish to connect with. ##4. MyFitnessPal Apps ###4.1 Add an App After creating a profile in “MapMyRun,” connect that app to your MyFitnessPal account using the app gallery. ##5. MyFitnessPal Screencast Take a screencast showing all of the following: your “Home” page, profile, “Friends” page, your custom goals page, your weight log, your exercise diary, your food diary, your custom food, your custom recipe, your settings (under “Diary Sharing”), and your “apps” page. Upload your screencast to Youtube and set the privacy so that anyone with a link can view it. Copy and paste the video URL to your submission form. ##6. MyMapRun or MapMyFitness Account ###6.1 Set up an Account Go to mapmyrun.com or mapmyfitness.com and create an account. ###6.2 Privacy Settings Change the default privacy settings to “private.” ##7. Exercise Routes ###7.1 Map a New Route For part of the route, use the tool that allows you to follow the roads, then turn it off for part of the route. ###7.2 Out-and-Back Routes Create a new route using the tool that will send you back to your starting point along the same route. ###7.3 Change Route Privacy Change the privacy for one specific route. Make it public. (We do not recommended making a route starting and ending at your home a public route). ###7.4 Search Search for a route and bookmark it. ##8. MapMyRun or MapMyFitness Social ###8.1 Share a Route Share a route you have created on social media. ###8.2 Screenshot Take a screenshot of the social feed where you have shared your route, and add it to your submission form. ##9. MapMyRun or MapMyFitness Other ###9.1 Import Import a workout from another app (such as MyFitnessPal, or any other device or app you may have). ###9.2 Goals Set a workout goal. ##10. MapMyRun Screencast Take a screencast showing all of the following elements of MapMyRun or MapMyFitness: your privacy settings, the two routes you created, the changed privacy setting on the edited route, your bookmarks, your group, the group bookmarks, and your imported workout. Upload this screencast to Youtube and make sure the privacy settings allow anyone with a link to view it. Add the screencast URL to your submission form. ##11. MapMyRun or MapMyFitness Mobile ###11.1 Mobile App Get the MapMyRun or MapMyFitness mobile app. ###11.2 Send a Route Send one of the routes you have searched or created to your phone. ###11.3 Screenshot Take a screenshot on your mobile device of the route you have sent, and add it to your submission form.
Using an image design tool such as Canva, Desygner, Illustrator, PowerPoint, Google Slides, or Adobe Spark Post, badge earners will start with a blank canvas of an appropriate size and add aesthetically-pleasing visual and textual elements.
# Earner Support - **Tutorials:** [Image Design](https://badgeschool.wordpress.com/2017/02/02/image-design/) post on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Canva](https://www.canva.com/); [Desygner](https://desygner.com/); [Adobe Illustrator](http://www.adobe.com/products/illustrator/free-trial-download.html); [Adobe Spark Post](https://spark.adobe.com/); PowerPoint; [Google Slides](https://docs.google.com/presentation/u/0/). - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1jiFsIF-blCQelOBuzIigNRA8EtqSsLBB_Du09bAcvyM/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Educational Purpose Imagine a lesson, assignment, presentation, classroom poster, web post, or other educational context in which you would use each of the two images or posters you intend to create. Write a brief summary of the educational context for each image, and include it on your submission form. # 2. Set Up the Canvas ### 2.1 Canvas Size Set canvas sizes for each of your images, and justify your choices on your submission form. Your two images should be of two fairly different dimensions. The following are some recommended dimensions for different uses of a created image: - Posters: 8”x10”; 11” X 17” - Presentation: 1024px X 768px - Movie: 1280px X 720 px - Blog or social media posts: Varies by Social Network ### 2.2 Background 1. On one design, set the background to a solid color or some kind of regular geometric, colored design (e.g. diagonal stripes, hexagons, etc.) 2. On the other design, set the background to an image. Adjust the opacity/transparency so that the image is semi-transparent. Make the image fill the entire background, but do not cause the background image to look too short, too tall, too skinny, or too fat. Crop it if necessary to make it a good size for your project. ## 3. Add Elements ### 3.1 Border or Frame Add a border or frame in at least one of your designs. ### 3.2 Texture Add a texture or background pattern in at least one of your designs. ### 3.3 Overlay/Layer Add a layer or overlay (i.e., image, line, box, arrow, etc. on top of an image) in at least one of your designs. Adjust the color and/or other elements of the overlay so that it complements other colors and/or blends well with the photo. ### 3.4 Text Add text in each of your designs. The font of the text should be consistent with the theme of your project. ## 4. Professional Look and Feel ### 4.1 Colors Colors in the designs do not clash with each other, and that the contrast between elements is great enough to make reading easy. ### 4.2 Simplicity & Consistency The designs are elegant but also simple. It is clear what is most important in the design, and other elements enhance rather than detract from that message. Elements are well-spaced (rather than overcrowded) and consistent/complementary with each other and the theme of the graphic.
Screencasting technologies allow the user to record whatever is displayed on their computer’s screen. Screencasting can be useful in demonstrating technically-complex computer functions that are difficult to describe. Screencasting can also be used to capture brief instructional videos for the classroom. Badge earners will create two one-minute screencasts and use them to teach a concept. Earners will demonstrate various screencasting functions and publish their video on YouTube.
# Earner Support - **Tutorials:** [Screencasting](https://badgeschool.wordpress.com/tag/screencasting/) tag on [badgeschool.wordpress.com](https://badgeschool.wordpress.com). - **Recommended Tool(s):** [Screencast-o-Matic](https://screencast-o-matic.com/); [Jing](https://www.techsmith.com/jing-tool.html); [Quicktime](https://support.apple.com/kb/dl923?locale=en_US); [Loom](https://www.loom.com) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) # Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1uiK-OO5rDXyNYfR28l7wJDisqq45wiyFFNcbJ6F-YF4/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. # Badge Requirements ## 1. Conceptualize Pick a concept within a website or program to demonstrate or teach (e.g. show how to create a table of contents in Microsoft Office, how to search in Gmail, etc.). You will teach the concept step by step. On your submission form, write a brief explanation of your concept and how you would use it in a teaching context. ## 2. Create ### 2.1 Record one (1) Screencast in Full Screen Record 1 screencast in full screen mode. Demonstrate or teach the concept you selected. Screencast should be no more than 1 minute in length. ### Record one (1) Screencast in Another Size Adjust recording area to something other than full screen (note: your screen should still be large enough that your audience can clearly see what you’re demonstrating). Demonstrate or teach a concept (it can be the same as your previous screencast or something different). Screencast should be no more than 1 minute in length. ### 2.2 Type In at least one of your screencasts, type something for your viewer to see (e.g., type in a word document, type in a search bar, etc). On your submission form, indicate where and in which video you completed this requirement. ### 2.3 Click In at least one of your screencasts click on something (e.g. a link to an external site, or button on a program of your choice, etc.). On your submission form, indicate where and in which video you completed this requirement. ### 2.4 Speaking In at least 1 of your screencasts, turn on your microphone and narrate during your demonstration: tell us what you are doing in each step. On your submission form, indicate where and in which video you completed this requirement. ### 2.5 Show Mouse Clicks In at least 1 of your screencasts, have the mouse click feature set to show mouse clicks. On your submission form, indicate where and in which video you completed this requirement. ## 3. Publish ### 3.1 Publish to YouTube Publish or Upload your completed video screencasts to YouTube. Copy and paste both URLs onto your submission form. ### 3.2 YouTube Settings On YouTube under the settings, add tags to increase the likelihood of others viewing your videos. Also, select an appropriate category (likely “Education”). On your submission form, indicate which tags and categories you added.
Coding is an increasingly important subject to consider teaching to young learners. Many consider coding to be a literacy of the 21st Century that needs to be learned just like reading and writing in a native language.This badge builds on the Understanding Computational Thinking badge and certifies earners’ understanding of five basic coding principles: commands, loops, nested loops, events, and conditionals. It also certifies their ability to find resources and create activity plans to teach these coding principles in their classrooms and integrate them with other academic subjects.
#Earner Support - **Tutorials:** [Teaching Early Coding - Level 1 Badge Guide](https://iptedtec.wixsite.com/techwithkids/badge-guides) on [Teach with Kids](https://iptedtec.wixsite.com/techwithkids) website - **Recommended Tools:** [Code.org](https://code.org/); [Kodable](https://www.kodable.com/); [Scratch](https://scratch.mit.edu/); [Scratch, Jr.](https://www.scratchjr.org/); [Dash](https://www.makewonder.com); [Sphero](https://www.sphero.com/); [Bee-Bot](https://www.bee-bot.us/); [Ozobot](https://ozobot.com/). - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1qezxgjoYYUZ6sDzmCY_kgK5Z6aXtCSekUsoEjoxljXY/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) - BYU IPT Students: Submit your submission form through Canvas. - Everyone Else: Email your submission form to iptedtec@gmail.com. #Badge Requirements ##1. Learning _**Note:** Teaching Domain in this badge refers to the subject, grade level, and demographic in which you teach or plan to teach._ ###1.1 Coding Concepts Choose a block-based programming platform (e.g., Scratch, code.org) and build one or more block-based code sequences to show that you can apply ALL of the following coding principles (you may build these sequences either as part of an activity, or as a stand-alone project): - Commands - Loops - Nested loops - Events - Conditionals Take one or more screenshots of your sequence(s) and include them on your [submission form](https://docs.google.com/document/d/1qezxgjoYYUZ6sDzmCY_kgK5Z6aXtCSekUsoEjoxljXY/copy) along with annotations that describe which coding principles they demonstrate. ###1.2 Learning Reflection On your submission form, respond thoroughly to the following prompt: - List at least three (3) computational thinking (CT) skills, attitudes, or approaches that you feel were fostered by the activities you completed in Requirements 1.1. (If you don’t know what computational thinking is, consider earning the [Understanding Computational Thinking](https://badgr.io/public/badges/Qf4jsaiHRh-1m608e9x5lw) badge!) ##2. Teaching ###2.1 Unplugged Activity Identify (or create) an unplugged activity (one that doesn't require robots or other technology) that could effectively teach two or more of the coding concepts listed in requirement 1.1 (i.e., commands, loops, nested loops, events, conditionals) to students within your teaching domain. This should be a different activity than you experienced in requirement 1.1. On your submission form, include the following: - A link to (or description of) the activity - An indication of which coding concepts it teaches - A written justification of why this activity is appropriate within your teaching domain. ###2.2 Codable Robot Learning Activity Evaluation Watch a video, read an article/blog post, or observe a live lesson that depicts, documents, and/or demonstrates a learning activity with a codable robot of your choice, preferably within your teaching domain or a teaching domain that is closely related to your own. To the best of your ability, evaluate the activity based on the following criteria: - The activity and its execution are developmentally-appropriate within the teaching domain. - The activity helps the students to learn one or more coding concepts (any concept(s) will do). - The activity helps the students to learn computational thinking concepts. - The activity helps the students to make connections between the coding and/or computational thinking concepts they learn and other academic areas (e.g., science, math, engineering, language arts, social studies, etc.). As part of your evaluation, write a few sentences about whether/how you would improve or adapt the activity to better meet the criteria listed above; indicate where on the [PIC-RAT](https://www.youtube.com/watch?v=bfvuG620Bto) scale you feel the activity falls; and be sure to include some information about which learning activity you evaluated. (For your convenience, a form with all necessary fields is already included on your [submission form](https://docs.google.com/document/d/1qezxgjoYYUZ6sDzmCY_kgK5Z6aXtCSekUsoEjoxljXY/copy).) ###- _**Note:** A repository of several videos, articles, and blog posts for a variety of robots in a variety of teaching domains is included on the tutorials page linked above._ ###2.3 Codable Robot Learning Activity Plan _For this requirement, use *the same* codable robot that you used for requirement 2.2._ ###- Create an activity to guide learning with the codable robot of your choice. The activity should meet the following criteria: ####Criteria: - Is developmentally-appropriate for students within your teaching domain. - Helps students learn or extend their learning of one or more of the coding concepts listed in requirement 1.1 (i.e., commands, loops, nested loops, events, conditionals). - Helps students make connections between the coding and/or computational thinking principles they are learning and other academic content (e.g., science, math, engineering, language arts, social studies, etc.). On your submission form, include the following: #### Submission Items: - _Robot Used:_ An indication of which robot this lesson plan is for. This should be the same robot for which you evaluated an activity in requirement 2.2. - _Computational Learning Challenge:_ A challenge that you would issue to students in order to guide their learning - _Scaffolding Artifacts:_ A description of artifacts (if any) that you would give to students to scaffold their learning (e.g., worksheets, physical objects). - _Student-Teacher Interaction Plan:_ A description of how you would interact with the students in order to foster learning (e.g., what are you doing while they are working? What support do you provide when they get stuck?) - _Solution Key:_ The specific code (or an example of specific code) that would satisfy the computational learning challenge. - _Criteria Justification:_ A written justification for how the activity meets the criteria above. ###2.4 Pedagogical Reflection On your submission form, write a reflection in which you thoroughly respond to each of the following prompts (3-4 paragraphs): ###- 1. Provide a rationale for teaching the coding concepts highlighted in this badge (i.e., commands, loops, nested loops, events, conditionals) to students within your teaching domain. 2. What features of the codable robot you chose to complete this badge most appeal to you? Why? 3. In what ways could using this robot to teach coding in your classroom replace, amplify, and/or transform traditional classroom practices and settings? How could you use this technology to help students move from passive to interactive and creative uses of the technology? (See [PIC-RAT](https://www.youtube.com/watch?v=bfvuG620Bto) framework.) 4. Name at least three (3) specific computational thinking (CT) skills, attitudes, or approaches that you anticipate your codable robot learning activity plan (requirement 2.2) would foster. For each, justify thoroughly why you think that aspect of CT is supported by your plan.
This badge demonstrates the earner's ability to evaluate the educational simulations found within PhET and to intentionally include such simulations within a lesson plan and assessment.
#Earner Support - **Tutorials:** [PhET Assessment Badge Page] (https://badgeschool.wordpress.com/2021/08/04/phet/) - **Recommended Tool(s):** [PhET](https://phet.colorado.edu) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1yBg6moLBpSO4TG3xycZ4f7d2wzNXgRFxFVq-tUUhNks/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) #Badge Requirements ##1. Explore ###1.1 Decide Explore various simulations on the webpage referenced above. Consider which simulation you would like to share in a lesson plan. What criteria would you use to determine which simulation to use? After exploring, choose a simulation. Provide the class subject and simulation title. Briefly explain why you chose this simulation. ##2. Lesson Plan ###2.1 Describe the Learning Objective(s) Center your lesson plan on intentional learning outcomes and/or objectives. Describe at least one learning objective for your lesson plan. ###2.2 Background Knowledge Consider what students need to know prior to the lesson being taught in order to be successful. This can include skills as well as content knowledge. State what background knowledge is needed for this lesson plan to be effective with students. ###2.3 Lesson Plan Outline Provide a detailed outline of your lesson plan. Number your outline to reflect a chronological order of steps. Remember to keep it student centered. Use PIC-RAT to guide the structure of the lesson plan. Consider what will students do (PIC) and what will you as the teacher do (RAT) in this lesson plan? Clearly indicate in your lesson plan outline the anticipated time needed for each step and who is completing the step (the teacher or the student). ###2.4 Assessment Describe the formative or summative assessment you plan to use following this lesson plan. Clearly answer how you will know the learning objective was achieved. Your assessment here can include a simulation from the PhET resource. #3. Embed Save the PhET simulation(s) you have utilized in your lesson plan by embedding the videos to a personal website or social bookmarking site. Include a screenshot or link on this section of the submission form to show where you have completed this step. #4. Reflect Write a paragraph reflection to the following prompts: 1. How could you as a teacher use PHET to enhance your lessons or assignments? 2. In what ways did the simulation you chose help achieve the lesson’s learning objective? 3. How could you use PHET to replace, amplify, and/or transform a lesson? 4. How could this tool help students move from passive to interactive and creative uses of technology? (See PIC-RAT framework)
This badge demonstrates the earner's ability to evaluate the educational simulations found within iCivics and to intentionally include such simulations within a lesson plan and assessment.
#Earner Support - **Tutorials:** [iCivics Assessment Badge Page] (https://badgeschool.wordpress.com/2021/08/04/icivics/) - **Recommended Tool(s):** [iCivics](https://www.icivics.org/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1qwINPaxvK_hbMUc8mCeWaKwkekOaLVNsvUHrmuGRlK8/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) #Badge Requirements ##1. Explore ###1.1 Decide Explore various simulations on the webpage referenced above. Consider which simulation you would like to share in a lesson plan. What criteria would you use to determine which simulation to use? After exploring, choose a simulation. Provide the class subject and simulation title. Briefly explain why you chose this simulation. ##2. Lesson Plan ###2.1 Describe the Learning Objective(s) Center your lesson plan on intentional learning outcomes and/or objectives. Describe at least one learning objective for your lesson plan. ###2.2 Background Knowledge Consider what students need to know prior to the lesson being taught in order to be successful. This can include skills as well as content knowledge. State what background knowledge is needed for this lesson plan to be effective with students. ###2.3 Lesson Plan Outline Provide a detailed outline of your lesson plan. Number your outline to reflect a chronological order of steps. Remember to keep it student centered. Use PIC-RAT to guide the structure of the lesson plan. Consider what will students do (PIC) and what will you as the teacher do (RAT) in this lesson plan? Clearly indicate in your lesson plan outline the anticipated time needed for each step and who is completing the step (the teacher or the student). ###2.4 Assessment Describe the formative or summative assessment you plan to use following this lesson plan. Clearly answer how you will know the learning objective was achieved. *Optional: You may use iCivics in your assessment. #3. Reflect Write a paragraph reflection to the following prompts: 1. In what ways can including iCivics gaming enhance a student’s experience in my class? 2. In what ways could this tool replace, amplify, and/or transform traditional classroom settings? 3. Evaluate the tool, would this be something you would want to include in the future? Explain your reasoning.
This badge demonstrates the earner's ability to create with and evaluate the photoshop features found within PicsArt. The earner of this badge will also utilize PicsArt within a lesson plan and assessment.
#Earner Support - **Tutorials:** [PicsArt Assessment Badge Page] (https://badgeschool.wordpress.com/2021/08/05/picsart/) - **Recommended Tool(s):** [PicsArt](https://picsart.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1WYvoX4rrv5nZCAmPs4wJkN4xjAtIErlox0JyXPmsb-s/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) #Badge Requirements ##1. Profile ##1.1 Choose the free version and create a login profile. Include a screenshot of your profile as evidence in this section. ##2. Explore Select an image from your own library or a public image from creative commons and upload that image to your PicsArt account to edit. Edit the image using 3 separate photoshopping tools from the PicsArt site. Provide a copy of your original and edited image to your submission form AND list the three tools you chose to use. ##3. Lesson Plan ###3.1 Describe the Learning Objective(s) Center your lesson plan on intentional learning outcomes and/or objectives. Describe at least one learning objective for your lesson plan. ###3.2 Background Knowledge Consider what students need to know prior to the lesson being taught in order to be successful. This can include skills as well as content knowledge. State what background knowledge is needed for this lesson plan to be effective with students. ###3.3 Lesson Plan Outline Provide a detailed outline of your lesson plan. Number your outline to reflect a chronological order of steps. Remember to keep it student centered. Use PIC-RAT to guide the structure of the lesson plan. Consider what will students do (PIC) and what will you as the teacher do (RAT) in this lesson plan? Clearly indicate in your lesson plan outline the anticipated time needed for each step and who is completing the step (the teacher or the student). ###3.4 Assessment Describe the formative or summative assessment you plan to use following this lesson plan. Clearly answer how you will know the learning objective was achieved. *Optional: You may use PicsArt in your assessment. #4. Reflect Write a paragraph reflection to the following prompt: 1. How could you as the teacher use PicsArt to enhance, transform, or amplify your lessons and/or assignments? (Use the PIC-RAT framework to help support your answer.)
This badge demonstrates the earner's ability to evaluate the collaborative communication tools found within Flipgrid and to intentionally include such simulations within a lesson plan and assessment.
#Earner Support - **Tutorials:** [Flipgrid Assessment Badge Page] (https://badgeschool.wordpress.com/2021/08/05/flipgrid/) - **Recommended Tool(s):** [Flipgrid](https://info.flipgrid.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1E1-_RI6-wCanL_H6V7hoOPhLx8OoRwyP4HrksMInIic/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) #Badge Requirements ##1. Create Choose a discussion topic for your community discussion Flipgrid and create a Flipgrid discussion page. On this page include at least one supporting image or other media. Invite learners to participate by email. Insert a screenshot of your Flipgrid discussion page with their responses on this section of the submission form. ##2. Lesson Plan ###2.1 Describe the Learning Objective(s) Center your lesson plan on intentional learning outcomes and/or objectives. Describe at least one learning objective for your lesson plan. ###2.2 Background Knowledge Consider what students need to know prior to the lesson being taught in order to be successful. This can include skills as well as content knowledge. State what background knowledge is needed for this lesson plan to be effective with students. ###2.3 Lesson Plan Outline Provide a detailed outline of your lesson plan. Number your outline to reflect a chronological order of steps. Remember to keep it student centered. Use PIC-RAT to guide the structure of the lesson plan. Consider what will students do (PIC) and what will you as the teacher do (RAT) in this lesson plan? Clearly indicate in your lesson plan outline the anticipated time needed for each step and who is completing the step (the teacher or the student). ###2.4 Assessment Describe the formative or summative assessment you plan to use following this lesson plan. Clearly answer how you will know the learning objective was achieved. *Optional: You may use Flipgrid in your assessment. #3. Embed Save the Flipgrid discussion you have utilized in your lesson plan by embedding the discussion page to a personal website or social bookmarking site. Include a screenshot or link on this section of the submission form to show where you have completed this step. #4. Reflect Write a paragraph reflection to the following prompts: 1. How could you as the teacher use Flipgrid to enhance your lessons or assignments? 2. How could you use Flipgrid to replace, amplify, and/or transform a lesson? 3. How could this tool help students move from passive to interactive and creative uses of technology? (See PIC-RAT framework.)
This badge demonstrates the earner's ability to evaluate the collaborative presentation tools found within Educreations and to intentionally include this software program within a lesson plan and assessment.
#Earner Support - **Tutorials:** [Educreations Assessment Badge Page] (https://badgeschool.wordpress.com/2021/08/04/educreations/) - **Recommended Tool(s):** [Educreations](https://www.educreations.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1Ctvh1UeSe-wMlV2Btx7v1M0TwaHXvNn_CV2F83naE3o/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) #Badge Requirements ##1. Profile On Educreations, choose the free version and create a login profile. Include a screenshot of your profile on this section of the submission form. ###1.1 Explore Look through tutorials and observe examples (see the tutorials page for quick links). After exploring the Educreations website, practice creating your own Educreations video. In your practice video use images, sound, and text to enhance the video. Insert the video link on this section of the submission form. ##2. Lesson Plan ###2.1 Describe the Learning Objective(s) Center your lesson plan on intentional learning outcomes and/or objectives. Describe at least one learning objective for your lesson plan. ###2.2 Background Knowledge Consider what students need to know prior to the lesson being taught in order to be successful. This can include skills as well as content knowledge. State what background knowledge is needed for this lesson plan to be effective with students. ###2.3 Lesson Plan Outline Provide a detailed outline of your lesson plan. Number your outline to reflect a chronological order of steps. Remember to keep it student centered. Use PIC-RAT to guide the structure of the lesson plan. Consider what will students do (PIC) and what will you as the teacher do (RAT) in this lesson plan? Clearly indicate in your lesson plan outline the anticipated time needed for each step and who is completing the step (the teacher or the student). ###2.4 Assessment Describe the formative or summative assessment you plan to use following this lesson plan. Clearly answer how you will know the learning objective was achieved. *Optional: You may use Educreations in your assessment. #3. Reflect Write a paragraph reflection to the following prompts: 1. How could you as the teacher use Educreations to enhance, transform, or amplify your lessons and/or assignments? (Use the PIC-RAT framework to support your answer.)
#Earner Support - **Tutorials:** [Padlet Assessment Badge Page] (https://badgeschool.wordpress.com/2021/08/05/padlet/) - **Recommended Tool(s):** [Padlet](https://padlet.com/) - **Endorsing Organizations:** AECT ([aect.org](http://aect.site-ym.com/)); ISTE ([iste.org](https://www.iste.org/)) #Submission Instructions Copy this [submission form](https://docs.google.com/document/d/1hgKByCovGNh0UeDmO7l2Mvubu7m_37CQpNd-cb0C-B8/copy) to your personal Google Drive. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. (Please make sure sharing settings allow the document to be viewed by anyone with a link.) #Badge Requirements ##1. Profile On Padlet, choose the free version and create a login profile. Include a screenshot of your profile on this section of the submission form. ###1.1 Explore After exploring the padlet site and tutorials begin to create your own padlets as practice. For this section of the submission form, create three padlets, each with a different template. On each padlet include 3 examples of student responses and 1 example of teacher feedback on the padlet. Include evidence of all three padlets by inserting screenshots of each padlet on this section of the submission form. ##2. Lesson Plan ###2.1 Describe the Learning Objective(s) Center your lesson plan on intentional learning outcomes and/or objectives. Describe at least one learning objective for your lesson plan. ###2.2 Background Knowledge Consider what students need to know prior to the lesson being taught in order to be successful. This can include skills as well as content knowledge. State what background knowledge is needed for this lesson plan to be effective with students. ###2.3 Lesson Plan Outline Provide a detailed outline of your lesson plan. Number your outline to reflect a chronological order of steps. Remember to keep it student centered. Use PIC-RAT to guide the structure of the lesson plan. Consider what will students do (PIC) and what will you as the teacher do (RAT) in this lesson plan? Clearly indicate in your lesson plan outline the anticipated time needed for each step and who is completing the step (the teacher or the student). ###2.4 Assessment Describe the formative or summative assessment you plan to use following this lesson plan. Clearly answer how you will know the learning objective was achieved. *Optional: You may use Padlet in your assessment. #3. Embed Embed or add a link to at least one of your padlets onto your course website or your social bookmarking site. #4. Reflect Write a paragraph reflection to the following prompts: 1. How could I as a teacher use Padlet to enhance your lessons or assignments? 2. How could you use Padlet to replace, amplify, and/or transform a lesson? 3. How could this tool help students move from passive to interactive and creative uses of technology? (Use the PIC-RAT framework to support your answer.)
To earn this badge you will need to film yourself teaching or facilitating a short learning activity. You will then need to provide the video together with a self-assessment and reflection
Earner Support Tutorials: Video Creation category on badgeschool.wordpress.com. Recommended Tool(s): Swivl, Panopo, Ezvid, iMovie Endorsing Organizations: Submission Instructions: Copy this submission form to your personal Google Drivehttps: //bit.ly/3AJvDW2. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. BYU IPT Students: Submit your submission form through Canvas. Everyone Else: Email your submission form to iptedtec@gmail.com. Please make sure sharing settings allow the document to be viewed by anyone with a link. Badge Requirements To earn this badge you will need to film yourself teaching or facilitating a short learning activity. You will then need to provide the video together with a self-assessment and reflection (No longer than 10 minutes in length). In order to do this successfully you will need to follow the steps below carefully, complete each task and write thoughtful and thorough responses on your evidence form. 1. Planning 1.1 Selecting An Appropriate Learning Activity Reflective practices in teaching are essential. For this badge you will need to carefully select which aspects of your teaching you will film, and evaluate based upon your current goals for improvement. On your submission sheet write a brief summary in which you address each of the following prompts: What is one of your current goals for improving your teaching practice? What element of your teaching will you film in order to evaluate your progress in this goal? Briefly describe the learning activity you plan to film and how it relates to your goal. What specific things will you be looking for and reflecting on when you review your film? 1.2 Permission to Film Depending on the setting of your learning activity you may need to secure permissions if you intend to include students as part of what you film and submit. Make sure you check the guidelines of your school district or organization in regards to filming students. Answer the following question on your submission form: What permissions, if any, did you secure before filming? 1.3 Selecting Your Tools An important step in your planning will be to select the tools that you will use to film your learning activity. Consider each of the following questions: What film equipment do you plan to use? What do you have access to? Will you need to acquire additional equipment? For example: do you need a Swivl, a tripod or a mount in order to execute your plan? What audio equipment do you plan to use? How will you make sure the audio in your video is clear? Will we be able to hear everything that we need to hear clearly? Do you need an additional microphone? Do you know how to connect your audio and video files? Which software do you plan to use to join audio and video files, save your film and then upload it to YouTube in an appropriate file format? What help do you need? Where can you find the help you need? After considering these questions, write out your plan for equipment and software on your submission form. Be specific and detailed. 2. Production Editing and Posting 2.1 Filming Make sure to place your film and audio equipment carefully and thoughtfully. The video should show everything necessary to perform a thorough reflection on the learning activity and your teaching. The video should be formatted and oriented to fit well on a standard screen. If a mobile device is used to film, it is turned in “landscape” rather than “portrait” mode. The audio should include everything necessary to perform a thorough reflection and be clear and easy to understand. You should also make sure that everything is working properly BEFORE the activity that you want to film begins. Briefly describe what you did in your setup to ensure high quality video and audio. What tests did you run to make sure everything was working before the actual learning activity began? 2. 2 Editing THE FILM CLIP THAT YOU SUBMIT SHOULD NOT BE LONGER THAN 10 MINUTES. This may require you to use your chosen software to do some post production editing. Think carefully about the goal for improvement that you listed in part 1.1, and keep that as the focus. This will help you in making your editing decisions. You may also consider adding captions to ensure that important dialogue is understood. Briefly describe what you did in post production editing. 2.3 Publish to YouTube The completed video should be uploaded to YouTube. In order to do this you will need to make a YouTube account if you do not already have one. You will also need to make sure that you have saved your video file in a format that can be uploaded to the site. Title your video appropriately and add a description. You may set privacy settings to public or unlisted, but NOT private. Also, if possible, disable any ads from showing on your video. 3. Self-Assessment 3.1 Self-Assessment Form Complete the self-assessment listed under 3.1 on your submission form. Focus on the comments section of this item. Make sure to provide evidence from your film to support your scores and conclusions. On the last section of the Teaching Elements assessment make sure to replace the indicated text with the goal you stated in part 1.1. 4. Reflect 4.1 Reflection On your submission form, write a minimum of two well-developed paragraphs in which you give a thoughtful and thorough reflection about your experience both filming your teaching, and using the film to help you self-assess elements of your teaching. Consider the following questions as you write. You do not need to address each question. Did this activity help you in your efforts to improve your teaching? Can you see yourself using this as a reflection tool to improve your teaching in the future? What elements of a learning activity are you able to observe through filming and watching it that you may have missed in the moment? What challenges did you face with the technology? How might you overcome those challenges in the future? TAGS media production ALIGNMENTS This badge is aligned to these frameworks ISTE Educator Standard 1: Learner Description: Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. ISTE Educator Standard 7: Analyst Description Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators: We Issue Open Badges
For this badge you will curate a small library of videos that would enhance a unit, assignment or project in your field.
Submission Instructions: Copy this submission form to your personal Google Drive https://bit.ly/3TwpiWq. As you complete the badge, add the required evidence. When the form is complete, submit it to your Badgeschool reviewer. BYU IPT Students: Submit your submission form through Canvas. Everyone Else: Email your submission form to iptedtec@gmail.com. Please make sure sharing settings allow the document to be viewed by anyone with a link. Badge Requirements For this badge you will curate a small library of videos that would enhance a unit, assignment or project in your field. 1. Planning 1.1 Selecting An Appropriate Concept Including video as part of instruction is not always the most effective means of teaching concepts, skills or content. Sometimes, however, a video can provide a learning experience that would be impossible or very difficult to create in any other way. Videos should therefore be selected carefully to integrate with and enhance instruction, and to improve the student learning experience. You will need to think carefully about how you could curate a small library of 5 videos that will enhance a unit, assignment or project in your field. The objective is to use the medium of video well, and integrate it within instruction in a way that will add something to the learning experience that would not be possible or be very difficult to achieve without it. Include the following on your submission form to show that you have carefully considered how to include videos into your instruction: A written project assignment, unit plan, or detailed summary of the instructional context. Whichever of the options you choose you should include information about how you plan to incorporate video into the instruction and how it will enhance the student experience. You may include a link to another document (make sure the settings are public to allow anyone with the link to view), or you may write out the plan in the space provided on the form. 1.2 Educational Alignment Educators seeking to earn this badge should use a topic that aligns to the state core where they teach or where they are studying, or that could be legitimately used in a school/classroom setting for an educational purpose. This requirement does not apply to non-educators seeking to earn this badge. On the form include alignment information for your chosen instructional activity. 1.3 Interactive Tools Allowing students to interact with instructional materials can be a great way to enhance the student learning experience. There are many free tools available that allow instructors to include opportunities for students to interact with videos. Some of these include: Flipgrid, Perusall, Thinglink, TED-Ed, Nearpod and many many others. Research some of the free tools available and choose at least one that you will use to create student interactions with at least 2 of the videos in your curated video library. On your submission form write out a plan for which tool you will use and some of the ideas you have for how you will use it. 2. Selecting Videos 2.1 Videos Videos should be carefully selected to fit within your instructional plan and to enhance your teaching by providing something that could not be accomplished as effectively without the video. You should be able to articulate why you have chosen each video, how it fits into your instructional plan, and how it enhances your teaching. The videos you select should be of high quality and from reliable sources. Fill out the tables under 2.1 on your submission form. Take the time to write well thought out responses for each prompt. 3. Using Interactive Tools 3.1 Making Videos Interactive In planning section 1.3 you chose an interactive platform or platforms that you would use to make at least two of your videos interactive. For each video you need to include a minimum of three interactive moments within the video. These could include quiz style questions, open ended question responses, drawing, video responses, click interactions and more. Be creative with the way you use the features of your chosen tool to enhance your video. For example: with a tool like Nearpod you may not be able to do much more than add questions to the video itself - but you can add additional slides with additional interactive learning activities. Focus on creating something that meets your goals for learner experience and instruction. Include a link for each interactive video. Make sure that the settings are public, or include any join codes to ensure that anyone with the link can see your video. Have someone test this before you submit your badge. If we cannot see the videos we cannot award you the badge. Fill out the table for each video. Be thorough and thoughtful in your responses. It is important that you are able to explain the reasoning behind your decisions and how they fit into your overall instructional plan and goals. 4.1 Reflection On your submission form, write a minimum of two well-developed paragraphs in which you give a thoughtful and thorough reflection about your experience curating a group of films to fit within an instructional context. Consider the following questions as you write. You do not need to address each question. Did this activity help you in your efforts to improve your teaching? If so, how? If not, what was lacking? How did curating these videos change your perspective on the use of video within instruction? What did you learn that you can take with you in the future? What challenges did you face with the technology? How might you overcome those challenges in the future? TAGS media production ALIGNMENTS This badge is aligned to these frameworks ISTE Educator Standard 1: Learner Description: Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. ISTE Educator Standard 7: Designer Description Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: We Issue Open Badges