Cooking Up STEAM, by Bites and Bytes,YUM!

Delicious Doings in the Classroom or After School Program!!

Mucca - Learning about the Cow and Milk

Hands on Learning

Many of us have had a fascinating whirl on the Internet learning about foods,recipes and ways to involve the joy of cooking, or eating.

I like this site.   http://www.exploratorium.edu/cooking/  

You can discover how a pinch of curiosity can improve your cooking! Explore recipes, activities, and Webcasts that will enhance your understanding of the science behind food and cooking. No need for package services to deliver ideas to you.

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Photo by Pixabay on Pexels.com

It has in the “Science of Cooking”, sections on candy, bread, eggs, pickles , meat, and seasonings.

cream with jelly on top

Photo by Snapwire on Pexels.com

CANDY

BREAD

Person Holding Egg

EGGS

PICKLES

Variety of meat products including ham and sausages

MEAT

The series of live Webcasts explores the science and culture of cooking. The guests include noted chefs, food chemists, and nutritionists, and they take field trips to investigate famous kitchens and farms!

 

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National Geographic taught us how to think about the way in which foods traveled to our world. There used to be a lesson on a Chocolate Bar. ( How it Becomes a Chocolate Bar_)

Here is that lesson. http://www.iupui.edu/~geni/documents/Worldinacandybar.pdf

Here is a story of chocolate, a kind of story map. http://www.magnumicecream.com/us/en/the-history-of-chocolate.html

                              INVOLVING FAMILIES , and COMMUNITY

I like to get recipes from the class, and sometimes I would have a potluck dinner and parents and I would make a class cookbook. Each student brings in a special family recipe and when compiled together, you have a class cookbook.  I was lucky to have parents who wanted to be a part of helping to teach the Accidental Science of Cooking.

My classes were multicultural. My school had grants that were given to teachers for classroom work. The county also funded projects. With the funding our class got utensils, pots and pans , a two burner hotplate ,and a convection oven. Cooking was gently inserted into the curriculum. STEM, STEAM, whatever.

National Geographic has this :

https://www.nationalgeographic.org/media/matter-taste-wbt/

 

There was also a Kidsnetwork  NGKN unit on Nutrition and “What are We Eating”.

A great starting point. 

Planet Food

The Planet Food interactive aggregates the contents of your meal to generate a map showing the global footprint your plate makes before it even gets to your plate, and puts you in charge of the world wide journey a bar of chocolate will take before it gets to you.

PLANET FOOD

Welcome to Planet Food. Win lots of virtual badges by completing challenges that get you thinking about where food comes from, and how it gets to your table.

Eat: The Story of Food

Documenting dinners around the world. 

These days, documenting our dinners for the Internet is a universal pastime: sharing your food means that you don’t dig into your plate until you’ve taken a picture of it with your phone and posted it to your social networks. National Geographic gives us photos from around the world.

It is easy on the Internet to look at pictures of food.  Families , schools and communities often come together to explore, examine, and eat food.

 

There are these wonderful areas to explore and tailor to your programs

My favorite is the accidental science of cooking 

The program is from the Exploratorium in San Francisco.
Discover how a pinch of curiosity can improve your cooking! Explore recipes, activities, and Webcasts that will enhance your understanding of the science behind food and cooking.

 

At the Department of Educations Game Expo I found Chef KOOCHOOLOO

 

After School Programs

Chef Koochooloo’s after school program blends humanity’s oldest means of socialization—cooking and eating together—with its most modern lessons. Their master chefs lead classes leveraging  iPad applications, framed around recipes from a specific country or culture. As they prepare food together, kids learn about cooking-related math and science skills, and social-responsibility. Additionally, we emphasize healthy cooking techniques. Most after school sessions are one hour long, unless the school requests a two hour program. Their teachers have been trained in food safety and culinary arts. Each classroom experience includes a food science experiment, and a fun unique geography lesson.

Their mission is to excite kids by discovering the world through healthy, collaborative cooking classes, enriched with STEAM (science, technology, engineering, arts, and mathematics learning). Their vision, to improve the health, happiness and education of children worldwide, through dynamic curriculum and engaging gamified technology.

There is an APP for that. Chef KooChooloo !!

 

  Go Graphic, Story Map

A fun thing to do is to have students map how a food got to America, building a story map from ESRI. Here is where to start.

MAKE A STORY MAP

 

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Photo by rawpixel.com on Pexels.com

 

                                                            USING ESRI TOOLS

Start telling stories here. https://storymaps.arcgis.com/en/my-stories/

Some outcomes that I had were unexpected. Families helped my class to build a classroom garden. There were grants that we found , one parent turned over the earth and started us growing. I had quick learning to do.pexels-photo-704818.jpeg

 

Another small miracle is that we began to grow herbs. A parent brought us plants which we put in the school window. Francesco De Baggio, shared with the class how to raise herbs in the classroom windows.

That was a big hit. I had never used fresh herbs. Not being Italian, I did not know that much about pasta either. It was a fun learning journey.

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You need a grant?https://www.nationalgeographic.org/grants/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Game On… Learning with Serious Games

I am excited !
I am taking students to the Game Expo at the Kennedy Center. You may want to read this blog because their are links for some serious games and for the online part of the program that was / and will be aired.
https://blog.ed.gov/…/time-play-learn-2019-ed-games-expo-k…/

 

Game-based learning is gaining popularity in education as more young people and adults learn from games both in and out of the classroom. Well-designed games motivate students to actively engage in content that relates to coursework and master challenging tasks designed to sharpen critical thinking, problem solving, employment and life skills.

Every year, the ED Games Expo promotes game-based learning though the display of exciting educational games and technology.

 

As a teacher, when I initially used games in education , I got push back . My students were having fun in education. That was back in the days of MECC.

 

Eventually , I was on the board of MECC and other game based learning initiatives . I think pioneering games was a little difficult. ( It was FUN!) I learned that the students who were best in remembering information, might not be the ones who could best play a game. I was able to infuse confidence in students with their games based performances. I was able to personalize their learning by letting them explore using authentic games based learning. I had to learn the games too. Worked for me. We had something to talk about.

The ED Games Expo took place on January 8 from 4-8PM at the John F. Kennedy Center for the Performing Arts. The Expo was free and open to the public.

Expo attendees were able to  demo 125 educational learning games while meeting the developers. The games and technologies were for students of all ages in education and special education and cover topics including STEM, reading, social studies and social development. Many incorporated emerging technologies, such as virtual reality, 3D printing, engaging narrative adventures and puzzles.

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Here are some games for your involvement and examination.

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Photo by JESHOOTS.com on Pexels.com

Physics Playground
https://youtu.be/1TolHLe_uRg

Reading
https://youtu.be/3tvquxy9PeU

Social Studies
https://youtu.be/v9XqLo4hCEU

Zoo U
https://youtu.be/Vfyax3F3_ck

Hololabs Champion Trailer
https://youtu.be/OaIUD-6hSGA

Parametric DESCARTES PhaseII Proposal
https://youtu.be/DC1iTxzx40o

MidSchool Math
https://www.midschoolmath.com/empires-video

Alpha Bear Trainers #2
https://youtu.be/xtqd9AvUrmU

internet-of-things

This year the Expo hosted activities to showcase the role of STEM and the arts in the development of learning games. On January 7 from 10AM-2PM, eight learning game developers provided TED-style talks to Washington, DC-area students titled “How The Game Was Made.”

The talks will be live simulcast and available as recordings on the Kennedy Center website.

selective photograph of a wall with grafitti

Photo by Toa Heftiba Şinca on Pexels.com

The talks illustrated the many roles that it takes to develop games, including the concept creator, engineer, coder, web designer, graphics artist, script writer, musician, teacher, education researcher, learning scientist, business expert and more. The talks were intended to inform and inspire students in their own education and future career aspirations, from STEM to literature to the arts to thinking like an entrepreneur.

The Learning Game Awards, a special competition launched this year, will showcase the original “Art,” “Musical Scores” and “Video Demonstrations” in the Expo’s learning games. Be sure to check out the entries and vote for your favorites.

https://edgamesexpo2019.weebly.com/

Many of the games and technologies at the Expo were developed with funding from more than 25 government programs, including ED’s Small Business Innovation Research program, the Institute of Education Sciences, the Office of Special Education Programs, the Office of Career, Technical, and Adult Education and the Office of Innovation and Improvement.

You can link on Facebook to learn more.
https://www.facebook.com/ED.gov/

BLOG.ED.GOV
Game-based learning is gaining popularity in education as more young people and adults learn from games both in and out of the classroom. Every year, the ED Games Expo promotes game-based learning though the display of exciting educational games and technology.
group hand fist bump

Photo by rawpixel.com on Pexels.com

photo of person typing on computer keyboard

Photo by Soumil Kumar on Pexels.com

The Internet of Things,Part 2

unsetinternet-things-iot-word-icons-globe-world-map-dotted-51758679

 

I have spent time at NIST studying the Internet of Things since my last post on it. There are some new things to share including this video from the National Institute of Standards. NIST.

What is the Internet of Things (IoT) and how can we secure it?

Video https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/684682

So you may think well what has that got to do with me? I don’t care about IoT is what a lot of people say initially until they learn more.

Oh Yawn…some would still say!

How about this headline?

A company that sells “smart” teddy bears leaked 800,000 user account credentials—and then hackers locked it and held it for ransom.

https://motherboard.vice.com/en_us/article/pgwean/internet-of-things-teddy-bear-leaked-2-million-parent-and-kids-message-recordings

Internet of Things Examples

Mostly people care about personal uses:

These are a few of the examples on the link

Remember to take your meds

Monitor an aging family member

Check on the Baby

Stay Out of the Doctor’s Office

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YOUR CITY

Engage with the data exhaust produced from your city and neighborhood

Light streets more effectively

Monitoring flooding

There are many  examples to show how IoT can affect you personally.

internet-of-things

 

In the next century, planet earth will don an electronic skin.
It will use the Internet as a scaffold to support and transmit its sensations.” – Neil Gross 1999

 

IoT solutions can be built for large amount of application areas. In manufacturing industry sector even a new concept has been created to describe the new generation IoT enhanced manufacturing: Industry 4.0. IoT can essentially improve manufacturing process monitoring, analyzing, optimizing and managing. In healthcare sector wristbands connected with smartphones can tell heartbeat rate, steps taken and sleep pattern to encourage healthier behavior. Energy consumption of buildings can be controlled intelligent ways. There are even developed fridges which can send the content information to the user’s mobile phone.

In logistics IoT is widely in use and will spread to new logistics application areas in the future. Traffic infrastructure has lots of data collecting points. This data can be used to help traffic control centers and infrastructure users to have real-time information on congestions, weather conditions, accidents etc. Vehicles’ and vessels’ movements can be monitored by location technologies and forwarded as estimated time of arrivals for the waiting customers. Load space and cargo temperatures can be remote monitored and if exceptions arise, the drivers or other users will be notified.

One of the most advanced new logistics IoT solutions is for waste collect transportation. The garbage bins have sensors which measure the free capacities of the bins. The system calculates the predicted time when the bin should be emptied. This information is sent to the route optimization program which produces the schedules and routes for the garbage truck drives.

Maintenance needs and driving of vehicles, forklifts and cranes can be monitored by IoT. Measuring can produce information on economical driving, safety, failures, performance etc. Based on this information the amount and models of machines or vehicles can be optimized, safer driving can be enhanced, work tasks can be optimized and many other improvements can be reached. Also emissions reducing have a big role and there is a need to collect reporting for greener logistics. Congestions increase harmful emissions and waste time – the data collected from navigators can dynamically produce alternative route options for users to select less crowded roads.

There have been large tests to monitor sea containers using boxes which can send for example location, temperature, humidity, movement shocks and door opening data to the shipment controller. This data helps with operation scheduling and risk management. There have been also pilot application where food packages have had sensors to monitor possible contamination risks. The sensor communicates with the back-end system using radio waves (rfid tag) and RFID technology is one the key enabling technologies in logistics IoT solutions.

Sensor systems can produce data several times per second, thus cumulating data amounts can become very large. Sometimes it’s reasonable to use big data –methods to store, handle and analyze data. Also the role of artificial intelligence technologies can help to find relevant information from IoT data. For example heart health can be evaluated using ECG curve analysis and instead of doctor the interpretation of the curve is done by intelligent algorithms. IoT applications can be taken into use as cloud solutions where the users see reporting results using web or mobile applications. Different kind of technical IoT platforms, devices and ecosystems have also developed rapidly and building applications is now faster and easier than in the past. On the other hand security risks have become real challenges because many IoT solutions were originally thought to be used in closed network and not in open Internet. Source;

http://www.logistiikanmaailma.fi/en/logistics/digitalization/internet-of-things-iot/

Oh Boring…some would still say!

Look at Education for the Future. We need to be aware of the excellence of ideas but also help oarrents and caregivers monitor and manage the relationship that their families have with media.

IOT is already here.iho

NCTA  

Click the link above!!

 

 

 

 

Indigenous People’s Curriculum Day and Teach-In

 

 

 

 

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It is almost the month and day when people celebrate Columbus Day. The D.C. Area Educators for Social Justice a Project of Teaching for Change ,offered a workshop that has resources that you can use.

We engaged with curriculum and strategies for teaching students about Indigenous People’s history and life today.

You can explore the collections and learn about the features of the  museum here.

 I chose to attend this topic, first.

Trail of Tears

                                    What Does it mean to Remove a People?

We learned about the US Government’s American Indian removal policies of the 19th century and their lasting  effects on Native nations. We used Native Knowledge 360 in a guided lesson using documents. map, and multimedia resources.

The case study is here.

                  Potawatomi Nation Case Study

How did members of the Potawatomi Nation, who originally lived in Michigan, end up living in Oklahoma? Sources allow you to further investigate this story of American Indian removal. There is an online  treaty, map, document , quotes, and an object to study and think about this case. You  don’t have to use technology to explore this but it is easier. You can request that the paper copies be mailed to you.

We used both paper and the online resources so the attending teachers could explore and examine both ways of teaching the lesson.

Image may contain: 1 person

The real history of the Americas has been lost by trivialization and by being omitted from the textbooks.

We have new tools to teach with and ways to access information. We have groups who want to tell the real story of the Indigenous . Who are the Indigenous ? Wikipedia says”Indigenous peoples, also known as first peoples, aboriginal peoples or native peoples, are ethnic groups who are the original inhabitants of a given region, in contrast to groups that have settled, occupied or colonized the area more recently. Groups are usually described as indigenous when they maintain traditions or other aspects of an early culture that is associated with a given region. Not all indigenous people share this characteristic, usually having adopted substantial elements of a colonising culture, such as dress, religion or language. Indigenous peoples may be settled in a given region (sedentary) or exhibit a nomadic lifestyle across a large territory, but they are generally historically associated with a specific territory on which they depend. Indigenous societies are found in every inhabited climate  zone and continent  of the world.[1][2]

 

https://mashable.com/article/indigenous-map-america/?utm_cid=mash-com-fb-main-link#V0V5kYZOYaqG

To teach about the Indigenous people of the Americas, we go to the National Museum of the American Indian. Or we learn with the people, visiting and listening to their stories.

To learn from the Smithsonian you can just log into the site. There are many resources.

                                     CARETAKERS OF THE EARTH

My second workshop of the eight offered was “Caretakers of the Earth: Continuin the Legacy in Elementary Classrooms.

We created a colorful collage book showing the life of the American Shad fish and the importance of shad to inland waterways and to local Native peoples such as the Pamunkey and Mattaponi. This activity provided the opportunity for showing students how we can each take action to improve our environment

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The newest one is the 360 site using it as a tool. Native Knowledge http://nmai.si.edu/nk360/, Here are new perspectives on Native Americans. From the site,

                        About Native Knowledge 360°

Native Knowledge 360° (NK360°) provides educators and students with new perspectives on Native American history and cultures. Most Americans have only been exposed to part of the story, as told from a single perspective through the lenses of popular media and textbooks. NK360° provides educational materials and teacher training that incorporate Native narratives, more comprehensive histories, and accurate information to enlighten and inform teaching and learning about Native America. NK360° challenges common assumptions about Native people—their cultures, their roles in United States and world history, and their contributions to the arts, sciences, and literature. NK360° offers a view that includes not only the past but also the richness and vibrancy of Native peoples and cultures today.

 

Lessons & Resources are here. 

Explore featured educational resources, below, or search all educational resources using the search tool. Many of these resources are also available in print. Use the teaching materials order formto order print versions.

The museum and the DC Area Educators for Social Justice sponsored this event.

Plains Nations' pipes and pipe bags

The museum offers professional development for educators.
history, cultures, and contemporary lives. It is a powerful tool.

                               The Campaign to Abolish Columbus Day

              https://www.zinnedproject.org/campaigns/abolish-columbus-day

Rethinking Columbus: The Next 500 Years (Teaching Guide) | Zinn Education Project: Teaching People's History

It is time to stop celebrating the crimes of Columbus and stand in solidarity with the Indigenous people who demand an end to Columbus Day. Instead of glorifying a person who enslaved and murdered people, destroyed cultures, and terrorized those who challenged his rule, we seek to honor these communities demanding sovereignty, recognition, and rights. We encourage schools to petition their administration and for communities to introduce legislation to rename Columbus Day to Indigenous Peoples Day. Below we provide information and resources to join the campaign to Abolish Columbus Day.

Resources here Abolish Columbus Day Packetimg_0797

Toward Responsiility: Social Studies Education that Respects and Affirms Indigenous Peoples and Nations. HERE  A Position Statement of National Council for the Social Studies
Approved March 2018

 Commit to responsible representations. The rampant misrepresentation of Indigenous peoples in the media and popular culture contributes to continued settler colonization and racism toward Indigenous Peoples . Social studies education specifically needs to address how the presence of stereotypes in school settings  ( e.g.Native mascots), teaching materials ( e.g. Hollywood movies) and the wearing of costumes during the school  day ( e.g. Halloween parties, Thanksgiving lessons)reinforce overgeneralization and false understandings of Indigenous peoples. Such misrepresentations harm Indigenous peoples. Such misrepresentations harm Indigenous students,  negatively impacting their self-esteem, while at the same time giving non-Indigenous students a “psychological boost” and false sense of superiority. Responsible representation first requires that educators that educators counter racist stereotypes , misrepresentations and caricatures of Indigenous lief. ( e.g. that all Indigenous people live in tipis or go to pow wows, that Native communities are “stage/uncivilized” or “lazy). Following this, educators must also emphasize the diversity of of Indigenous peoples and nations, utilize diverse representations of Indigenous life ( e.g. Indigenous leaders, athletes, authors, artists) , use specific names of Indigenous People and Nations ( e.g. Indigenous leaders, Navajo or Dine: Iroquis or Haudenosaunee Confederace : Seminole Nation of Oklahoma, Nottawaseppi Huron Band of the Potawatomi) and focus on the contemporary people and issues.

Teach Current events and movements. The growing movement by the Standing Rock Sioux Nation and hundreds of other Indigenous Nations to protect their homelands and resources from destruction presents teachers an opportunity to introduce students to lessons based on the environment, government, history, economic, cultural studies and civics.

 

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The Internet of Things!

child Headhttps://www.nist.gov/topics/internet-things-iot

The Internet of Things has been around for a while. The knowledge of it has not. Some of us laughed when Alexa was introduced on SNL because we understood that most people were not ready for her or SIRI.

What is Alexa and what does it do?
Amazon Echo (shortened and referred to as Echo) is a brand of smart speakers developed by Amazon.com. The devices connect to the voice-controlled intelligent personal assistant service Alexa, which responds to the name “Alexa“. This “wake word” can be changed by the user to “Amazon”, “Echo” or “Computer”.
Smart speakers are two way. They intake information and pass it back to a network.
People started paying attention outside of industry when this happened.

Teddy Bear gives up personal data

Privacy people raised the alarm but educators were not ready for IoT. Here is why privacy people ran up the red flag. Privacy Concerns about AI, Mattel

Security concept: Privacy on digital background

Security concept: pixellated words Privacy on digital background, 3d render

IoT – from Internet of Things to Internet of Transformation

Virtually everyone knows that IoT stands for (the) Internet of Things and that it has something to do with connected things.
Yet, what can you do with “it”? What is IoT really about? And what does it have to do with transformation?

IoT is the popular acronym for Internet of Things. The IoT refers to the networking of physical devices such as objects and devices which are attached to living creatures, including humans.

These objects contain embedded technologies, can be uniquely identified via an IP address, and are able to sense, gather, collect and send data.

The potential and reality of the IoT does not lie in the ability to connect IoT-enabled objects nor in the embedded technologies and electronics such as sensors, actuators and connectivity capabilities. It resides in the ways the IoT is used to leverage the insights from data, automate, digitize, digitalize, optimize and in more mature stages transform processes, business models and even industries in a scope of digital transformation.

source

https://www.i-scoop.eu/

The Internet of Things Cybersecurity Improvement Act’: Unlocking the Value of the Industrial Internet of Things – Moving from Promise to Reality 

The Internet of Things Cybersecurity Improvement Act was introduced by a bipartisan group of Senators in August 2017 in response to several attacks spread via networks of infected IoT devices over the past year. The bill, which has been widely welcomed by stakeholders on all sides, is an attempt by legislators to establish minimum security requirements for federal procurements of connected devices, and work towards addressing the significant security challenges posed by the release and spread of insecure internet-connected devices. This session will explore the bill’s requirements and aims, and debate whether it goes far enough. It will look at areas in which possible clarifications may be needed; and examine challenges and opportunities that it may create for stakeholders on both federal agencies procuring goods and services; and the companies providing them. Ultimately, it will look at the extent to which it is likely to meet its objective of helping to create a more secure digital environment.

• What impact is the bill likely to have in helping to address security challenges posed by IoT and does the bill go far enough to ensure Internet of things devices used by federal agencies consistently meet enhanced security standards?
• What does the bill consider as the definition of ‘Connected devices’ and the scope of research exemption, and is there any clarification needed here? Does the legislation need to look further into mandating user behavior?
• What technical and competitive opportunities would this bill, if enacted, concretely represent to manufacturers of connected devices? What challenges may they face and how could these be overcome?
• How can it be ensured that the bill doesn’t hinder innovation in the IoT space? Should a country of origin-based limitation on purchase and storage be considered?
• What support may vendors need to make the required investments to further secure their IoT offerings?
• To what extent will the challenges related to the practical enforcement of this legislation be addressed?
• Although the proposed bill only applies to technology firms and contractors selling products to federal agencies, to what extent can it be expected to extend into private sector guidelines moving forward?
• What opportunities does the bill represent for cyber researchers and white-hat hackers, and to what extent will further cooperation between researchers and vendors be encouraged? Show less

https://www.nytimes.com/2015/09/06/opinion/sunday/allison-arieff-the-internet-of-way-too-many-things.html?action=click&pgtype=Homepage&module=opinion-c-col-left-region&region=opinion-c-col-left-region&WT.nav=opinion-c-col-left-region&_r=1

 

“Connected devices using the Internet of Health Things are beginning to transform healthcare delivery. By introducing more connectivity, remote monitoring and information gathering, IoHT can encourage better use of healthcare resources, more informed decisions, a reduction in inefficiencies or waste and the empowerment of health consumers.”

 

IoT is a concept based on creating systems that intera ct with the physical world using networked  entities (e.g., sensors, actuators, information resources, people).

 There can be confusion around the meaning of the term “ Internet of Things ” for a variety of  reasons. They include: the cross -cutting aspect of IoT (specifically with respect to application  domains) ; the multitude of stakeholders involved in IoT and their specific use cases ; the complexity of IoT ; and the rapidly changing technology supporting IoT.  While there is no universal definition of IoT, common elements exist among the many high- level 325 definitions and descriptions for IoT. The Internet of Things consists of two foundational concepts:  IoT components are connected by a network providing the potential for a many -to-many 330 relationship between components (this network capability may or may not be TCP/IP based) ; and some of the IoT components have sensors and actuators that allow the components to interact with the physical world

NIST created a video for use and learn about it and cybersecurity.

 

nist-cybersecurity-and-internet-things

What is the Internet of Things?dtn-ssi

The Internet of Things?

The Internet of Things is the network of physical devices, vehicles, home appliances and other items embedded with electronics, software, sensors, actuators, and connectivity which enables these objects to connect and exchange data.Wikipedia

Internet of Things is a concept that increasingly takes more relevance.

It is a term that we hear constantly. Internet of Things or IoT, is an abstract concept but has been gaining quite a popularity in recent months. Everyday things that connect to the Internet, is a simple concept but in reality is much more than that.

If we were to give a definition of IoT probably better to say that it’s a network that connects physical objects to the Internet

IoT is not new at all. For about 30 years we have been working with the idea of making everyday objects more interactive.internet-things-iot-word-icons-globe-world-map-dotted-51758679

 

Beginner’s Guide for Understanding the Internet of Things

 

internet-of-things

America’s Schools are Profoundly Unequal! A Whole lot of Education Information

 

15421006_10154621210371327_254228138370067503_nHave you seen?

The report on Unequal Schools from the Civil Rights Commission

“The federal government must take bold action to address inequitable funding in our nation’s public schools.”

So begins a list of recommendations released Thursday by the U.S. Commission on Civil Rights, an independent, bipartisan agency created by Congress in 1957 to investigate civil rights complaints. Thursday’s report comes after a lengthy investigation into how America’s schools are funded and why so many that serve poor and minority students aren’t getting the resources they say they need.

The 150-page report, titled “Public Education Funding Inequity: In An Era Of Increasing Concentration Of Poverty and Resegregation,” reads like a footnoted walking tour through the many ways America’s education system fails vulnerable students — beginning with neighborhood schools that remain deeply segregated and continuing into classrooms where too many students lack access to skilled teachers, rigorous courses and equitable school funding.

“This report excavates the enduring truism that American public schooling is, and has been, profoundly unequal in the opportunity delivered to students, the dollars spent to educate students, and the determinations of which students are educated together,” writes the commission’s chair, Catherine Lhamon.

History lesson

The first two-thirds of the commission’s report is essentially a history lesson on the decades-old fight over equitable school funding, so we’ll start there, too. The fight arguably began in 1954 with Brown v. Board of Education and the Supreme Court’s decision that “separate but equal” schools for black and white students were anything but equal.

In 1965, President Lyndon Johnson waded into the debate, arguing that the federal government should send money to school districts that serve low-income families. Congress agreed, creating Title I. In the 2014-15 school year, states received more than $14 billion in Title I money.

To this day, though, states are all over the map when it comes to how equitably they spend their own money in schools. The problem was baked into the system from the beginning, with local property taxes being an important driver of both school funding and of inequities in school funding.

“This is America,” writes Karen Narasaki, a member of the commission. “Every child deserves a quality education that does not depend on their ZIP code.”

To make that happen — many states now use state tax revenue to try to even out those local imbalances, some more effectively than others.

We are a  ‘Nation of Opportunity, and the present time points us toward the future.

There are groups that hope to change the way we learn by mentoring, by sharing, by participatory involvement at national, regional and local levels. School boards are often the passport to change. The National Science Foundation funds innovation and research.

Communities within groups like ISTE and CoSN help to drive change.They publish guides like

No Fear Coding

Computational Thinking Across the K-5 Curriculum

he people most affected by the inequality may not be a member or these groups trying to help them.

CoSN the Consortium for School Networking has action for members and reports such as this as well. AccessibilityToolkit.  

CoSn also publishes the Horizon Report on an annual basis.

NMC Horizon Report 

2017 Higher Education Edition

The NMC Horizon Report > 2017 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 14th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities and colleges. The three key sections of this report constitute a reference and straightforward technology-planning guide for educators, higher education leaders, administrators, policymakers, and technologists. It is our hope that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in higher education across the globe. All of the topics were selected by an expert panel that represented a range of backgrounds and perspectives. View the work that produced the report on the official project wiki.
CIRCL  takes us into the future using Cyberlearning.

New to Cyberlearning? Get started here.

New technologies change what and how people learn. Informed by learning science, cyberlearning is the use of new technology to create effective new learning experiences that were never possible or practical before. The cyberlearning movement advances learning of important content by:

  • Applying scientific insights about how people learn
  • Leveraging emerging technologies
  • Designing transformative learning activities
  • Engaging teachers and other practitioners
  • Measuring deeper learning outcomes
  • Emphasizing continuous improvement

 
2018?Horizon Report Update 2018

I am a pioneer in technology and use these sites to keep up. What do you and your communities use?

                                              What about ACCESS?

While the nation continues to make progress in broadband deployment, many Americans still lack access to advanced, high-quality voice, data, graphics and video offerings, especially in rural areas and on Tribal lands, according to the 2016 Broadband Progress Report adopted by the Federal Communications Commission.

Section 706 of the Telecommunications Act of 1996 requires the FCC to report annually on whether advanced telecommunications capability “is being deployed to all Americans in a reasonable and timely fashion,” and to take “immediate action” if it is not.  Congress defined advanced telecommunications capability as “high-quality” capability that allow users to “originate and receive high-quality voice, data, graphics, and video” services.

In the Report, the Commission determines that advanced telecommunications requires access to both fixed and mobile broadband services because more Americans use mobile services and devices to access the Internet for activities like navigation, communicating with family and friends and on social media, and receiving timely news updates away from home.  The Commission also retains the existing speed benchmark of 25 Mbps download/3 Mbps upload (25 Mbps/3 Mbps) for fixed services, but finds that the current record is insufficient to set an appropriate speed benchmark for mobile service.

While the Commission finds that it is reasonable to apply the same speed benchmarks to all fixed services, including fixed terrestrial and fixed satellite broadband service, the Commission continues to observe different technical capabilities and adoption patterns between fixed terrestrial and fixed satellite service.  Because no fixed satellite broadband service meets the 25 Mbps/3Mbps speed threshold as of the reporting period, the Report does not address the question of whether fixed satellite broadband services meeting this speed threshold would be considered to provide advanced telecommunications capability.

Significant progress in broadband deployment has been made, due in part to the Commission’s action to support broadband such as through its Universal Service programs. However, the Commission finds that these advances are not enough to ensure that advanced telecommunications capability is being deployed to all Americans in a timely way.

Key findings include the following:

  • 10 percent of all Americans (34 million people) lack access to 25 Mbps/3 Mbps service.
  • 39 percent of rural Americans (23 million people) lack access to 25 Mbps/3 Mbps.
    • By contrast, only 4 percent of urban Americans lack access to 25 Mbps/3 Mbps broadband.
    • The availability of fixed terrestrial services in rural America continues to lag behind urban America at all speeds:  20 percent lack access even to service at 4 Mbps/1 Mbps, down only 1 percent from 2011, and 31 percent lack access to 10 Mbps/1 Mbps, down only 4 percent from 2011.
  • 41 percent of Americans living on Tribal lands (1.6 million people) lack access to 25 Mbps/3 Mbps broadband
    • 68 percent living in rural areas of Tribal lands (1.3 million people) lack access.
  • 66 percent of Americans living in U.S. territories (2.6 million people) lack access to 25 Mbps/3 Mbps broadband.
    • 98 percent of those living in rural territorial areas (1.1 million people) lack access.
  • Americans living in rural and urban areas adopt broadband at similar rates where 25 Mbps/ 3 Mbps service is available, 28 percent in rural areas and 30 percent in urban areas.
  • While an increasing number of schools have high-speed connections, approximately 41 percent of schools, representing 47 percent of the nation’s students, lack the connectivity to meet the Commission’s short-term goal of 100 Mbps per 1,000 students/staff.

This Report concludes that more work needs to be done by the private and public sectors to expand robust broadband to all Americans in a timely way.  The FCC will continue working to accelerate broadband deployment and to remove barriers to infrastructure investment, in part by direct subsidies, and in part by identifying and helping to reduce potential obstacles to deployment, competition, and adop

What about the use of the Internet in Rural Areas?

President Donald J. Trump signed on Monday two orders aimed at improving internet speeds in some of the country’s hardest-to-connect areas, a move he described as “the first step to expand access to broadband internet in rural America.”

The first executive order aims to make it easier for internet service providers to locate broadband infrastructure on federal land and buildings in rural parts of the country. The order notes that one of the consequences of slow, expensive internet service is that it hinders schools’ ability to “enrich student learning with digital tools.”

I found these items after a long search. Many of these articles are lost to parents, communities and interested advocates. The news is full of other things. Maybe these groups have to advocate for education as the press does not usually share important information, like the Horizon Report, and ISTE Standards.

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Parents and communities often have their own definition of what works in education and they may not be up to date on the reality of change within education. This report from the Civil Rights Commission probably is not seen by those without access to computers and technology.

An illustration picture shows projection of binary code on man holding aptop computer in Warsaw

An illustration picture shows a projection of binary code on a man holding a laptop computer, in an office in Warsaw June 24, 2013. REUTERS/Kacper Pempel

What do you know about Schools and the use of technology?What you know might be gated by the school or community in which you live and learn.

This is a briefing that should be shared by schools, parents, communities and school boards. Education-Inequity.pdf.

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There are a lot of people who do not have a problem with screen time. They have little access to technology. A new group is looking to find a way to use CRA funding to help the communities most impacted by lack of connectivity.

There are a lot of people who have a screen or two, but who do not use the technology effectively.

Sometimes there are programs funded within a community by groups trying to erase the digital divide.  HUD has a program that is supposed to help make the change. Connect Home.  What might be a group within your community that is trying to solve the problem?

Connect Home is a public-private collaboration to narrow the digital divide for families with school-age children who live in HUD-assisted housing.

Connect Home creates a platform for community leaders, local governments, nonprofit organizations, and private industry to join together and produce locally-tailored solutions for narrowing the digital divide. Through these stakeholders’ specific commitments to provide free or low-cost broadband access, devices, and digital literacy training, Connect Home extends affordable access to low-income families, ensuring that high-speed Internet follows our children from their classrooms back to their homes.

                                     How Connected is Your Community?

Here is a map to check your connectivity.

How are You Connected? ACCESS MAP

TECHNOLOGY HELPS US TO UNDERSTAND THE WORLD

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STEM? There are free resources at Concord.org.

Groundbreaking and deeply digital learning
In recent months the use of technology has helped us to see disasters and to use big data to visualize.

This is an ESRI Story map of a weather event in the US.

Does your educational community take advantage of free resources, mentoring to schools and teachers in the ESRI Space?

Education ResourcesESRI Teacher Resources https://www.esri.com/en-us/industries/education/schools/educator-support
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STEM..Many ways to learn. Many Choices..STEM, STEAM, After School Initiatives.. just do it.

I started after school science teaching when my brother was in grade school to amuse him and keep him learning.  We went to Catholic School so there was  essentially not much science.

I lived in Alexandria, Va . and  I would take him to the Smithsonian to learn things. There were all of the Smithsonian buildings and projects to learn about. It was not so easy as now, finding all kinds of things, programs and resources for him. No technology then except in the museum. But what was in the museum was like magic.

Family Outreach Days at AAAS Family Days - Teragrid Booth

Students explore visualizations of the oil spill.

After school then was anything he wanted to learn about. We built things and made things and constructed a boat inside a bottle.  We waded streams and raised animals and went on excursions to aquariums and zoos. Talk about maker. My dad was a Shop teacher, that is electrical, bricklaying, and woodworking shop. You know we made things!!! Lots of people did in the CTE space.

When I  became a teacher there was no much interest in science. In the schools I taught in reading and math were the main focus. In urban schools the joy of learning was over shadowed by drudgery.

Holidays and pull out classes wrecked the schedule so we did not get to teach much science, history or other subjects. I think science was reserved for the “elite” or that people did not think that anyone but boys should do science. I did not like basal readers and the booklets, and tablets and worksheets that went with them. I was a reader and I loved science. I remember being told that science was not fun.

I fled teaching and went to Europe. Teaching there I had choices to make and I could be innovative

Starting Hands On Science

Eventually ,I made my way to Arlington Schools. Innovation was being supported. CUSEEME was a project i did.It was technology at the National Science Foundation.

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I began to take NASA classes and learn about space. The support was posters, professional development and mentoring. I found that children liked, .. well loved science. NASA was free, I just had to donate my time and interest. We called STEM then SMET.

AAAS had a class which I took that gave me all , or most of the resources to teach hands on science with and that was a very supportive way of letting teachers change the way science was taught. ( NOT reading out of a book).

Science and the new technologies were promoted by the Dept. of Education, Frank Withrow and Jenelle Leonard. I was an instant follower.

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Dr. Phoebe Knipling ,introduced the kids and I to the Outdoor Lab. I did not have much choice. It took a couple of lessons, a few courses and outdoor experiences before I felt accomplished. Parents and children were supportive. And there were places to take great field trips in our area.

The Smithsonian Environmental Research Center (SERC) is dedicated to providing high quality educational programs that incorporate SERC research with hands-on and inquiry-based learning. Their programs are led by SERC staff and highly-trained volunteers, and emphasize the practices of science – one of the major components of the Next Generation Science Standards (NGSS). While our main activities focus on grades K-12, we also offer programs for organized groups and teacher professional development. At the time the field trip there was so exciting that I had as many parents as children going on the trip, and also liking the followup. Eat -a Crab Lab.

She was the supervisor, so I learned

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We took classes on birding, weeds and wildflowers and learned to explore areas in streams for living things. This was getting to be fun. It was school science but the learning, professional development and courses were in my after school space. The field trips were a part of the offering of the school. There were courses through the school systems offerings. CEU credits were offered and sometimes resource materials.

Classes spent the night at the Outdoor Lab.

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Moving along with Science.

The Smithsonian had resources for pixellation, and information on Mars that was a part of science education. Powers of Ten, that was a great exhibit at the Air and Space museum.  The Smithsonian had an exhibit on Living in Space, with plants, moon rocks, ideas to tell /share about living in space and information on the Astronauts.

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Marsville, Mars City Alpha , Hubble Institute initiatives, these were really not allowed in the curriculum space. There were ways to work it in. I taught it after school and in project based learning. In a school space, there was a county wide initiative on Wednesdays at the Career Center. We did not call it the Maker Movement. We called it Children’s Choice and we created a set of lessons that kids could sign up for. We also created a set of lessons that were on Saturday from 9:00 to 1:00.

Cooking, Animal Husbandry, Pets, Face painting, Computer Construction, Sewing 101 and Woodworking, Theater Arts, Coding. small projects like that. There was math. Teachers from the country volunteered their time to teach. We thought we replace the time that parents and grandparents used to give to students.

Our students learned cooking with a real chef. They cooked and made pizza which they ate and carried home. I don’t remember everything they made but they had projects like donut making, making cupcakes.

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We did astronomy and space science education and every project that came our way through NASA. There is this one…https://universe.nasa.gov/afterschool/

I like it that the kids, and parents innovate in the program. It is also true that they build a telescope. It is an awesome program. It was a STEAM project.

Here is a different math program.https://www.smartskies.nasa.gov/flyby/index.html

I liked the math in Fly By Math and here is a simulator.

Five Distance-Rate-Time Problems for Grades 5-9
FlyBy Math™ consists of five Air Traffic Control (ATC) Problems that address the safe separation of two planes.In each problem, students:

  • Conduct an experiment that simulates the airplane scenario.
  • Use guided paper-and-pencil activities to determine the number of seconds it takes each plane to travel a given distance along a jet route.

Student Materials
Each problem features:

  • a Student Workbook containing the experiment, paper-and-pencil calculations to support the experiment, and a student analysis of the experiment and calculations
  • optional pre- and post-tests
  • video clips to introduce students to the nation’s air traffic control system.

Teacher Materials

  • Each problem is accompanied by a Teacher Guide with a full set of answers and solutions, as well as suggestions for implementing the specific airspace scenario.
  • To learn more about FlyBy Math™, see the Educator Guide.

Extension

In addition to the FlyBy Math hands-on experiment and print workbooks, students can now run and solve each FlyBy Math problem electronically on the Math In PlaneView Simulator. The simulator uses the highest level of the 6 math approaches offered by FlyBy Math: graphing a system of linear equations. The simulator helps students connect the movement of planes and the associated linear equations and distance vs. time graphs. To access the simulator and the accompanying classroom materials, use the link on the FlyBy Math website.

 https://atcviztool.nasa.gov/

 

The Audubon Society, let me learn weather as it was taught then. We learned quadrat studies too.

There were grants to write within the county, the state and nationally, there was funding for Wednesday classes at the Career Center for students from all over the county.

We made up a list of interesting things for them to choose from. We imagined that back in the day grandmothers and uncles share with the kids.We met Cosmonauts, we met geographers, we did the Jason Projects,  Earthwatch , and the National Geographic inspired us. When the projects began they were not so expensive as they are now.

Now STEM is on everyone’s mind and is a big business. Teachers can compete with some programs, but there are schools that have not done but rudimentary participation in after school science.

Some communities give support to STEM in Boys and Girls Clubs. There are dedicated universities that deliver programs for 4H in a state.  https://4-h.org/parents/stem-agriculture/

I did a brief stint with the MadScience.org   

The MadScience is an afterschool initiative that is global. It is about an hour of performance science with a take home tool or toy. I enjoyed teaching it, but as an experienced teacher there was a penalty to pay for my experience so I was passed up because their lessons don’t require academics, they teach a set program and provide all of the resources. There is no magic in that program for being a seasoned educator,cheaper to hire people as contractors. I think it is a good, after school program.

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