WEBSITE AND CLASSROOM BLOG CREATION TOOLS

Name: Mackenzie Raines

Grade Level: 10-12
Content Area: Algebra 2
Technology Used (check all that apply):
Blog Wiki Other Website Creation Tool (list):
Content Area/Grade/Standards/Topics Addressed:
MGSE9-12.A.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties
of the quantity represented by the expression. (Limit to exponential and logarithmic functions.)
MGSE9-12.F.IF.7 Graph functions expressed algebraically and show key features of the graph both by hand
and by using technology. (Limit to exponential and logarithmic functions.)
MGSE9-12.F.IF.7e Graph exponential and logarithmic functions, showing intercepts and end behavior, and
trigonometric functions, showing period, midline, and amplitude.
MGSE9-12.F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and
explain different properties of the function. (Limit to exponential and logarithmic functions.)
MGSE9-12.F.IF.8b Use the properties of exponents to interpret expressions for exponential functions. For
example, identify percent rate of change in functions such as y = (1.02)t , y = (0.97)t , y = (1.01)(12t), y =
(1.2)(t/10) , and classify them as representing exponential growth and decay. (Limit to exponential and
logarithmic functions.)
MGSE9-12.F.BF.5 Understand the inverse relationship between exponents and logarithms and use this
relationship to solve problems involving logarithms and exponents.
MGSE9-12.F.LE.4 For exponential models, express as a logarithm the solution to ab(ct) = d where a, c, and d are
numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

Brief Description of Learning Experience:

This activity will be completed throughout the unit that covers logarithmic functions and will be used as a
review for the unit test. Students will join a class wiki where they will be “masters” of the content and teach
their audience all they have learned about logs. Each student will be assigned a certain area of focus within the
logs unit (for example, properties of logs, their inverses, how to solve, etc.) and must post an introduction,
explanation, and examples about their focus using professional language. Multiple students will be given the
same topic, so they must collaborate on their section and be sure to post accurate and thorough information.

Students will be given the entire logs unit to complete their class wiki, as groups of students will learn the
information they need to make their posts over the course of the unit. Some students may be able to post after
just a few days, while others may need to wait until the end of the unit to collect their needed information. The
students will be creating this class wiki not only as their own review tool, but also for other students in the
school who are learning as well as teachers who might be able to utilize it as a tool for his or her students.
Throughout the time that the students are creating their class wiki, the teacher will be available during class
and through email to answer questions about it. He or she will also monitor students’ progress and moderate
the page throughout the unit.

Bloom’s Level of Critical Thinking Required (check all that apply):

See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating

Student Engagement/Level of Technology Implementation (LoTi):

I believe that the LoTi for this assignment would fall under 4: Integration. Throughout this activity, the
learning remains student-centered and they are fully engaged in self-direct, problem-based learning. The
problems they solve are authentic and they use technology tools and other resources to create a product that
requires them to work collaboratively. The one factor that keeps this activity from being a 5 is that students

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 WEBSITE AND CLASSROOM BLOG CREATION TOOLS
do not use two-way collaborations with experts outside the classroom. While they are able to use the Internet
and other resources to help them, they do not reach out directly to anyone outside the classroom to help them.

Importance of technology:
It would be very difficult for students to complete this activity without access to the class wiki. Since
students work together to create the wiki page and must work collaboratively within their specific sections, it
would be very difficult for them to find time to get together outside of class. The teacher would also not have
the ability to determine what each student contributed. Without the technology piece of this activity, students
would not be as engaged or motivated to complete their work either. I think this offers a unique way for
students to learn the material while also getting the opportunity to work with others through a fun and
interactive forum.
Inspiration (optional):
Internet Safety and Student Privacy:
Since the class wiki is a web-based tool, students’ work will be available online for anyone to see. Along
with their work, their names may also be able to be viewed unless they work under a pseudonym or only their
first names. They will also be able to post anything to the class wiki unless a teacher moderates. To minimize
these risks, I would send an email to parents before we start the unit to outline my plans for the class wiki and
what all it entails. I would also give administrators a head’s up so they are also informed about what I am
doing in class. When students create their wiki account, I will encourage them to use their first name and first
initial of their last names to keep some anonymity online. I would also be sure to monitor students’ work on
the wiki so that nothing inappropriate or off-topic is being posted. Along with these plans to keep students
safe online, I will also be sure to discuss Internet safety and important do’s and don’t’s when working online.

Describe your personal learning goal for this activity.

My goal for this activity is for students to have another resource for learning the material in an engaging and
collaborative way. My hope is that students will use each other for help and be able to learn from and with
each other as the unit progresses. If students enjoy this activity and find it useful to their learning (both by
telling me and by what their test grades reflect), I hope to utilize this tool more often so that I can help
students maximize their learning opportunities in an interactive and motivating, yet underutilized, way.

Other comments about your proposed activity: