PROJECT PLAN

INQUIRY MODULE
SAVANNA BENSON / SEPTEMBER 24, 2019

DESCRIPTION

My subject area includes anything that could help me in the

classroom. This could either be in the realm of biology or in the
realm of classroom organization. I would like to explore this area
because I know very little about the current technologies that I could
utilize in the classroom. However, I am particularly excited to explore
the 3-D printer because it could allow me to make models of my own
design for students to practice. If I teach Human Anatomy (which I
want to), there are many practicals involved. Students will have to
identify certain parts of various organs for test points. If I could
design and make models of these organs, my students could practice
before the test itself arrives, making them better prepared for the
test and the final exam. Additionally, looking at a 3-D model is more
helpful than looking at a 2-dimensional drawing because it puts
everything into perspective. It is very easy for students to think of
small particles, like DNA and glucose, as flat, 2-dimensional objects.

SUBJECT AREA OF INTEREST

I chose to research technologies that will help me in the classroom

as a Biology teacher. I believe it is important to incorporate
technology in the curriculum, especially since most of my future
students will have some form of contact with these advanced
technologies. Additionally, Biology tends to be a very hands-on
science, and the addition of technology could help organize certain
labs and activities.

IGNITED LABS TECHNOLOGY AREA (AI)

I studied the Google iVoice, which is a less advanced version of the

Google Home or Amazon Alexa. You can pre-program these devices
to Sphero robots for the artificial intelligence portion of this report. I
could pre-program an iVoice to recreate the voices of various famous
scientists like Charles Darwin, Gregor Mendel, and Rosalind Franklin;
this would not only recreate history, but it would humanize many of
the names we hear about in science classes.

For each prompt – provide 1 – 2 paragraphs on your research

experience using each technology.

1. This technology could benefit students by creating an open

environment which students can learn multiple subjects in one
classroom. Students who do not particularly enjoy science but
prefer history or social studies could listen to the iVoice and
listen to the wisdom and knowledge of various famous
scientists. I could also program one of the iVoices to sound like
a given disease or disorder. It could be the Guess Who of
AI.
2. Currently, the downfall of this technology is the weak security
system surrounding them. AI like this can experience glitches
which are inconvenient, costly, and sometimes just creepy. The
Amazon Alexa faced one of these glitches when devices would
randomly let out a laugh without being turned on. The speaker
would be programmed down, no one asking for “Alexa,” and
the machine would turn on and laugh. Besides being disturbing
for owners, it also raised questions about the software being

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 used in these smart devices. There have been many hacking
scares throughout the years, and the advancing technologies
only open more opportunities for hackers to break into people’s
smart technology. If a person could hack into a person’s
Amazon Alexa, not only would they have access to credit cards
through their Amazon account, but they would also know the
owners’ address, their search history, and other information
that would make it easier for the hacker to steal their identity.
In order to improve these technologies and make them more
secure, programmers must work on building their cloud’s
security. Most of these devices are inter-linked with other
devices, like phones, speakers, computers, or other smart
appliances. They are not currently an option for classroom use
for both their cost and their lack of security.
3. This technology allows for easier access to information and
more hands-free use of technology. The pre-programmed AI,
like Amazon Alexa and Google Home, encourage hands-free
use of technology. This can be installed into cars to promote
safe driving practices, for both driver and passenger. These
devices could also be especially helpful for the older generation
who does not necessarily understand the intricate details of
modern technology. They could have easy access to help
services, in case of emergency. It gives their families peace of
mind while allowing the elder to maintain their sense of dignity
and independence.
This technology also promotes a healthy relationship between
younger generations and technology. Instead of staring at a
screen for hours at a time, children could have conversations,
play games, or study something that interests them. These
tools could be especially useful for very young children who are
trying to learn proper grammar and syntax. People tend to talk
with poor grammar and incorrect syntax, but the iVoice

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 technologies would allow the child to hear the correct use of a
word, phrase, or figurative language. There are many ways to
utilize the iVoice technologies; they are very easy and
accessible to use.

IGNITED LABS TECHNOLOGY AREA (XR)

I want to explore the Oculus Rift virtual reality simulator. I plan to

play a simple game, and I expect to be completely immersed in the
world around me. Some people say it is very easy to forget their
physical surroundings, and they must consciously think about where
they are in relation to the walls and to other people. Perhaps once I
am used to the program, I could practice a virtual reality focusing on
the body system or something of the sort.

1. After researching “The Body VR,” I believe that this technology

could be used for showing students how the body works. It is
difficult for many students to visualize the daily processes that
happen inside the body, especially the ones that are not visible
to the human eye. Some students cannot comprehend how
many intricate processes happen inside such a confined space.
The VR experience shows students the various body processes,
including how individual cells fight viruses. Seeing the
individual blood cells emphasizes how everything we see,
everything we are is made up of cells. This is a very good
resource for students struggling to visualize how the body
works on a cellular and molecular level. It emphasizes that not
everything meets the eye.
Additionally, I was unable to experience it, but there was a VR
experience called “First Life” narrated by the famous ecologist
and Blue Planet narrator David Attenborough. This experience
went back in time to explore the Earth’s first organisms, also
known as extremophiles. It explores how these organisms

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 survived on such a hostile planet, and how their existence
paved the way for modern life on Earth. This concept could be
transferred to other documentaries, so students could see first-
hand various organisms survive in extreme conditions. VR
experiences like these could help students understand that not
all organisms function and survive how humans do.
2. As I mentioned earlier, it is easy to get lost inside the virtual
world and lose perception of the real world. This could
potentially be dangerous in a classroom setting, specifically a
lab classroom where there are glass beakers and other
dangerous and breakable instruments. This technology could
be improved by placing a small window with a view to the real
world in the upper corner of the screen. It could be set up like
a FaceTime call, where the virtual world takes up most of the
screen, and the real world is a small square in the upper right-
hand corner of the screen. In addition to avoiding injury, this
could potentially help students who suffer from motion
sickness; it could serve the same purpose as a passenger side
window in a car.
Additionally, more interaction with the virtual world could
further students’ understanding of the body, environment, or
whatever other reality they are exploring. They should have
the opportunity to click on something they do not recognize or
understand and get an in-depth explanation of that process. If,
for example, a student was not understanding the process of
apoptosis—when a cell self-destructs to prevent the spread of
a parasite or virus—they could click on the imploding cell and
get a clear description of what is happening and why.
3. This technology is so versatile, it could be used of essentially
any purpose imaginable. Some psychologists have been
experimenting with virtual reality. They believe it could help
victims of PTSD confront their trauma and continue to heal.

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 They have specifically used it for soldiers coming home from
combat. Virtual reality could also help in court cases,
determining whether a defendant’s alibi could exonerate them.
Because virtual reality is so versatile its limits are undefined.
As with all technologies, there is a danger in becoming too
dependent on virtual reality. As the next generation grows up
with the ability to exit the real world and become completely
encompassed by a movie or video game, it becomes more
difficult to actualize the real world and its problems. People
could easily lose themselves in these virtual worlds, much like
how one physically loses their perception while inside the
virtual world. Human connection is vital to society, and these
virtual worlds—if used too much—could become a danger to
our communities

IGNITED LABS TECHNOLOGY AREA (IOT)

I plan on studying the 3-D printer because of its diverse use and
growing popularity. My uncle has used a 3-D printer for personal
projects, and the results are always beautiful. I plan to build a
biological model to put in my classroom for practicals and
demonstrations.

1. 3-D printing will revolutionize essentially every professional

field known to man. It can provide new technologies and new
resources within a matter of days, so more money and
resources can go into the end goal and not the means. I
believe it will specifically impact secondary education through
interactive models and access to anatomically correct replicas
to prepare students for tests and practicals. If a student does
not understand how the blood is pumped from the heart to the
body, or how the blood is transported from the body to the
heart, a 3-diemensional model of a heart and its arteries and

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 veins could mean the difference between understanding and
confusion. Additionally, the 3-dimensional models could allow
for students to practice on “dissecting” before an actual
dissection. Dissections are counted as test points, and students
often worry about where to make incisions or how deep to cut
into a given area. With 3-dimensional models, I could show
students where to cut and how deep, alleviating some of the
stress behind dissections.
3-D printers also allow for the quick development of rather
complex technologies. On the design websites provided by the
IgnitED lab, it is possible to make a microscope with the
printer. It may not be the most advanced microscope, but it
allows for students to see things on a cellular level and get a
deeper understanding of how organisms and their systems
work. This could especially benefit students who wish to study
bacteria in their natural habitat for a science project.
2. The biggest drawback to the 3-D printer is its cost. 3-D
printers’ costs can range anywhere from $300 to $4000. They
are not accessible for most professions, and especially not
schools where funds are already tight as it is. Even the built-at-
home 3-D printers cost around $500. Although the 3-D printer
opens up amazing opportunities for model building, it is simply
unreasonable to believe schools will have 3-D printers
anywhere in the next five to seven years.
3. The 3-D printer can be used for both good and bad. Employees
at the IgnitED lab were trying to figure out how to build a
prosthetic arm with the 3-D printer. Some biochemical
engineers have even gone so far as to 3-D print organs from
organic materials and an intricate blueprint. The 3-D printers
can also be used to combat some of the resource shortages we
face across the globe. Farming materials could be made
specifically for regions with low cultivability.

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 In addition to scientific breakthroughs, the 3-D printers can be
used for more sinister reasons as well. There have been
several reported cases of people 3-D printing guns and other
weapons to carry out terrorist attacks and mass shootings. The
ability to 3-D print guns and other weapons diminishes the
effectiveness of background checks and other precautions
taken during the sale and purchase of such weapons. Along
with the manufacturing of artificial organs comes the question
of artificial intelligence and artificially made life. If we can 3-D
print organs, extremities, and other essentials of human life,
the possibility of an entirely 3-D printed body is a possibility.
This, of course, comes with its own set of moral and ethical
problems like the rights of an artificial human and the morality
of creating life from nothing. Of course, this is all theoretical
for now, but as the technologies surrounding 3-D printing
increases, the dangers also increase.

RESEARCH CONCLUSIONS

The IgnitED lab is full of technologies we will soon see in classrooms

and homes all over the world. The most fascinating technologies to
me were the iVoice, the augmented reality, and the 3-D printer.
Although, some of the technologies I did not talk about were also
very helpful, and they could increase productivity in classrooms.
There was one room with technology for recording videos, making
podcasts, and making conference calls. The conference call could
especially benefit teachers and schools, as the majority of school
standards are made by the federal government. This technology
could increase communication between communities and the
lawmakers who set education standards for public schools.
Additionally, the podcast and video recording could benefit teachers
who are out on long-term absence, like jury duty or maternity (or

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paternity) leave. This could allow teachers to maintain contact with
students while taking care of whatever personal business they must
attend to. This also puts less stress on finding a qualified, long-term
substitute teacher who can provide lesson plans, lectures, and tests
for students while the permanent teacher is out on leave. The
podcasts could give students the opportunity to either explore an
interest of their choosing and learn more about it, or they could
create their own podcast about a given subject, strengthening the
feeling of community within the classroom.

Also, in the IgnitED lab are technologies that encourage students, of

elementary, middle, and high school, to learn programming and AI
technology. It is vital to include technology in every subject, be it
science, math, English, history, or elective classes. Technologies can
assist teachers in the classroom to make lessons more interactive
and hands-on for students. This is especially important for the
sciences, since so many of the biological processes can be seen,
heard, felt, and experienced. Additionally, exposing children to
advanced technologies, like artificial intelligence and virtual reality,
prepares them for their future careers. Many, if not all, of our future
students will be entering a job force that depends heavily on
technology like that in the IgnitED lab. It is vital that future
educators become more involved and more comfortable with
technology so that they may better educate their students.

Lastly, I think the 3-D printers open up a world of opportunity for a

hands-on learning environment where students can interact with the
content they are learning. Psychological studies have proven that
lecturing for hours at a time does not educate high school students.
After about 17 minutes, the body begins to fall asleep, and the
students’ minds begin to wander away from the lecture. With easy
access to interactive models and other 3-dimensional learning tools,

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students could visualize the content and have a deeper
understanding of how the body and its systems work.

PERSONAL LEARNING EXPERIENCE

I did not know what to expect when I walked into the IgnitED lab. It
was smaller than I thought it would be, and for some reason I
thought that meant nothing of importance could be in those rooms.
From the moment I started talking to the IgnitED lab employee, I
knew I was sorely mistaken. The Spheros may seem simple enough,
but they are elaborate and complex, taking complex coding to move
around and communicate the way they do. The virtual reality
honestly scared me a little bit. I became completely immersed in a
world I’d never been in before, and it was disorienting to take off the
headset and rejoin the real world.

I could have watched the 3-D printer work all day. The employees
at the IgnitED lab told me they would email when the skull was
ready, but I couldn’t help but go back time and time again. It was so
fascinating to me that something that had been code merely days,
hours, and even minutes before was becoming something physical
and real. Scaling the skull, putting it at the correct angle, and
deciding what support it needed was all up to me. This was both an
amazing opportunity and a daunting task. Having never worked with
3-D printers before, I was terrified I would somehow break
something, or I would ruin my print before it even got started. I
went in there every day, and each time when I left I told myself I
would not get upset if the print failed because at the end of the day,
I was proud of myself for putting myself and my work out there for
the world to see.

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ADDITIONAL COMMENTS (OPTIONAL)

I would like to go back and eventually try recording a podcast. I

listen to podcasts with my sister, and I feel like they would be a
good way for me to express my creative side through interactive
story telling and debating. I also think it would be very interesting
for students to create their own podcasts for a science project, in
which they can discuss modern events, new scientific discoveries,
their own scientific experiments, or the evolution of science and the
scientific method. Any subject is possible, and students would be
free to explore whatever they are interested in, rather than being
subjected to content they care nothing about.

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