Technology Inquiry Project, Post #3: Tree Mapping

For this blogpost I decided to explore one of the references that Bethany had listed in her previous post. More specifically, an academic article titled, “Local Tree Mapping: A Collaborative, Place-Based Activity Integrating Science, Technology, Math, and Geography” by Erica Blatt. I was instantly hooked. This insightful article provides detailed instruction and an abundance of resources concerning how to conduct tree mapping as a class.

What makes tree-mapping so awesome?

  • It’s inquiry-based; thereby fits perfectly into the new BC curriculum.
  • It can be adjusted for students grades five through twelve.
  • It promotes place-based education and real-world experiences.
  • Students work together to accomplish a common goal.
  • Technology is integrated into nature to enhance student learning.

In short, what are students getting out of this activity?
*Grade-level dependent*

  • Experience collecting data on tree type, height, diameter, age, and the longitude and latitude.
  • A means for identifying various local tree species.
  • Ability to analyze and present real-world data that can be utilized by the local community.
  • Basic skills in geographical information systems (ie. GPS) and Microsoft Excel.
  • Understanding and appreciation for the role of trees within the Earth’s ecosystems.
  • Inquiry skills in science, mathematics, and geography, as well as problem solving, critical thinking and collaborative skills.

This article is proof that when technology and the great outdoors are combined, some really interesting doors suddenly open. Tree mapping is only one of many wonderful possibilities. I look forward to discovering more ways to apply technology outside to create meaningful learning opportunities for students.


Technology Inquiry Project, Post #1: Bridging the Gap

Bethany and I have started to generate some ideas for our Tech Inquiry Project! We decided to explore what roles (if any) networking technologies can play in outdoor education. At first glance, networking technology and outdoor education seem like binary opposites. I remember watching TV while my mom lectured me about how kids nowadays spend way too much darn time looking at screens, before forcing me to go play outside. More recently, I’ve noticed that even the thought of incorporating networking technology into everyday classroom practices often triggers a moral dilemma for some of my peers in the BEd program. On the other hand, I’ve never heard anybody complain about children spending too much time outside. So the question remains: Is networking technology the arch nemesis of outdoor education, kidnapping children from authentic, real world experiences and interactions? Bethany and I want to bridge this gap by discovering purposeful ways for students to enjoy both simultaneously. Follow us on our journey as we dig up research and even put activities like Geocaching and QuestaGame to the test. Until next week!

Video Editing, Screen Capturing & Audio Editing

Today I had the opportunity to familiarize myself with some really cool online tools! First, I learned how to trim & split, add transitions, create titles and credits, and adjust audio using iMovie. Next, I learned how to record, import audio, trim & split, and add sound effects using GarageBand. Finally, I learned how to screen capture using Screencastify. All of these tools were straightforward and fun to use!

I think they would be helpful for both students and teachers in and out of the classroom. This article describes 6 ways to enhance students learning using iMovie. Likewise, this article emphasizes why GarageBand shouldn’t be limited to music teachers and shares some other classroom uses, such as reading. Last but not least, this article explains some interactive screencasting activities to be completed using Screencastify. You can find a brief video of my Screencastify experience below (I didn’t add any sound because the computer lab was loud with excitement)!


Just trying to add some categories here…