Critical Thinking, Problem Solving,
and Decision Making
Throughout this project, students had
to think critically, solve problems, and
make decisions. I distributed a rubric
and gave them guidelines to help them
create the content of each page. Students
drafted a prototype of their website and
then began building it on the computer.
Using LaHood’s specs as well as research
from other bowling websites, each team
created its own look and feel.
LaHood wanted the students to use
their best judgment and come up with
the material on their own, so he didn’t
give the students much direction.
This was a challenge for some
students. Marie Scheppman said,
“Sometimes working with customers
is not easy. With little information,
my partner and I had to conceptualize
everything. It was a problem at first,
but we adapted and created a website
that merged our personalities with his
Don’t Let Your Email Manage You
Problem: You’ve written an email using gmail to a
group of students, but you don’t want the email to
go out until after you deliver a lesson.
Here’s a solution: download Boomerang for
gmail ( www.boomeranggmail.com). this handy
little tool allows you to schedule messages. all
you have to do is click the send later button that
Boomerang installs into your gmail interface and
then select when you would like the email to go out.
Boomerang has several great features. another of
my favorites is that with one check of a box, Boomerang will notify you if you don’t get a response to
an email as requested. it has been a great organizational tool for me!
Julie LaChance is an instructional technology specialist for grades K– 12 in Stanly County, North Carolina, USA. She is also an adjunct instructor at Rowan Cabarrus Community College, where she teaches educational technology. Her passion is helping teachers
find efficient ways of incorporating technology into the class-room. She was also the 2010 ISTE Young Educator of the Year.
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L&L” on the L&L group
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email it to
Teaching kids about copyright laws,
plagiarism, and internet safety helps
them understand how to use technology properly, and it is imperative
to model understanding of social,
ethical, and legal issues and responsibilities related to digital culture.
I generally don’t allow students to
download text or pictures from the
internet. Instead, my students write
their own copy and take their own
If a student felt it was necessary to
include a previously published photo
or article, he or she would create a
citation page using Calvin College’s
Knight Cite. In class we discuss social,
ethical, and legal issues, and students
ask a lot of questions during these
talks. They wanted to know the answers and do the right thing.
Technology Operations and Concepts
I taught three major technology components: code, graphics, and blogging.
We used Notepad as our editor and
manually coded all items. With their
knowledge of basic design principles,
HTML, and CSS, students were able to
design a professional layout.
I used the Lynda.com tutorial The
Essentials of Using Adobe Photoshop
Elements 9 to teach students how to
use the full-edit workspace, work with
layers, make selections, add special
effects, and touch up photos. This
tutorial provided powerful graphic-design lessons that students used to
improve their bowling photos.
The students also maintained a blog
to document the project. Posts ranged
from finding examples of good bowling webpages to posting graphic edits
with reflections. All the blogs were
linked with each other, so students
were able to peek at each other’s ideas,
which motivated them to revise and
improve their own sites.
A week before the last day of
school, LaHood chose seniors Marie
Scheppman and Katie Verner as the
winners of the web design contest, and
their site went live last summer.
—Tasha Candela is a business teacher at
Lake Shore High School in Saint Clair Shores,
Michigan, USA. Find her on Twitter
@bethetigger, and visit her class blog for this
project at http://bethetigger.edublogs.org.