What makes an entrepreneur?: World Class Learners Blog 2

Entrepreneur Spirit



Reading the text from Zhao and watching the videos with Robinson & Pink, led me to believe that all three would agree that education is focused on standardization for all students which prevents students from having an entrepreneur spirit.  Also due to the standardization, there is little opportunity or encouragement for students of focus on what they like or find their passion because they do not get the opportunity to explore.  How can students be free thinkers when they are continually being conformed to one way of thinking?  How can students find their interests if they are never allowed to explore outside the box of successful careers?  How can students find a passion that will continue throughout their lives if they are not exposed?  How can students figure out how to use the passion they have as part of the future career?  How can we as educators lessen the stress of assessments to allow our students the time to develop an entrepreneurial spirit with all the requirements that we are given?


Zhao discussed many aspects of our changed world and the reason for such high unemployment rates all over the world, even among those with a college education. Research some changes in education over the last 25 years and discuss how they have affected the unemployment of many teachers and/or why many leave the profession.

Education changes often.  Various programs and assessments are implemented, changed, or never heard of again.  Sometimes the programs and assessments come back around and continue changing.  Educators find this very difficult with the constant changes and added programs and assessments.  One statement that resonated with me was from Croft, Roberts, & Stenhouse (2016):

Stories of school curricula narrowing (i.e., “teaching to the test”), inadequate funding and depleted human resources, and psychological costs to students and educators have been the telltale results from high-stakes testing and education reform. (p. 82)


One noted change in the last 25 years is the increase of high-stakes testing.  Croft, Roberts, & Stenhouse (2016) state that never before in history of education in the USA has there been as much testing and pressure for testing.  The testing is pressured by the government to the school districts to the schools.  The article mentions how students are losing sleep and getting sick from the pressure, while also losing interest in school.  Educators are losing their jobs over scores.  I personally know of teachers in other states that receive scores before the year is over, have been let go over test scores.  Losing a job over test scores can have an impact on finding a new job, but it can also impact the passion the teacher has for teaching.

Another noted change was the evaluation systems.  Croft, Roberts, & Stenhouse (2016) noted that with reform has been a change in the evaluation system for teachers that has increased pressure for the teachers.  While the reform was meant to encourage and help teachers, many times the reforms have the opposite effect.  When student scores are part of the teacher evaluation, it is difficult for teachers to not teach to the test, which is not the best way to teach.

Skaalvik & Skaalvik (2011) listed emotional exhaustion as a reason for leaving the profession.  With educational reforms adding more requirements with more assessments and various evaluation systems, teachers are under more and more stress leading to emotional exhaustion for many teachers.  While there may be other factors besides educational reform that increase stress for teachers, I believe that constant changes in education add a good amount of stress that is unnecessary.

While Boles & Troen (2000) did not discuss education reform in relation to teachers leaving the profession, I believe they brought up an important point.  Many times teachers do not have an opportunity for growth within the profession.  Without growth, many people feel unfulfilled in their careers, and this includes teachers.  I have a Bachelor’s Degree in Elementary Education, an English as a Second Language Endorsement, a Master’s in Educational Technology, and soon I will have my Rank I in Library Media.  I have these degrees to have multiple job opportunities, and hopefully with the experience in multiple areas, this will come in handy for a position in the future that will be a promotion of sorts.  Since I began teaching, I have taken on additional roles within the school, and it’s not about the raise for the extra jobs, but the growth and passion for those positions.

Boles, K., & Troen, V. (2000). Why new teachers quit. Teacher Magazine11(7), 59.

Croft, S. C., Roberts, M. M., & Stenhouse, V. S. (2016). The Perfect Storm of Education Reform: High-Stakes Testing and Teacher Evaluation. Social Justice42(1), 70-92.

Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching & Teacher Education27(6), 1029-1038.

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Update on 20% Project

Everything is on track with the 20% project, I am planning to work with my STLP students this week.  I would like to have the first version ready by the beginning of November.  I would like to talk to the PLCs or grade levels to get feedback on what they want to see.  I will also continue working with one of the assistant principals and our district technology  resource teacher.

I am looking at different options for feedback from the website.  I have considered a google form so that only teachers from my district would be able to send feedback.  I think having feedback on the site will be better than having just my e-mail for contact purposes.

Any thoughts on what others have seen or are doing in your district or school?

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20 % Project

For my 20% project, I will focus on educators.  I want to create a website that provides additional resources, help videos, and a place for educators to submit their specific questions.  Since I have recently taken on the position of School Technology Integration Specialist, my administrators have asked me what I can do to help our teachers integrate more technology in the classroom in which the students are using the technology.  We also want to provide support and resources for the teachers, but not overwhelm them.  My job is to figure out a way to provide this support so that adding technology does not seem like more being added to their job, but rather invigorates the lesson.

I plan to use my school site to host the page, but depending on the settings, I might change to a google site.  I hope to complete this website with multiple resources by the beginning of November, but to continue adding to the website throughout the years.  I am also hoping to include my STLP students in this project.  They might be able to find resources for their class, provide feedback on ways to integrate technology in their current classes, and have students create short tutorial videos.  Students have previously held “classes” for the community and presented at our district TeachMeet.  There was low attendance which was discouraging for the students.  This might be another project that is similar, but is more rewarding for students and more beneficial for educators.

Since I was on the committees at the district level for integrating technology with students using the technology and the long term technology plan, I have an idea of what the district wants, but I need to have more in depth conversations with those in my building to provide the support for my teachers.   My plan is to meet with each PLC at school to get their specific needs.  Since this site is for the staff at my school, I want to ensure that I have their feedback and needs, rather than create a site that no one will use.  I also plan to use the SAMR model since that was one big push in our district last year.

I am excited to take on this new role, and I think this site will be a perfect way to begin providing the support without overwhelming them.

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To Create is Human

Blog 1: To Create is Human





National Governors Association, Council of Chief State School Officers. (2008).
Benchmarking for success: Ensuring U.S. students receive a world-class educations. Retrieved from http://www.corestandards.org/assets/0812BENCHMARKING.pdf

Robinson, K. (2010, October). Changing education paradigms. TED. Retrieved from https://www.ted.com/talks/ken_robinson_changing_education_paradigms

Robinson, K.  (2006, Februrary). Do schools kill creativity? TED. Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity

Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. Thousand Oaks, CA:  Corwin.

 Entrepreneurial mindset

Education demands diversity and continues to add more and more standards for contents, but the pressure remains on standardized test scores which do not take into consideration diverse needs of learners or learning in a different way.  If education and my school were to embrace an entrepreneurial mindset, I believe that education would change entirely.

Educational standards might not change, but teachers would have to teach differently with the standards.  Many teachers would not know how to embrace this mindset because we were not taught how to teach with these concepts in mind.  Education would have to change drastically, but this could encourage many students to be more interested in school by helping students find their interests.  Students might figure out what they are interested in in order to do in the future, or at least be reminded that there are many job opportunities and possibilities.  One important feature to note is that it is not entrepreneurial curriculum, but rather encouragement of various jobs and skills.

Kentucky’s Practical Living Program Review has made our school encourage teachers to invite community leaders and guest speakers into the building.  Our school also supports various programs that allow different business leaders to partner with students.  The problem lies with the lack of involvement with the entire school.

In order for our school to have the entrepreneurial mindset, all teachers would have to buy into the mindset and receive training in order to really understand how to develop students with this mindset and encourage students.  Teachers would have to find a way to teach both the standards and integrate entrepreneurial skills.  Teachers would need to foster creativity which has not been the case in education in recent years.




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Augmented Reality in the classroom

Last Spring, my new yearbook company representative mentioned that one of her other school’s used Aurasma in their yearbook to make the pictures come to life.  Since I was a bit overwhelmed with yearbook issues, end of the year responsibilities at school, and starting a May term class, I kept it in the back of my mind, but did not look into it any further.  A few weeks ago, she sent me information about using Aurasma, but beginning of the year paperwork and yearbook staff building allowed me to put off looking into Aurasma.  When this class started, I was reminded of Aurasma and how we could use augmented reality in the classroom, not just for the yearbook, but for all subjects.

Aurasma is an app that allows a picture to come to life by being scanned.  My mind started running with the possibilities for teachers to use this in their classrooms.  Here are some ideas I had:

Art-students could scan their pictures they created and add a video overlay of the students explaining the artwork.

Math-students could scan specific problems, then add a video overlay of them explaining how to do the problem.

Science-students could scan a picture of a project, then add a how to explaining how the project works.

Social Studies-students could scan a picture they created depicting a specific event in history, then explain the event based on an extended response question.

Reading-students could scan a picture of the book, then do a video book report.

Writing-students could create a picture to go with their writing to scan, then tell the story in a video.

Music-students could scan a picture of an instrument or song title, then add a video of the actual music being performed by them.

PE-students could scan a picture of a sport, then create a video of the students explaining the rules.

Practical Living-students could create posters to put around the school related to drug abuse, then create a video that detailed why not to use drugs.

Augmented Reality reminds me of QR codes, but it allows the pictures to almost come to life in front of the student with a device.  Below is the module I created for augmented reality.

Technology Module: Augmented Reality

What is augmented reality?

Augmented Reality (AR) is when your device shows a different reality on the device of the screen that is actually being shown in real life. AR content can be seen by scanning or viewing a trigger image with a mobile device. The trigger image then shows a different reality on the screen as though it is happening in the real world, but can only be seen through the device. This is becoming popular in educational and social settings with advertisements, games, and products having the augmented reality aspect.

You will create a product of augmented reality using the Aurasma app (Apple & Google Play) based on a lesson you would do with your students.

Step by Step Process:

  1. Develop a lesson idea for an augmented reality project that your students could create.
  2. Take a photo, draw a picture, or create an image on the computer that will be the “trigger” image for your project. The image should be related to the lesson.
  3. Create a video explaining the picture related to the content (Book talk, explanation of math equation, description of scientific process, discussion of historical event, examination of an art piece, etc.) You can edit the video or use the first take video.
  4. Create a free Aurasma Go to https://studio.aurasma.com/register, or create an account using the app on your device. Create an appropriate username as parents, students, and other educators could see this. Username is case sensitive.


  1. Create new Aura by clicking on the + in the upper right corner.aurasma-5
  1. Upload your photo, or take the photo.


  1. Upload your overlay video.  Make sure that you make the video public, or only you will be able to see the AR content.


Demonstration of Aurasma 

8. Finalize the project, and then use your device to hold over the picture to watch the video, by pushing the button on the bottom of the “Discover Auras” page.


9. To share with others, they should search for your channel by name (case sensitive) to follow you to scan your photos to see the augmented reality content. The device and web version do not sync well, so if you upload from your computer, you might also need to go into the search on your device to follow the channel.search-2

Students, parents, and teachers will enjoy using and sharing this tool.

Submitting the assignment:

  1. Turn in a description of your lesson with standards.
  2. Submit the picture you used for the project along with your username for the Aurasma channel.
  3. Reflect on how you think this could be used in your classroom.

Scoring rubric:

Scoring Rubric for Projects: 1 = Needs Much Improvement 2 = Needs Some Improvement 3 = Good or Acceptable 4 = Excellent
Reflection Little reflection on how to use in the classroom. Some reflection with how to use in the classroom with a few examples listed. Reflects on how to use in the classroom with some examples listed and brief explanation. Thoroughly reflects on how to use in the classroom with multiple examples explained and linked to specific content.
Product Picture and video do not relate to one another or topic. Picture or video does not relate to one another or topic. Picture and video relate to one another and the topic. Picture and video relate and enhance the topic connecting to specific standards.
Use of technology Aura does not work. Aura works, but bad quality of video or picture. Aura works with good quality, but difficult to find username/ channel. Aura works with good quality. Easy to find username to follow the channel.
Topic/ Content Identifies a general topic but demonstrates little or no awareness of purpose or audience.


Identifies a generalized purpose or audience but does not maintain focus on both. Adequately establishes focus on the intended audience and purpose, but may not consistently maintain this focus, losing sight of audience or purpose on occasion.


Establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information necessary to anticipate its needs.


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Why should you protect ecosystems?

Have you ever heard of a Sahara Oryx or Scimitar-horned Oryx?  If not, you are not alone.  Why haven’t you heard of this animal?  The Sahara Oryx or Scimitar-horned Oryx is listed as extinct.  While there are still a few of these animals living, none have been found in the wild in recent years.  Why is the Sahara Oryx extinct?  Due to overhunting and habitat loss, these animals are no longer found in the wild.  While the Sahara Oryx still exists, it exists in captivity.

If the ecosystem had been protected, the Sahara Oryx would probably still be found in the wild.  When humans or natural disasters destroy a large quantity of habitats for a specific group of animals, the animals have nowhere to live.  Without a habitat, the animals have to change their ways of life, which could cause other animals to also change their life.  One habitat lost can affect many species of animals and plants.  This can ultimately affect human life, too.

Why do you think you should protect ecosystems?  Is it important to protect ecosystems, or are there enough animals in the world that the Earth will be ok with having some animals become extinct?  Post comments below to explain to why we should or should not protect ecosystems.

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What can you do?

Have you ever wondered if you can have an impact on the world?  Would you believe me if I told you that you could save many lives?  Humans aren’t the only lives you can save.  You can save animals and plants by protecting the ecosystem where they live.

Humans and natural disasters can destroy ecosystems, but you can make a difference.  The Center for Ecosystem

Survival lists a few ways that you can help to protect many lives.  By donating money, you can save coral reefs in the ocean or perhaps even save an entire acre of land in the rainforest.  The money not only saves the reef and rain forest, but the animals and plants in the area that are also affected by the coral reef ecosystem and the rain forest ecosystem.


Ecosystems not only provide habitats and food for animals, but it also provides many resources for humans such as food and medicines .  Without protection of ecosystems, human life would be very different.  By protecting ecosystems, you are also protecting your life.

What are some ways that you can make a difference by protecting ecosystems?  How can you get others to make a difference and protect ecosystems?  What can you say or do to convince others to care about protecting ecosystems?  Post your thoughts below.

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