Final Project

December 25, 2016 | EDDL 5101  |  Leave a Comment

Hello every body!

Here is my website Calculus One and iPads.

In my experience as a high school Mathematics teacher, I used iPads and the Nearpod application in my classes. Students worked well individually and communicated efficiently with each other in groups. I realised that with iPad applications, students understood mathematical concepts and worked collaboratively with each other. In my project I designed five Calculus One Nearpod lessons for the unit: Derivatives of Functions. You can access these lessons along with the unit plan and assessment through the web site.



Assignment 3

November 26, 2016 | EDDL 5101  |  Leave a Comment

Description of students’ activities

Please see an overview of the Nearpod activity here. Students will have access to the Nearpod lesson activity using their mobile devices and a PIN provided by the teacher. Nearpod presentations allow students to access teachers’ material from their homes and study at their own pace. This web-based activity works best in flipping the classroom so that the students would remember and apply basic skills required for the next class. They can watch tutorial videos, workout exercises to check their proficiency in a applying certain learning outcomes.

After logging on the Nearpod app on their mobile devices and inserting the PIN:


  1. Students will warm up their knowledge of applying basic derivative rules on polynomial functions.
  2. Students will engage in two activities:
  3. a)    Students will expand the product of two binomials, then they would differentiate the worked out polynomial.
  4. b)   Students will find the derivative of each binomial, then they would simplify the polynomial u’v + v’u.
  5. After the two activities, students will move to the next slide, and they will be able to conclude a formula to differentiate the product of two functions.
  6. Students will watch a tutorial video about differentiating the product of functions, then they will practice applying the product rule formula in a couple of slides.
  7. The students will have access to online activities involving derivatives of functions.
  8. At the last stage of the activity, students will answer questions of a quiz and their results will be saved for comparison and analysis. Students can further their readings and practice through suggested web resources.
  9. Finally, students will have the opportunity to write a couple of sentences to give their feedback and comments.

Assignment 1B: Student Media Tools

We have researched Facebook as an educational online media tool that allows collaboration and group work activities. Our evaluation of Facebook analyzed the followings

  • Ease of use
  • Confidentiality of content and discussion
  • Transferability and scrubbability
  • Appropriateness for academic use

We would like you to give us your feedback and to share your experience with Facebook.

Discussion Questions

  1. Have you ever used Facebook in your classes?
  2. What do you think are the best uses of Facebook in education?
  3. Do you have any ideas to the use of images and videos?
  4. Any liked educational pages? Authors?
  5. Do you have a Facebook account? A Facebook group?
  6. What are the best practices of using Facebook groups in for your classes?
  7. Any other tips on how to use Facebook in your classes?

Yehia & Andrea


Assignment 2_ Plagiarism

October 31, 2016 | EDDL 5101  |  2 Comments


This lesson aims to educate students about plagiarism and invites them to abide by the requirements and respect the rules of the use of a resource by giving the appropriate credit. The implications of plagiarism will be highlighted in order to make students aware of the consequences of breaching the rules.

This lesson will help students to properly use web resources and to avoid plagiarism. The students will be able to:

 decipher the notion of plagiarism

 follow the best procedures to avoid plagiarism, including accidental plagiarism

 know the moral significance of plagiarism and how it impacts themselves as well as the others

 be aware of the consequences of plagiarism including the legal consequences


Discuss with the students what they know about plagiarism through their own experiences and the people they know or heard about. Ask the students what they think about the web resources they can or they cannot use for their assignments.

  • Images – how images can be used and what places can images be retrieved from (Google images, Flickr,….)
  • Worksheets – download, print, modifications (teachnology, ixl……)
  • Text and quotes – from other websites (Wikipedia, Curriki, using them in assignments or essays
  • Music and video – download and re-upload to students’ blogs (You Tube,…)

Students are expected to analyze and interpret the information they find online rather than just trying to restate the information in another way.

What is Plagiarism?

Plagiarism knowledge pre-test:

Text plagiarism

  • Word-for-word – Verbatim

Students are to take care for the source text added to their own words and ideas

Word-for-word – Example

  • The Puzzle – mosaic plagiarism

Incorporating paraphrased or copied lines or pieces from several sources without citing these sources leads to mosaic plagiarism. Students have to take care of all sources incorporated and not to miss any single one. Students own ideas and those copied from sources must be distinguished and set apart.


Acceptable version of the above plagiarized one

Acceptable_Non plagiarized

Practice the followings:

  • Inadequate paraphrase

Giving credit to the author of the source is essential for a quoted text as well as for the paraphrased one. A clear citation would be required for both cases.

Students are expected to catch with the idea rather than words or sentences of the source. Restating the idea in one’s own words is crucial for adequate paraphrasing.

  • Borrowing from one’s own work

Students are not to re-submit their previous papers. Moreover, any piece of texts or ideas must be properly cited.

Test your knowledge:

In addition to text plagiarism, other forms of online media such as images, videos, clipart, etc. could be plagiarized. Students should be aware of the Creative common license of the media they intend to copy or embed into their blogs.

For example, some blogs or web pages are licensed as follows “Attribution – Non-Commercial – Share Alike”.

  1. Attribution: credit should be given to refer to the resource info or link.
  2. Non-Commercial: the media should not be used for profit or business purposes.
  3. Share Alike: the same license should be used for any reproduction of the content.

Refer students to the website for more information on licenses they plan to have for their own blogs.

Consequences of Plagiarism

Explain to the students how plagiarism is a serious offense and that it affects the person’s academic and professional reputation as well as it leads to legal consequences. Plagiarism:

  • destroys the academic and professional reputation
  • puts the plagiarizer under serious legal and monetary repercussions

Academic integrity committees of educational institutions control the academic activities of students. They play an important role in educating students to protect them academically and further in their future career. Students should know that plagiarism if it did not affect them during their education, it would have serious consequences when they become academics so that they lose the ability to publish. Moreover, an engineer who plagiarizes an architect design may put peoples’ lives at risk that would lead to casualties and even to the loss of lives. Not only the reputation is affected, plagiarism might end the plagiarizer in jail after being considered as a criminal offense.

List of web-based Mathematics resources:

1. Khan Academy:
2. TED Ed Lessons:
3. PBS Learning Media:
4. teAchnology:
5. The Math Forum:
7. Interactive Mathematics:

For the list of annotated web-based resource list I focused my research on resources that would help Mathematics teachers and students. I have researched seven Mathematics web resources and evaluated them against level, currency, coverage, accuracy, and objectivity. Please find in the following link a table that summarizes my evaluation of these web resources.



With Khan Academy, I found short lectures in the form of YouTube videos as well as the tools for educators most useful for both teachers and students. All resources are available for free to anyone around the world. These resources cover almost all the topics of Mathematics and they are suitable for delivery of separate lessons, a unit, and a course. Other features such as progress tracking, practice exercises, and a variety of tools for teachers.
I liked the videos of TED Education that introduce new topics to learners in an exciting, curiosity-inspiring way. I analyzed the lessons that represent collaborations between expert educators and animators. TED Education supports instructors in their course delivery through a library of video lessons and a platform for lesson design.
As a teacher, I was impressed by the productivity tools that PBS Learning Media offers for teachers. Some of these tools are Lesson Builder, Storyboard, and Quiz Maker. With these tools, students can deeply engage with content. Moreover, educators can create personalized, interactive activities for students that can be used in the classroom or as homework assignments. I stopped by the tool Storyboards where students 13 or older can bring their digital projects to life through video, images, and text. Every resource of PBS Learning Media showcases the subject, grade level and alignment to national and Common Core standards.
I explored the repository of worksheets in the web resource teAchnology that address the daily needs of teachers and students. These worksheets cover a wide range of topics in different levels. Moreover, teAchnology presents a collection of worksheet makers, rubric makers, lesson plan makers, and graphic organizer makers that help teachers in their mission.

I recommend the website Math Forum for communication throughout the mathematical community. Groups can use mailing lists, Web-based discussion areas, ask-an-expert services, See Discussions, Bridging Research and Practice (BRAP) and the T2T Teachers’ Lounge. The site offers thorough images related to mathematics and also gives some insights about the math behind the images.

MIT OpenCourseWare (OCW) is a web-based publication of virtually all MIT course content. Video lectures using YouTube as the primary digital video streaming platform accompany the text and Pdf versions of the course material.
The educational materials support undergraduate and graduate-level courses.

Interactive Mathematics offers comprehensive Math Lessons in HTML format that covers the majority of Mathematics topics that support various units and courses. IntMath is a summary of the various interactive graphs, calculators, and other manipulatives. Most of these interactive applets work on mobile devices.


Social Bookmarking – Diigo

September 27, 2016 | EDDL 5101  |  1 Comment

Mathematics education could be enhanced when students develop their potential for learning by becoming more actively involved. The social bookmarking website, Diigo offers students the approach to solve problems by collaborating with other students and their teachers.

Diigo would enhance and improve the learning experience of students in my Mathematics classroom. It encourages group collaboration and makes organizing and saving web resources faster and easier for my students. Using Diigo, I can set up groups of students, highlight key information, and comment.

For my Mathematics classroom, Diigo’s features make it easy to research, collect, and organize bookmarks, highlights, graphs, screenshots, statistical surveys, pictures, etc. Moreover, students gain access anywhere and share with various choice of browsers app applications for tablets and smartphones mobile use. Students could collaborate with each other in groups.

If I am interested in an activity or a critical thinking Math problem about a topic my students are researching, I can highlight it and then bookmark the page. The paragraph will keep highlight whenever the page is visited.

Groups of students can collaborate, share, and discuss solutions to exercises and Mathematical problems by annotating key websites. Bookmarks can be shared with other students involved in the same project. Diigo made it easy to distribute reference lists, Math worksheets, reports, and other resources among students.

Students can:

  • Add sticky notes to a bookmarked page
  • Bookmark important websites
  • Access and share bookmarks from school or home
  • Categorize websites with titles, notes, keyword tags, lists, and groups
  • Save a screenshot of a website or capture and save an image
  • View any annotations made by other students in the same group
  • Comment on other students’ bookmarks


September 20, 2016 | EDDL 5101  |  1 Comment

Yehia copy

Hi everyone!

My name is Yehia, I am in the MEd program at Thompson Rivers University. This is my second course in TRU-online learning. I took EDDL 5151 in the previous semester with the great instructor Keith Webster, and it was really a valuable learning experience. I am really interested and looking forward for more courses in curriculum and technology in education.

My undergraduate degree is in Sciences- Pure Mathematics and I have a long experience in teaching Mathematics courses in different countries. I found it most appropriate to go for thesis route in Mathematics education, so that I can utilize my undergraduate education as well as my previous work experiences in my thesis.

Hobbies- I like swimming, travelling, reading and listening to music.

Yehia Mahmoud,


Nearpod is just one solution to enhance multimedia presentations by placing the presentation directly in student’s hands, and not on a projected screen. This application allows teachers to share content with students and control the activity through the Nearpod app. Students may be asked to complete a quiz, draw diagrams or write responses, participate in real-time polls and Q&A sessions. Results from student responses can be shared anonymously among the mobile devices, as well as exported as Excel documents via email, for educators to measure student results on an individual and aggregate basis. This allows educators to assess students over course content while allowing a self-paced or real-time assessment, based on the settings of the assessment tool. Quizzes, polls, Q&As, and other multimedia interactive capabilities can be imbedded within the presentation, getting away from a traditional approach of lecture then quiz. Multiple-choice quizzes with four choices can be administered during the lesson problem. Results would be shared from the instructor to the individual student, which they then have the ability to review their answers alongside with the correct results. With immediate feedback provided to each student in class, questions and misconceptions can be addressed without hesitation, while students are engaged through direct participation of the built-in response system.

The followings summarize how I created and how I would administer my Nearpod lesson in Mathematics classroom.



The following link is a sample of Nearpod Mathematics lesson. You can preview the presentation. However, you will need to sign up for a Nearpod account and iPad devices in order to experience the interactivity of the teaching environment.

Online Seminar

July 26, 2016 | Uncategorized  |  3 Comments

Hello there, my presentation topic will be about iPads in mathematics classrooms. The outline of the presentation is as follows:

  • Introduction to iPads and Mathematics learning computer programs
  • iPad as a new technology device in education; iPads v. laptops
  • Significance of iPads
  • Implication to teachers
  • Conclusion and further research questions

The powerpoint presentation summarizes my research paper:

iPads and Mathematics

I would invite you to watch these two youtube videos:




Discussion questions:

1) Further research would be needed to uncover more opportunities in shared and public spaces of learning in mobile devices. Please share your experience, or what do you anticipate as a teacher, regarding the followings:

a) Engagement of students in group work

b) The impact of iPads on academic achievement

c) The correlation between engagement and academic achievement


2) From your expertise or readings, what is the role of teachers in the iPad-learning environment?

a) Instructional design

b) Implications beyond teaching


Thank you,


Assignment 2

July 6, 2016 | EDDL 5151  |  Leave a Comment


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