Blog 8

  When working on the Web Design assignment, I acquired the new skill of building a website using Weebly. I had created websites using other platforms before, so creating a website on Weebly allowed for me to broaden my horizons in being familiar with website platforms. I used the principles of CRAP all throughout my wesbite. When relating contrast to my web design, it can be seen that the numerous background colors and types complement the text size, color, and shapes. For repetition, I repeated the same title font, size, and color for every subsection of my pages, as well as for my body text. I aligned all of my pictures, text, and graphics to the best of my ability to where everything was evenly spread out. The same sentiment goes for proximity, in regard to allowing the web design outline to help guide me on how to properly space out my sections for each page. In total, having the web design outline helped me in providing a professional and neat look for all the elements of CRAP. I liked that I got to be creative in every aspect of the required features for the website. It allowed for me to think out of the box for how my hypothetical classroom could operate! I did not, however, enjoy how long it took me to complete the website in its entirety. I can use these website design skills in my future career by applying the concepts of CRAP to creating an informative website for any potential criminal clients. 

   A creative way I might use QR codes in my classroom would be for easy access to materials that students might need daily. For example, I could create a QR code that results in a Google Form for a bathroom log. So instead of a student having to walk-up to my desk and physically sign out a form, they can do it digitally, to then not disrupt the class. I could also use QR codes for a way for students to see our course syllabus, which would have links to our course readings, materials, etc. I could also add our class Google Calendar in a QR code presented on my classroom wall. This would allow for students to regularly check our class schedule while also allowing for my whiteboard and/or wall space to not be taken up by a handwritten version of our class calendar. All of my ideas just allow for my students to work more efficiently, without disrupting me or class time. 

   I used Vanessa's case study: I plan to be a 5th grade math teacher. I would like to use Generative AI to support my productivity. Provide me with a brief case study of how I might use it and pose an ethical dilemma for me to solve. In regards to using Generative AI to support a 5th grade math teacher, I would see that you could use it to produce creative lessons to teach your students a difficult topic. For example, say you are teaching long division to your students, but you realize they might not be grasping the information as fast as they normally do. So, using Generative AI, it is a quick and efficient way to create lesson plans that could create a new strategy to teach your students. However, after looking through the lesson plans, you realize that the long division equations are actually a lot harder than what you've been teaching and do not align with the state's curriculum, which is just going to get your students even more confused. Thus, you have to go through all the lesson plans and change the equations to something manageable. This basically defeats the purpose of using the Generative AI to be efficient, because if it does not populate any relevant information the first time, then it takes you just as long to create the lessons than if you did not use Generative AI. To solve this issue, I would create a prompt for Generative AI, including some examples of equations used in class previously and the state standards for that topic, so it could create class specific/relevant lessons.