It’s P.Q. and C.Q. as Much as I.Q.

In my last week of CEP 812, we were asked two key questions.  First, how do we use technologies in ways that demonstrate our passion and curiosity?  Second, how do we use technologies to inspire passion and curiosity in our students?  After reading Thomas L. Friedman’s article It’s P.Q. and C.Q. as Much as I.Q., I was enlightened by how much our P.Q. and C.Q. can drive us to do great things.  Thomas Friedman (2013) says, “It will be those with more P.Q. and C.Q. to leverage all the new digital tools to not just find a job, but to invent one or reinvent one, and to not just learn but to relearn for a lifetime.”  In this quote, “P.Q.” refers to the passion quotient, and “C.Q.” refers to the curiosity quotient.

With this in mind, we were asked this week to reflect upon our own teaching and how we use certain technologies to demonstrate our passion and curiosity and inspire passion and curiosity in our students.  Using PowToon, I created an animated video depicting how I strive to use my own passion and curiosity toward education to inspire students to become motivated and enthusiastic about what they are learning.  You can view my video here: Jake Jewett: Passionate & Curious Teacher!


Friedman, T.L.  (2013).  It’s P.Q. and C.Q. as Much as I.Q.  The New York Times.  Retrieved from


CEP 812: Wicked Problem Project – Rethinking Teaching

In my CEP 812 course on Applying Educational Technology to Practice, my group members Alissa Arden, Lindsay Earnest, and I addressed the topic of “Rethinking Teaching” for our Wicked Problem Project.  Specifically, we focused on how educators can build intrinsic motivation in students.

To achieve this, as a group, we decided to utilize Project-Based Learning (PBL) as a method to “hook” students on what they are learning.  With the use of PBL, students are allowed the opportunity to share ideas with others and work collaboratively and independently.  In addition, as an assessment of what students learned, we added a technology component.  Students would use a blog (Kidblog, WordPress), classroom website (Weebly, Squarespace), or some form of social media outlet (Twitter, Facebook, Google+) to publish their work.

With the use of PBL and the technology component, we felt that students would build intrinsic motivation to learn.  Students would take ownership and pride in what they were creating and want to do a good job because others would be able to see it online.  Although a student may not be especially interested in a particular topic being taught in class, at least this way the student can express their thinking and learning in a way they choose.

Please check out our Wicked Problem Project curation about Rethinking Teaching to Inspire Intrinsic Motivation.

Technology Integration in Communities of Practice

This week in CEP 812, we were asked to create a short survey on technology integration and give it to our colleagues in our work setting.  The results from the survey are to provide us with data to analyze how often technology is being integrated in the classroom along with which technologies, specifically, are being used to supplement student learning.  Additionally, district support, professional development opportunities, and limiting factors to technology integration are observed in the survey.

A link to my survey can be found here: Short Technology Survey

Also this week in CEP 812, we were asked to interpret our data we collected from our surveys, and note any trends we found.  These findings along with information about those I surveyed can be found in my white paper at this link: Technology Integration in Communities of Practice

Here are some graphic representations of my data to help understand trends:

Technology Uses

Forms of Technology

Beneficial Professional Development

Attention Deficit Hyperactivty Disorder

This week for CEP 812, we were asked how we can use technologies to support students’ special learning needs.  One of our objectives was to write about one technology that could support student learning and provide justifications for our thinking based on research we conducted.

The special learning need I chose was Attention Deficit Hyperactivity Disorder (ADHD).  I researched four peer-reviewed journal articles and wrote about the causes of ADHD, the treatments, ideas and suggestions for learning and instruction in the classroom with ADHD students, and technology that can help students with ADHD learn.

The technology I identified was WiggleWorks by Scholastic.  WiggleWorks is a great interactive digital tool that can help ADHD students hear books read aloud by professional narrators, practice, record, and listen to their own reading, write and draw their own responses to a story, create their own personalized books, and explore words and review phonics in a magnet board activity.

You can view a screencast explaining all of what WiggleWorks has to offer here:

The link to my paper on ADHD and more about WiggleWorks can be found here:


Reflection on my Information Diet

In today’s world, information comes at us at an alarming rate.  Facebook, Twitter, and numerous other sources feed us with all the information we can handle on current events and popular culture.  In addition, by the use of smart phones, tablets, and several other devices, people have access to new information almost instantly.  How one uses all of these resources together makes up their “InfoDiet.”

Admittedly, my information diet is rather limited.  Facebook and Twitter are my two main outlets to retrieve new information.  The limitations of my current “InfoDiet” help inform me that I need to expand my sources of information to fully understand both sides of an issue.  Because I only follow people and groups I am interested in or are a part of, I only expose myself to one side of the topic rather than the entire picture.  For example, when seeking articles for news on Michigan State football or basketball, I follow Michigan State beat writers such as Joe Rexrode (@joerexrode) and Graham Couch (@Graham_Couch).  Although I believe these two writers to be very good and unbiased, their affinity for Michigan State athletics could impact their opinions.  When it comes to education, I follow my MAET at MSU colleagues, other teachers I work with, and a couple promoters of educational technology, such as Leslie Fisher (@lesliefisher) and Alan November (@globalearner).  Again, although I believe these people and sources to be valuable, they do not present opposing viewpoints to my own on education, so they do not challenge me to examine new points of view and reach outside of my comfort zone.

James Paul Gee (2013) describes affinity spaces as “…key examples of synchronized intelligence.  Multiple tools, different types of people, and diverse skill sets are networked in ways that make everyone smarter…” (p. 234).  My affinity spaces have helped inform and enlighten me, but when reflecting upon them this week, I could not help but wonder how my affinity spaces are actually limiting me.  I have come to the realization that I am only exposing myself to opinions and viewpoints that are the same as my own.  Both Facebook and Twitter actually tailor their sites to adhere only to your self-interests and lifestyle.  Eli Pariser elaborates on this when he warns that the internet is showing us what it thinks we want to see but not necessarily what we need to see.  Without a doubt, my affinity spaces and primary sources for information on the internet such as Facebook, Twitter, and Google are limiting my access to real information and opposing viewpoints that may challenge my thinking on important topics.

With my limited “InfoDiet” in mind, I decided to expand my universe and explore three new sources of information that will push my thinking in new ways.  First, I decided to follow Common Core Questions (@CommonCoreQs) on Twitter.  This source will push my thinking in new ways because currently all I seem to read on social media outlets posted by my colleagues are negative opinions of the Common Core initiative.  In addition, seldom would I have taken the initiative before to read positive articles on the Common Core.  This source, instead, is positive and constructive to teachers seeking help.  For example, this source provides many assessment packets for popular books all aligned to the Common Core, and it provides a place where teachers can visit to collaborate and see how the Common Core is actually helping students get the information they need.

common core

Second, I decided to follow Teaching Science Well (@TeachingSciWell) on Twitter.  This source will push my thinking in new ways because Science is one of my most difficult subjects to teach.  Rarely, before, would I have taken it upon myself to research articles or visit websites focused on new ideas to teach Science.  This source makes me more excited to teach Science, for tips, information, and places to go for resources are provided to help teachers.  Last, I decided to read an article on using cell phones in the classroom:  This source pushes my thinking in new ways because I never thought before that it would be a good idea to bring cell phones into the classroom.  My viewpoint is that children are in front of screens frequently, and using cell phones sends the message to students that face-to-face communication is not important.  However, this article opened my eyes to new ways cell phones can be utilized in a classroom setting.  For example, the teacher in this article uses cell phones to communicate objectives with his students and aid in their collaboration with one another.  Texting out directions using “Remind101” and other programs engages his students and keeps them on task.  For these reasons, I can see how using cell phones in the classroom could be beneficial.


Barseghian, Tina.  (2012, May 10).  How Teachers Make Cell Phones Work in the Classroom.  Mind/Shift.  Retrieved September 21, 2014, from

Common Core Questions.  (n.d.).  Challenge Your Students to Read with a Deeper Understanding.  Retrieved September 21, 2014, from

Gee, J.P.  (2013).  The Anti-Education Era: Creating Smarter Students Through Digital Learning.  New York, NY: Palgrave MacMillan.

Rhodes, S.  (2013, May 10).  CA Eagle Forum Protest Against Common Core Education Curriculum at Capitol in Sacramento.  (photograph).  Retrieved September 21, 2014 from,

Teaching Science Well – Science Resources.  (n.d.).  Teachers Pay Teachers.  Retrieved September 21, 2014, from

TED Conference, LLC.  (n.d.).  Eli Pariser.  TED: Ideas Worth Spreading.  Retrieved September 21, 2014, from



Limitations Preventing Solving Complex Problems Smartly

In my CEP 812 class, we read Part 1 of James Paul Gee’s book, The Anti-Education Era: Creating Smarter Students Through Digital Learning.  Gee talks about many limitations of the human mind that prevent complex problem solving in a smart way.  Lack of experience, in particular, is explained as being a vital component leading to problems with communication, and in turn, with solving problems.

When reading the first part of Gee’s book, I could not help but reflect upon my own teaching.  Young students constantly make generalizations about the world around them, and teachers strive every day to communicate new vocabulary and meanings behind how things work.  Based on a student’s lack of experience or different experiences from another student, they may perceive what the teacher is saying very differently.  Having awareness of this, as a teacher, can certainly help, for teachers must value the fact that no two children think exactly alike.

The link below connects to an essay where I dive deeper into Gee’s book and explain how lack of experience can serve as a limitation preventing solving big, complex problems smartly.