Running head: BLENDED LEARNING INTEGRATING TABLETS
Instructional Design Project: Creating a Blended Learning Environment with the use of Tablets
LaKeshia Ellis, Eric Herriman, Brenda Shields, and Debra White
Liberty University
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Abstract
This instructional design project (ISD) identifies a homeschool learning environment that has
expressed the need for increased interactivity in the homeschool students’ classical education
pursuit. Classical education consists of a focus upon time honored educational traditions tailored
toward developing the cognitive development of students. History, art, cultures, languages,
literature, philosophy, and a biblical worldview are all core elements of a classical education
(Classical Conversations, 2013). The interest of the homeschool association is to integrate
tablets into their learning environment thus enabling the student to access the vast amounts of
information and social learning tools on the World Wide Web (WWW). Tutors and parentteachers will utilize Edmodo to develop and administer the lessons, reviews, assessments, and
will provide feedback as required during the classical education process. The use of Edmodo
will be presented through instructional videos. A science lesson will be used as an example to
demonstrate the role in which the students to access Edmodo and the WWW to complete their
educational pursuit will utilize tablets.
Keywords: Blended learning, Edmodo, tablets, homeschool
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Instructional Design Project: Creating a Blended Learning Environment with the use of Tablets
Electronic tablets and similar physically, small electronic devices have become more and
more popular within our culture to include the culture within our western educational systems
(Johnson, Adams, & Cummins, 2012). Tablets have seemingly replaced a pen and pad of paper
for taking notes for many on a daily basis. Educational administrators within school districts
even use them to accomplish teacher’s evaluations. As educators we cannot ignore this popular
trend. We must educate ourselves in which manners such technologies can be used to improve
learning among our students. In this ISD we will share what we have learned about the use of
tablets in relation to the use of Edmodo, an online software program used to administer
educational curriculum to students. We will discuss the driving factor behind the need for this
research, the analysis, the goals, objectives, assessment, and instructional strategy for including
tablets in the use of Edmodo with our tutors, parent-teachers, and students involved with a
homeschool co-op.
Needs Analysis
The relationship of our project to Classical education “is best understood when we put
technology in its proper place as “tools.” Classical education is a philosophy of integrating
subjects and thinking skills that supersede which tools we use. It has been going on for centuries
without web 2.0 and virtual spaces quite well.” Our goal in combining CE and technology “is to
reach this digital age where they are at on the one hand; and to accelerate rhetorical dialogue on
the other. Computer data driven tools have an anytime anywhere capacity that allow more of this
throughout our days/weeks. Because it can happen asynchronistically, students can take the time
to develop their ideas and arguments in a well-researched manner and get back to the group with
a more substantive response. It can also occur in real time when they are getting quicker at
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thinking on their feet.” (White, 2013) Classical education at the high school level requires
increasing levels of dialectical and rhetorical thought expressed in their work. The rhetoric will
be dialogue-based, whether it is written or verbal, even though the home school group meets
only one day per week. The expressed need of this project is to use technology to increase
communication throughout the week via the Internet both synchronistically and
asynchronistically thus increasing the opportunity for dialogue. This will enable small group
activity, which provides for a more quality learning experience and is generally less intimidating
(Horton, 2012, p. 576). This is an expressed need established with the consensus of the students,
parents, and governing administrators of Classical Conversations curriculum.
Goal Statement
The wish of the Classical Conversations homeschool co-op is for the parent-teachers,
tutors, and students to achieve the goals outlined by the International Society for Technology in
Education (ISTE) and to exercise the use of tablets this coming school year in order to achieve
our local goals (ISTE, 2012). This year tutors will establish our science courses within an online
learning program called Edmodo. Parent-teachers and students will be able to access the science
material through the use of Edmodo. The syllabus, lessons, assignments, schedules, and other
associated course material will be accessible through Edmodo as well.
The following is a flowchart and list of goals for tutors, parent-teachers, and students as
they utilize their tablets in accessing their educational material through Edmodo (Figure 1).
Abbreviated Goal Statement:
Our local goal is for tutors, parent-teachers, and students to
utilize their tablets for administering and completing their
course work in the curriculum.
courses.
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Goal 1:
Tutors will establish
their account,
groups, and folders
on Edmodo.
Goal 2:
Parent-teacher
establishes their
account on Edmodo.
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Goal 3:
Parent-teacher
incorporates
Edmodo LO’s into
home schooling for
their students.
Goal 4: Students
create an account in
Edmodo and learn
how to collaborate
on it.
Figure
1.
Goal 1: Tutors will establish their account on Edmodo.
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Create a teaching account.
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Create and offer via email online aptitude self-reporting evaluation.
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Create a group for parent-teachers and students.
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Invite parent-teachers to join the group utilizing the group code. Please note
to lock the group code once the appropriate parent-teachers have joined.
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Screen capture a session for parent-teacher and student training purposes on
utilizing folders, the library, responding to poll, sharing notes, posting videos
and discussion responses, and online participation in assignments and quizzes.
These will be referred to as Learning Objects (LO).
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Pre-teach basic digital citizenship skills regarding posts, online safety, and
netiquette.
Goal 2: Parent-teacher will establish their account on Edmodo.
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See training in Goal 1 and reinforce these skills to students.
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Join a group for parent-teachers and students.
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Invite students to join the group utilizing the group code. Please note to lock
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the group code once the appropriate students have joined.
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Direct students to establish an Edmodo account and provide training to
students if needed for the establishment of the account.
Goal 3: Parent-teacher incorporates Edmodo LO’s into home schooling for their students.
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Explores folders related to the applicable class and selects LO’s desired for
use
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Uses the Edmodo library with learning materials for student at home online.
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Create notes for students.
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Post a video for the class
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Select assignments and quizzes for their students.
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Weigh in values from tutor grade book into students’ overall grade.
Goal 4: Students create an account in Edmodo.
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Demonstrate your ability to log onto Edmodo and join the assigned group.
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Review the applicable educational materials in the folder for your class.
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Complete an assignment and take a quiz.
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Correspond with your parent-teacher and other students.
We also expect our parent-teachers and tutors to collaborate to achieve the following
teacher standards outlined by the ISTE (ISTE, 2012):
1. Facilitate and inspire student learning and creativity.
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2. Design and develop digital age learning experiences and assessments.
3. Model digital age work and learning.
4. Promote and model digital citizenship and responsibility
5. Engage in professional growth and leadership.
(ISTE, 2012)
We expect our students to achieve the student standards outlined by the ISTE (ISTE,
2012).
1. Demonstrate creativity and innovation.
2. Utilize digital technology for communication and collaboration.
3. Express fluency in their digital research and use of information.
4. Exercise critical thinking, problem solving, and decision making with digital tools and
resources.
5. Understand and express their position in digital citizenship.
6. Demonstrate a sound understanding of technology operations and concepts.
(ISTE, 2012)
Task Analysis
This project will identify and apply appropriate tablet friendly tools in an Edmodo
classroom environment for video examples, assigning projects, creating groups, and facilitation
of dialogue synchronistically and asynchronistically. By selecting tools amenable to a variety of
devices we increase the ability for all students to participate through the ones they already access
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outside of physical class time. We will also show how to get the tutor, parent-teachers, and
students set up in their online roles.
Learner and Context Analysis
The learners in the Classical Conversations homeschool co-op in the Challenge 1 class
consist of students in grades eight through ten. The philosophy of this curriculum is to train and
lead the parents as teachers of their own students. It is a blended learning environment, using
both live classroom time and online class work. Class time of both types occur in the home
individually and in the classroom as a group once per week. The student and their parentteachers are supported in learning through a tutor who is contracted for the year to guide the
curriculum with subject examples, assignments, and facilitation of rhetorical projects and debate.
Within the body of homeschool students we must be prepared to meet the needs of not
only the average student but the needs of the student with learning disabilities and those who
have advanced learning abilities. For those students with disabilities related to using the tablet
technology, we will consider options within our realm of capabilities to assist them and then turn
to outside resources for support. The Accessible Technology Coalition (ATC) is one such
organization with vast amounts of information related to technologies and services related to the
use of technology for those with disabilities (ATC, 2011). ACT provides news releases as well
to provide updated technology information. For example, one news brief identified the Swiss
National Association of and for the Blind (SNAB) collaborating with technological organizations
to develop a product which will read PDF documents aloud for those who are visually impaired
(ATC). We must also be prepared to not hinder the progress of students with advanced learning
capabilities. Advanced students are youth in the cognitive developmental ages from eleven to
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adult hood or around the onset of puberty begin to think and develop into the forms and
characteristics of an adult (Slavin, 2009). Slavin believes adolescent youth generate abstract
relationships from available information and compare those abstract relations to each other in
order to apply the acquired skills underlying many tasks. This is when adolescents’ competency
leaps forward.
John Carroll proposed the QAIT model for school learning. QAIT stands for quality of
instruction, appropriate levels of instruction, incentive, and time (Huitt, 2000). The QAIT model
encompasses two learning functions: (1) time actually spent on learning, (2) time needed to learn
(Slavin, 2009). The QAIT model for instruction includes (1) Quality of instructions, (2)
Appropriate levels of instruction, (3) incentive and (4) time. To ensure that instruction is
effective each of the four elements must be adequate. These standards are best practices in
teaching and learning in technology and they will guide our work in this project (ISTE, 2012).
Objectives and Assessments
Objective 1: Tutors create an Edmodo account.
Objective 1.1: After viewing the instructional video provided on the appropriate weblink, the tutor will demonstrate their ability to access the WWW using the electronic
device of their choosing, i.e. tablet, laptop, mobile device, or desktop computer.
Objective 1.2: Upon accessing the WWW they will demonstrate their ability to
create an Edmodo account.
Objective 1.3: After creating the account they will develop a group for parentteachers and students, invite parents to participate in the group, and lock the group upon
the acceptance of the required parent-teachers.
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Objective 1.4: They will then, utilizing screen capture software, develop an instructional
video for parent-teachers explaining how to use folders, populate the library, share notes,
post videos, create assignments and quizzes, create a grade book and perform other
various administrative actions available to the administrator of a group.
Objective 1.5: Provide instruction to parent-teachers and students regarding digital
citizenship.
Assessment 1: The tutor will post the instructional video to the library, post an assignment for
students to view the video, and provide feedback to the students using the grade book. This
should be accomplished so the tutor can complete two out of the three tasks without assistance.
Objective 2: Parent-teachers create an Edmodo account
Objective 2.1: After viewing the instructional video provided on the appropriate weblink, the parent-teacher will demonstrate their ability to access the WWW using the
electronic device of their choosing, i.e. tablet, laptop, mobile device, or desktop
computer.
Objective 2.2: Upon accessing the WWW they will demonstrate their ability to create
an Edmodo account.
Objective 2.3: After creating the account they will invite students to participate in the
group, and lock the group upon the acceptance of the required students.
Objective 2.4: Parent-teachers will provide training as needed to ensure the students
accurately demonstrate their ability to navigate within Edmodo.
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Assessment 2: The parent-teacher will create a dialogue with students related to a class related
topic, complete one of the students’ assignments, and take a quiz. This should be accomplished
so the parent-teacher can complete two out of the three tasks without assistance.
Objective 3: Parent-teachers will demonstrate the ability to incorporate LO’s at home for their
students.
Objective 3.1: Utilizing the electronic device of their choosing, i.e. tablet, laptop, mobile
device, or desktop computer, parent-teachers will demonstrate the ability explore folders
and select LO’s for students.
Objective 3.2: Show the content of the library to students, post notes, videos, select
assignments and quizzes, and communicates with tutor concerning students’
performance.
Assessment 3: The parent-teacher will share a screencast displaying the ability to populate the
library, post notes, videos, and other material. This should be accomplished so the parentteacher can complete three out of the four tasks without assistance.
Objective 4: Students create an Edmodo account.
Objective 4.1: After viewing the instructional video provided on the appropriate weblink, the student will demonstrate their ability to access the WWW using the electronic
device of their choosing, i.e. tablet, laptop, mobile device, or desktop computer.
Objective 4.2: Upon accessing the WWW they will demonstrate their ability to create
an Edmodo account.
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Objective 4.3: They will then participate in a joint session with other students creating
dialogue, completing an assignment, or taking a quiz.
Assessment 4: Students will access their Edmodo account, create dialogue with other students
and parent-teacher or tutor, complete an assignment, and take the quiz. The task shall be
completed so two out of the four tasks without assistance.
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Goals and Objectives Flowchart
Goal 1:
Tutors will establish
their account,
groups, and folders
on Edmodo.
Obj. 1.1
Using tablet, access
WWW
Goal 2:
Parent-teacher
establishes their
account on Edmodo.
Obj. 2.1
Using tablet, access
WWW.
Obj. 1.2
Create an account in
Edmodo.
Obj. 3.1
Demonstrate ability
to explore folders
and select LO’s.
Obj. 2.2
Create an account in
Edmodo.
Obj. 2.4
Provide training
for students in
using Edmodo.
Pre-Instruction Survey
Obj. 1.5
Provide instruction
to parent-teachers
and students
regarding digital
citizenship.
Goal 4: Students
create an account in
Edmodo and learn
how to collaborate
on it.
Obj. 4:1
Using a tablet or
other electronic
device, demonstrate
ability to access
WWW.
Obj. 3.2
Show students the
library content and
functions within
Edmodo.
Obj. 2.3
Invite students to
participate in a
group.
Obj. 1.3
Create a group in
Edmodo and invite
users.
Obj. 1.4
Record a screen
share session of
using Edmodo for
training purposes.
Goal 3:
Parent-teacher
incorporates LO’s
into home schooling
for students.
Obj. 4.2
Demonstrate ability
to create Edmodo
account.
Obj. 4.3
Participate in a joint
session with other
students creating
dialogue and
accomplishing tasks.
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Please answer the following questions and complete the technology survey below.
1.
Do you have a computer? _yes __no
If yes, are your skills ___Basic ___Average __ Proficient
2.
Do you own an iPad or tablet? _ yes __no
If yes, are your skills ___Basic ___Average __ Proficient
3.
Do you own a smartphone? _ yes __ no
If yes, are your skills ___Basic ___Average __ Proficient
4.
Do you have an email account? ___yes ___ no
Please rate your
technology
skills. Select
one for each
question
I cannot
perform
this task
Usage Of
Internet
Usage Of
Microsoft Word
Connect & Use
Google Docs
Connect & Use
Skype
Connect & Use
Google Doc
I can
perform
this task
with a lot
of
assistance
I can
perform
this task
with
minimal
assistance
I can
perform
this task
without any
assistance
I have
never
heard
of this
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Usage Of
Edmodo
Usage Of digital
Camera
Usage Of
Search Engines
Usage of
Microsoft Excel
Usage of
Microsoft
PowerPoint
How to Use
1.
How to use Google docs ~ http://www.youtube.com/watch?v=OBh8bMC7XEU
2.
How to use Google hangouts ~ http://www.youtube.com/watch?v=7K06lHu4gDk
3.
How to build an app ~
a.
http://campaigns.conduit.com/Mobile/make_free_app/
b.
http://www.caspio.com/l/default.ashx?s=16&gclid=CKyx2aXYvLgCFRKZ4AodtG
8A6w
4.
Learn Microsoft word ~ http://www.lynda.com/Word-2010-tutorials/essential-training/
5.
Learn Microsoft excel ~ http://www.lynda.com/Excel-training-tutorials/
6.
Learn Microsoft PowerPoint ~ http://www.lynda.com/PowerPoint-training-tutorials/
7.
How to use Library of Congress website ~ http://www.loc.gov/rr/askalib/
8.
How to use YouTube downloader~http://www.youtube.com/watch?v=dGsenuf9Xd8
9.
APA Format - General Style Rules - Psychology ~
http://psychology.about.com/od/apastyle/a/apageneral.htm
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Science Lesson for Edmodo
The following science lesson is an example that demonstrates the role in which
tablets will be utilized by the students to access Edmodo and the WWW to complete their
educational pursuit. This lesson is covered in the textbook Apologia: Exploring Creation with
Physical Science. This lesson will target all levels of learners, from special needs, to our general
education population and even our gifted learners. This can be found in the science section of
the Edmodo folder.
Lesson Plan
In this course, students will learn a lot about the world around them and the
Universe that they live in. Students will study a variety of topics. The study of these topics and
many others like them are all a part of what we call Physical Science. The lesson below will
focus on the three non-contact forces.
Non- contact Forces
Background:
“A Force is a push or pull upon an object resulting from the object's interaction with
another object. Whenever there is an interaction between two objects, there is a force between
the two objects. When the interaction stops, the objects no longer experiences forces. Forces
only exist as a result of interactions.” (Henderson, 1996-2003)
Forces between interactions can be placed into two broad categories:

Contact Forces
o
Contact forces are forces that result when the two interacting objects appears to
be physically contacting each other. Some examples of contact forces include
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frictional forces, tensional forces, normal forces, air resistance forces, and applied
forces. (Henderson, 1996-2003)

Action at a Distance Forces
o
Action-at-a-distance forces are forces that result even when the two interacting
objects are not in physical contact with each other, yet are able to exert a push or
pull despite their physical separation. Some examples of action-at-a-distance
forces include magnetic forces, electric forces and gravitational forces. An
example of magnetic force would be when two magnets can exert a magnetic pull
on each other even when separated by a distance of a few centimeters. An
example of gravitational force is when the sun and planets exert a gravitational
pull on each other despite their large spatial separation. An example of electric
force is when the protons in the nucleus of an atom and the electrons outside the
nucleus experience an electrical pull towards each other despite their small spatial
separation. (Henderson, 1996-2003)
Distant Forces and Contact forces are fun, but in this lesson students will explore three
non-contact forces; these forces can move objects without even touching them!
1. Pre-lesson Questions:
1. Make a prediction on what you think will happen when magnets and paper clips are in the
same
2. Make a prediction on what you think will happen when you rub a balloon across your
hair and it comes in close contact with a Ping-Pong ball.
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3. Make a prediction on what you think will happen when you add water in a cup on your
“flippy board”.
2. Assignment (some components comes from the InteractiveScienceTeacher):
Materials per Group Of Students:
magnet(s), small paper clip tied to thin string, balloon with spot
marked on it, ping pong ball, small cup with water, “flippy board”
Record each demo and post to Edmodo, so students can see how to do each demo
Procedure:
1. Introduce forces. Some are Contact, others can be Non-contact (which will be called
“Distant”).
2. Have students write “Distant Forces” in their science notebook in Edmodo and its
definition and give examples.
3.Have students watch Demo 1- Magnetism:
a. Then tell them to define “Magnetism” in their science notebook
b. Students are to watch the how to do demo 1-paper clip attracted up towards
magnet
c. Then students will try the demo and observe what is happening
d. Students are to take a picture of what they did and upload their pictures in
Edmodo in the proper folder
e. In their Science notebook in Edmodo students are to write a one sentence
summary. Share with classmates in Edmodo using the discussion board feature.
4.Repeat for #2-Electricity (static balloon attracts a ping pong ball)
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5.Repeat for #3-Gravity (cup of water on “flippy board”)
3. Post Assignment Questions
1. Summarize your Observations from the Magnetism activity. Why do you think this
happened?
2. Summarize your observations from the Electricity activity. Why do you think this
happened?
3. Summarize your observations from the Gravity activity. Why do you think this
happened?
4. Compare and Contrast the three different activities. Why do you think this happened?
4. Projects (can be done as an extension to the above activity and shared on Edmodo)
Students are to choose one of the following projects and upload them in the proper
Edmodo folder

Students will then use Photo Pad which is an app that can be downloaded to their tablet
and share photos of what they have done, and upload them to their Edmodo account

Students can use the Animoto HD app to create animations to use with their Edmodo
account explain what they have done.

Students can also collaborate using Google Docs and their documents can be viewed
using GoDocs.
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal
and ethical behavior. Students:
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
advocate and practice safe, legal, and responsible use of information and technology.

exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity

demonstrate personal responsibility for lifelong learning

exhibit leadership for digital citizenship
http://www.iste.org/standards/nets-for-students/nets-student-standards-2007
Nine Elements of Digital Citizenship
1. Digital Access: full electronic participation in society.
Technology users need to be aware that not everyone has the same opportunities when it
comes to technology. Working toward equal digital rights and supporting electronic access is the
starting point of Digital Citizenship. Digital exclusion makes it difficult to grow as a society
increasingly using these tools.
2. Digital Commerce: electronic buying and selling of goods.
Technology users need to understand that a large share of market economy is being done
electronically. Users need to learn about how to be effective consumers in a new digital
economy.
3. Digital Communication: electronic exchange of information.
One of the significant changes within the digital revolution is a person’s ability to
communicate with other people. The expanding digital communication options have changed
everything because people are able to keep in constant communication with anyone else. Now,
everyone has the opportunity to communicate and collaborate with anyone from anywhere and
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anytime. Unfortunately, many users have not been taught how to make appropriate decisions
when faced with so many different digital communication options.
4. Digital Literacy: process of teaching and learning about technology and the use of
technology.
Learners must be taught how to learn in a digital society. In other words, learners must be
taught to learn anything, anytime, anywhere. As new technologies emerge, learners need to
learn how to use that technology quickly and appropriately. Digital Citizenship involves
educating people in a new way— these individuals need a high degree of information literacy
skills.
5. Digital Etiquette: electronic standards of conduct or procedure.
Learners need to recognize inappropriate behavior when they see it, but before people use
technology they do not learn digital etiquette (i.e., appropriate conduct). Many people feel
uncomfortable talking to others about their digital etiquette. There are rules and regulations that
are created or the technology is simply banned to stop inappropriate use. It is not enough to
create rules and policy, we must teach everyone to become responsible digital citizens in this
new society.
6. Digital Law: electronic responsibility for actions and deeds.
Digital law deals with the ethics of technology within a society. Unethical use manifests
itself in form of theft and/or crime. Ethical use manifests itself in the form of abiding by the laws
of society. Users need to understand that stealing or causing damage to other people’s work,
identity, or property online is a crime. There are certain rules within society that users need to be
aware, when followed, these rules create an ethical society. These laws apply to anyone who
works or plays online. Hacking into others information, downloading illegal music, plagiarizing,
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creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing
anyone’s identify or property is unethical.
7. Digital Rights & Responsibilities: those freedoms extended to everyone in a digital
world.
Digital citizens have the right to privacy, free speech, etc. Basic digital rights must be
addressed, discussed, and understood in the digital world. With these rights also come
responsibilities as well. Users must help define how the technology is to be used in an
appropriate manner. In a digital society these two areas must work together for everyone to be
productive.
8. Digital Health & Wellness: physical and psychological well being in a digital technology
world.
Eye safety, repetitive stress syndrome, and sound ergonomic practices are issues that
need to be addressed in a new technological world. Beyond the physical issues are those of the
psychological issues that are becoming more prevalent such as Internet addiction. Users need to
be taught that there inherent dangers of technology. Digital Citizenship includes a culture where
technology users are taught how to protect themselves through education and training.
9. Digital Security (self-protection): electronic precautions to guarantee safety .
As responsible citizens, we must protect our information from outside forces that might
cause disruption or harm.
Storyboard
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Media Selection
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The hardware and software utilized for this course will be an individual choice for the
tutor, parent-teacher, and student. These selections however must possess the capabilities of
accessing the WWW, viewing websites such as Edmodo, YouTube, Google Hangout, and the
presentation documents related to this course.
The following are recommended additional hardware support requirements (Liberty
University, 2013):
 Camera (Built-in or detachable)
 Speakers (Built-in or detachable)
 Operating system-Windows 7/8 or Mac OS X 10.6.8 or most recent
 Processor: i-Series (i3. I5, i7)
 RAM-4GB or greater
 Hard drive-120GB or greater
 Video memory-256MB or greater
The following are recommended additional software support requirements:
 Java
 Microsoft Office
 Internet Explorer 10 (Recommended, 7.0 is adequate)
 Google Chrome
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 Mozilla Firefox
 Safari
The tutor and parent-teacher must possess the ability to effectively use the
aforementioned hardware and software to be successful in this course. It is recommended that
the following skills be developed prior to participating in this course:
 Advanced computer skills
 Efficient navigation and basic troubleshooting of functions on the WWW
 Creating educational courses in Edmodo
 Recording, editing, and publishing of videos in YouTube
 Develop PowerPoint presentations
 Monitor and critique student work online
 Advanced communication skills in e-mail, chat, and blog
The student must possess the ability to effectively use the aforementioned hardware and
software to be successful in this course. It is recommended that the following skills be
developed prior to participating in this course:
 Basic computer skills
 Navigating the WWW
 Navigating and using Edmodo
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 Accessing and utilizing the functions of video functions in YouTube
 Use of PowerPoint for reading and viewing presentations
 Access and submit online assignments
 Basic communication skills in e-mail, chat, and blog
References
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Permission from Dr. Mike Ribble for the use of the Nine Elements of Digital Citizenship
LaKeshia,
Thank you for contacting me. Yes, you are very welcome to use the nine elements as a part of
your lesson. Good luck on your project and please let me know if I can be of further assistance.
Mike
Dr. Mike Ribble, Ed.D.
http://www.digitalcitizenship.net
mribble@yahoo.com
The Physics Classroom About Page
About the Physics Classroom
The Physics Classroom is an online, free-to-use physics website developed primarily for high
school physics students and teachers. The website features a variety of sections intended to
support both teachers and students in the tasks of learning and teaching physics.
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