Author: bkozblog

Technology for Education Bibliography


Schiola, E. (2016, October 10). 21 helpful apps for teachers and educators. Retrieved from


21 mobile apps that can be used in the classroom.  Kahoot looks interesting.  Most of the other apps are covered by Moodle


Powers, M. (2018, September 30). Kahoot! – Review For Teachers. Retrieved from


A quick simple review of Kahoot with a few pro’s and cons.  I would be interest in implementing response style tech in my course.

BBC. (n.d.). Using Prezi In Education. Retrieved from


An alternative to PowerPoint.  It would be interesting to break away from the standard PowerPoint presentation and try something a little different.


Charity Floyd. (2015, May 18). The Socrative Review: 9 Ways the Formative Assessment App Can Benefit Your Classroom ~. Retrieved from


A response style technology for use in the classroom.  There look to be similarities to Kahoot! but Socrative looks to be a more powerful learning tool.


Mcdaniel, R. (2018, May 07). Classroom Response Systems (“Clickers”). Retrieved from


An article on clicker response teaching.  This system requires specific hardware to make the system work.


McHugh, A., & J. (2017, March 05). Using WordPress to Teach Students. Retrieved from


A short article on WordPress and some ways to use it in the classroom.  I am still not sure how to integrate in into the trades.


Blended Learning. (n.d.). Retrieved from


An article on blended learning.  This is a model that I can see be used in trades education.


Blended Learning for the Adult Education Classroom. (2017, July 28). Retrieved from


An abstract and link to a large article on blended learning.  The article focuses mostly on ESL but has good information.


“Aha”, Gamification might just work

Of the two articles on MOOC’s and game-based learning and the discussion between myself and my learning partner the point that stood out the most was the competitive element of gamification.  Originally, I thought that there was no way that game-based learning could be applied to trades instruction.  And I picked this trend to reinforce my pre-determined assumption.  But after reading the article and discussing it with my learning partner I realized I had jumped to the wrong conclusion.  My students are generally young adults who all have experience playing video games.  In fact, I see most playing games on their phones on breaks.  It got me thinking that I would not be too hard to set up some games based learning on trades specific subjects with a competitive element.  It would be interesting to see a little competition between the students and have them reinforce a technical concept at the same time.

Implications of MOOC’s and Game-Based Learning

Interestingly my learning partner and I are teaching courses that are worlds apart; Heavy Duty Technician and Philosophy.  As far as MOOC’s and teaching a trade I don’t see much connection.  A large part of what I teach is hand’s on.  I cannot see a MOOC assisting with this.  In regards to my learning partner’s course, it’s a little different.  He has concerns about students just signing up online to learn from a far away institution instead of enrolling at his institution.  But, as he learned through his article, his fears maybe unfounded as there are issues with accreditation and the ability to have meaningful discussions with groups of students.  When it comes to gamification and learning a trade I initially thought that there could be no value to the trades student.  But after further contemplation I realized, if done correctly, there could be some learning value there.  Especially with keeping the younger students engaged.  My learning partner had a similar revelation in regards to philosophy.  At first glance it doesn’t seem applicable but in reality, there are benefits if done correctly.