Screencast Assignment

My screencasting assignment is done at last. I only made two videos unfortunately, as teaching and taking a class has been overwhelming me a bit lately. These videos show how to install and use the Iñupiaq language keyboard on a macbook.

I think synchronizing the screencast along with the narration was the most difficulty for me. If I were to do it over, I would begin the narration from scratch, and I would speak louder (I had to adjust the volume multiple times).


Screen Capture Assignment

Hello ED 659-ers!

I am at last done with my screen capture assignment. In my English 11th and 12th grade class (it’s a combined class), we are reading Harry Potter and the Sorcerer’s Stone. As a pre-reading activity to get them interested (if they are not already). It also gives them a sense of what the world of Harry Potter is like. Plus, it was very fun for me to see how everyone was sorted (2 out of 3 times, I sorted into Hufflepuff House. However, the last time I was sorted into Slytherin…hmmm).


  1. I took screenshots on my macbook pro.
  2. I used Skitch to edit the screenshots.
  3. I compiled everything onto Microsoft Word and exported as a pdf.
How to Discover your Hogwarts House

Video Series

This video series is called “Iñupiaq Uqałit”, which means “Iñupiaq Words” in the Upper Kobuk dialect. I chose to create this series because I am an Iñupiaq teacher and I want to create more resources for the language. I would also like to assign a similar video project to my students this semester.

Below are the equipment I used.

Footage: iPhone 6s Plus

Editing: iMovie

Sound effects/music: iMovie sound effects and


Things I would do differently in future videos: use a better mic. I used the microphone on my earbuds and on my laptop. I would like to eventually acquire a blue yeti microphone for audio recording.



Summer Wrap-Up

So, in my very first blog, my first yawp, I made a list of summer goals. It is not September. I have already started a new (part-time) teaching job (yay! income!) almost a month ago. The cranberries are also ready to be picked and the air is cold. Summer is over.

New photo by Chelsey Zibell / Google Photos

So, I’ve gone over my list to see what if I have done anything with these goals. The things I’ve accomplished, I’ve crossed off and provided notes in blue. The things I haven’t done, I’ve provided excuses for in red.

Goals for the summer:

  1. Read at least one book that has nothing to do with education or research  I’m counting audiobooks because that is the only way my fried brain can consume books nowadays. I listened to Between the World and Me by Ta-Nehisi Coates. It was incredibly moving. If I ever teach a college writing course ever again, I would like to use this text.
  2. Sew one atikłuk/qaspeq/kuspuk (pictures here if you don’t know what that is). I have not sewn a stitch this summer. I still have fabric sitting in the plastic store bag that I carried them home in.
  3. Organize my daughter’s room (seriously, I’m afraid of getting lost in the jungle of toys). Has not happened yet, but I am hopeful for the coming week.
  4. Finish the Shopkins craft I started with my daughter one year ago. Not yet. Still hopeful for this week. 
  5. Run all the way to that sign I ran to that sign, I ran past that sign, ran down the road that goes past that sign, ran down another road, and another and eventually made a loop back to my car (Yeah, it took all summer for me to be able to do that, but running muscles aren’t built in a day).
  6. Figure out how to get that bit of pink nail polish out of the carpet. Nope. I did shampoo the carpet in my apartment though (ok, my boyfriend did about 2/3 of it)
  7. Expand my Netflixing beyond just watching documentaries narrated by John Hurt (although I’m pretty sure falling asleep to the disembodied voice of Human Planet is making me dream smarter) I did expand my Netflixing to Hulu-ing, and eventually started watching house-flipping shows. After months of deliberation I’ve decided that I don’t like subway tile but I loooove farmhouse sinks.

Not-So-Final-Project: Part 2

Thinking about Your Thinking

A Semester in Review

Over the course, the thing that has stood out to me the most is copyright and fair use. It applies directly to my personal interests and my work. I look back on the many times I’ve used images in presentations and wonder how I didn’t even consider my use of these images. Yes, I included citations. And for the most part, I was using these images for educational purposes, which falls under fair use. However, this course made me more informed and makes me want to pass on this understanding to my students.

The part that became less emphasized for me (I won’t say less important, because it is important) was the Collection on ADA and IDEA. But the reason for this is that I have begun internalizing more how the ADA and IDEA applies to my work, so I felt like I didn’t need to delve into it as much.

I think that digital citizenship is something that I rarely thought of before, but it is incredibly important. Especially as a person whose job it is to prepare teenagers for life beyond high school. The digital world has greatly expanded since I was a teenager and it will only continue to grow. Issues such as copyright, fair use, and digital literacy is important in my students’ lives, whether they realize it or not.

I think a lot more about the way I use online content. I am more responsible about what I can use, and in what way I can use it. With my position as a teacher, I definitely claim fair use in a lot of the work that I use. However, I want to be a responsible digital citizen and I want to teach my students digital citizenship within the context of what I teach in the classroom.


Not-So-Final-Project: Part 3

Not-So-Final Project: Part 1

The Teaching Thing

For the first part of my final project, I decided to create a lesson combining fair use and content summary.

The following are a lesson plan to teach fair use to a class of high school students reading The Hobbit, a presentation to teach students about copyright and fair use, and an outline for students to create their infographics. I’ve embedded the lesson and Canva presentations in this post, but for the full experience, please follow the links. Start with the following lesson.

I. A Lesson in Summary, Fair Use, and The Hobbit

II. Presentation on Copyright and Fair Use (please view in presentation mode)

III. Outline for the Chapter Summary Infographic

Not-So-Final-Project: Part 2

Three Questions

All my questions are about service animals:

  1. Do service animals need to be trained by certain entities in order to be considered service animals?
  2. I have never seen service animals at K-12 schools (although I have only been to a few schools in my lifetime). Are service animals allowed at k-12 schools? Based on the readings I can see arguments for allowing and not allowing service animals.
  3. Under the ADA Q & A, there is a question asking specifically about miniature horses as service animals, even though the ADA defines services animals as dogs.  Was there an influx of miniature horses being trained as service animals, perhaps by people mistaking them for dogs?