I have started using ActivVotes in both my chemistry and biology classes and I absolutely love them! They are a great tool to get students to participate in class practice problems. They can be made anonymous or linked to a specific person, so students do not have to be afraid of being singled out with the incorrect answer. You can save the results of the quiz directly into your flipchart (ActivStudio or ActivInspire technology, which is linked with a SmartBoard) or power point so that you can keep the results, as a bar graph, for yourself or as a motivator for your students. I think the students really like to use them, even though they are completing the same types of problems that they would be if I had them complete the practice problems on paper. In addition, you can export the flipchart with the saved results to a jpg or pdf or a word doc. They show up as pictures, so it is necessary to adjust you formatting if you want to see the original question beneath your saved results graph. Below I linked some examples of questions I asked (and the students’ responses):
Tag Archive: Technology in the Classroom
Today was one of those days that I live to teach for (5th period anyway). I came in a little upset because of previous classes and a couple of my students noticed. I was smiling within 5 mintues of just chatting with my students. Right now we are in the middle of cell reproduction. We have just finished mitosis, and are working on learning about karyotypes as an introduction to meiosis.
Yesterday, we started off with a short multiple choice question review on chromosome structure using the active voters (small remotes that have multiple choice answers so students can answer questions from their desks and feedback can be immediate). It was the first time we had used them, and the students were very excited. I was able to see immediately the the class remembered everything about chromosome structure. We then discussed the different types of chromosomes (autosomes and sex chromosomes) and the different types of cells (somatic cells (all cells in your body except sex cells) and sex cells (eggs and sperm)). The students were asking lots of great questions and we did not get through very much material because they were asking such great questions. At the end of the period, I had them write a “clear/ unclear” statement, which was also a first for this class. I have had them write summaries before, and answer specific questions, but I have never asked them to write about what confused them. This was extremely beneficial because I could see exactly what I needed to re-address, or what I needed to go over. I also had some students ask great questions in addition to explaining what they didn’t understand, most of which will be answered once we start meiosis on monday 
. Examples of students responses will be posted soon.
Today, I used the warm up to start a conversation about the concepts covered the day before. I included a visualization activity in which the students were asked to close their eyes and think about the chromosomes in different parts of their body, so they would get an idea about how many chromosomes they have in their entire bodies. It was great because I got a lot of students saying “ooh!” because they get what they did not understand the day before. Then, we talked about karyotypes, both what they are, how they are put together, and what they are supposed to look like. Again, the students asked great questions and starting great discussions. Finally, we talked about chromosomal disorders, issues with the number of chromosomes people can have, using karyotypes of specific disorders. The students were so interested in the different disorders that as soon as I put up a picture of a new karyotype, they immediately wanted to know the symptoms, and would barely let me describe the chromosomes before berating me with questions about the symptoms, even though I was about to list them. The questions the students were asking were so great. As we were talking about disorders, I breifly introduced meiosis, just to get the students thinking about how you inherit each chromosome. One student had a great “aha!” moment. She asked “so is that why pregnancy takes 9 months? Because the baby starts out as one cell, then divides exponentially? Like it starts out as one cell, then becomes two, then becomes four, then becomes eight and so on?” I said yep, and she exclaimed, “ooh! that is so cool!” Then the girl behind her says, “This stuff is so interesting! No offense, but I wasn’t so interested in previous units, but this unit is so cool. Well last unit (mitosis and DNA) was cool too, but this is really interesting!” The last thing we did was use the active voters to see of the students understood how the karyotypes showed disorders. From the few slides we got through, it was very obvious that the students really grasped the concepts. Today was one of those days that I live for. My students all were super interested in the material, and they made me feel like I was really doing a great job teaching them to love biology.
Over the summer, I felt prepared to fulfill this standard in my classes. In my SPU classes, we talked a lot about each of the pieces of the standard. We even came up with our own lesson plans for different ways to fulfill this standard. I developed two different lesson plans over the summer that both fulfilled this standard.
One was a lesson on the characteristics of life, involving a debate on whether Lord Voldemort should be considered alive. I used written and oral communication and individual, paired and group work. I paired the students as best I could with similar ability levels, so that each student could feel that they had a chance to win the debate. Each of formative, summative and self-assessment was used, as students needed use the characteristics of life as evidence of their learning, which means they can check themselves to see if they remember them, the teacher can tell how much students have learned by listening to individual discussions and debates and then at the end of the class, the teacher can see how much the class has learned in the final discussion where the class has to come to a collective decision. I felt like this debate helped the students internalize how we view the characteristics of life and how we apply them to organism today. I think this lesson would also be fun for high school age kids because Harry Potter is very popular in that age group. I feel like this lesson would be one of those that students have a lot of fun, and do not really realize that they are applying their knowledge. Problems I foresee would be students getting off topic, and not using the characteristics of life, but I feel like this could be taken care of with careful direction.
The second was a lesson in which the students needed to discover why we classify living organisms in a specific way by creating their own classification system of one shoe from each class member. This lesson mostly uses self and formative assessments, because it is an introductory activity. The one piece of assessment that could be considered summative would be applying their knowledge from note-taking on each category of the Linnaeus classification system to their own shoe-classification scheme (see the lesson plan). I think this lesson would be accessible to all students, because it is dealing with shoes, which they wear every day. This lesson seemed very easy for the female students, as they probably think about the different aspects of shoes when getting dressed in the morning. I tried to use many instructional strategies, including individual, group and full class work. Because we were classifying shoes, I think every ability level and cultural background could understand this activity. Students with language barriers would be put in a group with at least one other student that they are familiar with to help them understand everything going on. When I entered the classroom this quarter, I found there was a similar activity, classifying household items, already built in to the curriculum which accomplished the same thing.
This quarter, I have seen many lessons built into our biology curriculum that are informed by standards based assessment, intentionally planned and influenced by multiple strategies. Our lessons in biology and chemistry start with a warm up, which is either a formative assessment to gauge what students know about a specific concept before we teach, or see how well they learned the material from the day before. We intentionally organize our lessons in a sequence that makes sense, and make small changes to accommodate all of our students and their needs. We use many strategies, including individual, pair and group work, written and oral work, and using sentences and pictures to convey a concept. The biggest change this quarter however, has been the amount I’ve learned about how to implement technology into the classroom from my educational technology class.
In our classrooms as Skyline, I have access to smart boards, document cameras, and computers, all of which we (my mentors and I) use in our lessons on a daily basis. Students are given the opportunity to see these technologies in use, as well as use them individually for presentations. We also have access to active voters (multiple choice remotes to check student understanding using multiple choice questions) but have not had the chance to use them yet. Through this class, I was able to see many other forms of technology in the classroom, including how to use blogging in the classroom, ideas for projects that collaborate with other classrooms, and how to incorporate technologies that students may need to know how to use in the later careers. I came up with some other ideas for helping students really internalize the skills and concepts they learn in the classroom, such as using computer games and podcasts to give students the means to apply their knowledge to see how well they understand the concepts and skill they have been taught. These new technologies may require use at home, which cannot always assume that students have access to these technologies. We can get around this by creating in class activities that teach students how to use these technologies, which we have done in my classrooms this quarter. Even giving students an option to use technology could help inform all students about technology, as the presentation would show students how the technology can be used. I had two projects, Organelle Commercial and Salting a Slug, that did this, and in both cases, only one group chose to use technology in their project.
Finally, in my technology class we needed to develop a website to help other teachers incorporate technology into their secondary math and science classrooms. We put up several ideas of tools to use in the classroom and example lessons using those tools for each for each component of Tech EALR 1: Integration: Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. We also developed a digital narrative that discussed our view of technology incorporation in to the classroom. We had to develop a script and use technology to put pictures together that made sense with our script. I feel like I understand this standard a little better than over summer, especially in the technology component. I am constantly learning more ways to fulfill this standard from my mentors. I know that I will learn more as I go through the year and I hope to keep adding to my experience long after I graduate from this program.
When making my digital narrative, I felt that what I was discussing was a good summary of everything I had learned over the quarter in this class. I had a lot of fun taking pictures of my students actually using technology in the classroom, but I noticed some interesting things. I saw that students were very familiar with using some aspects of technology in the classroom, while other technologies are not so wide spread. For example, most high school students are fluent in most Microsoft office programs, including Word, Power Point and Excel. Students can surf the internet with ease, though have trouble with determining whether a site is reliable or not. I also did not see a wide use of blogging in the classroom. Although students are familiar with social networking with facebook, myspace and twitter, they do not really use blogging. Blogging can be used for student collaboration; students can teach each other by explaining a concept in their own words. As blogs are public, the students’ work is being published. Students will work much harder if they know their work is being read and scrutinized by their peers, and the rest of the online community (November, 2006). If I were to have students begin a blog for the creative stories we write about science concepts, they may work harder to make sure it is their best work, and we could even talk about other ways of publishing their stories. Incorporating these kind of projects for students fulfills EALR 1 component 1.1 and EALR 2, component 2.4 of The Educational Technology Learning Standards.
I feel that are doing a pretty good job of preparing our students for their future careers, but we can do more. I think introducing them to technologies such as wikispaces, videoconferencing, or even website building would benefit their preparation immensely. Technology classes in schools may do this, but I think all students should be given sufficient practice with these programs. I think if we keep working to incorporate problem solving and creativity, such as incorporating computer games (http://medmyst.rice.edu/) or real life simulations (http://www.youdagames.com/online-simulation-games/) into our teaching, we will have prepared our students very well for their future careers. This incorporation will fulfill EALR 1, component 1.3 and EALR 2, component 2.4 of The Educational Technology Learning Standards.
I think we do a good job of talking about multiculturalism in the classroom, but the only way our students learn first-hand is if a student in our class has traveled, or if a student has moved to the US from another country. Using services like global-leap.org, we could connect our classrooms across the globe. Students could work with students from another country to compare ecosystems surrounding their schools. For example, my mentor just did a lab with her IB Environmental Systems and Societies class where they studied the numbers of three types of trees in the environment surrounding Skyline High School, as well as looking at what other organisms and biotic factors are present. We could connect with a classroom in other country (for example, somewhere in England or Australia) and run the same experiment, comparing the ecosystems and making conclusions about why the ecosystems are similar or different. This project could be used to fulfill all components of EALR 1 of The Educational Technology Learning Standards.
Students are excited about using all the modern technologies available today, but they do not necessarily know the safest practices for using them. Our students need to know how to protect themselves and their identities against predators, especially those online because it may not be apparent that they are present. We can use interactive means, such as the PBS Official Web License. We can also help counteract cyber bullying by reminding students to report any name calling or mean commenting they encounter. These interactive means fulfill EALR 2, components 2.1 and 2.2 of The Educational Technology Learning Standards.
Often times, students respond more strongly to their peers than they do to authority figures, even if both are relaying the same message. If students can discuss legal, ethical and moral issues associated with modern technologies with each other, their thoughts may have a greater impact on each other than my own thoughts. This is probably one of the reasons the commercials countering pirated music now star children and teens. If we can have a serious class discussion about what students consider appropriate actions when it comes to using modern technology, such as creative content posted online, the students may consider looking at creative content differently than they have in the past. We want to see a change in their behavior and perceptions towards content posted online (Microsoft, 2008). These discussions would fulfill EALR 2, components 2.1 and 2.2 of The Educational Technology Learning Standards.
References:
Freedman, Terry. (2006). Coming of age: An introduction to the new world wide web. Great Britain: Terry Freedman Ltd.
Global Leap. (2006). Videoconferencing in the Classroom. Retrieved from: http://www.global-leap.org/about/.
Microsoft. (2008). Digital citizenship and creative content curriculum. Retrieved from: http://www.digitalcitizenshiped.com/Curriculum.aspx.
Public Broadcasting Company. (2007). Get your official web license. Retrieved from: http://pbskids.org/license/result.html?a1=n&a2=n&a3=n&a4=n&a5=n&a6=n&a7=n&a8=n&a9=n&a0=n&name=Kirstin&x=125&y=36.
For this narrative, I had a lot of fun taking pictures of my students actually using technology in the classroom. They got extremely excited when I was taking pictures of them working, and they kept trying to pose. This made it difficult not to get too much of their faces in the pictures. What I thought was interesting, was that as I was taking pictures, I saw that students were very familiar with using some aspects of technology in the classroom, while other technologies are not so wide spread. For example, most high school students are fluent in most Microsoft office programs, including Word, Power Point and Excel. Students can surf the internet with ease, though have trouble with determining whether a site is reliable or not.
I also noticed that students can be very excited by technology use in the classroom. even though we are doing the same demonstrations in class, students are much more excited when we watch the same demonstration on youtube.com. This is a neat technique to be aware of because there are many videos and simulations online that can be used to engage student interest.
I really enjoyed using Audacity and Windows Movie Maker to create this narrative. I was not familiar with either program, but both were very easy to use. I was even able to add in some music, something I was not sure was going to be possible because I wasn’t sure if I would be able to figure out how to use the programs. I love the animations for transitioning between pictures. It makes the movie much more interesting. I am glad that I needed to use programs I wasn’t familiar with because it reminded me how easy it can be to learn how to use really neat programs. I will remember this experience when I am looking for new things to do in the classroom, or need my students to make a cool documentary.
In the readings of this week, there was much information concerning introduction of new technologies into the classroom. There are many different ways to use innovative ideas and technologies in our classrooms. Many of them were very simple ideas while incorporating different technologies. I especially liked the project, scenario E, described on the NETS Implementation website. For this project, students are required to simulate an election, creating a campaign complete with pamphlets, stickers/buttons and flyers to handout, a speech containing a slogan, as well as a commercial made, in this case, with Photo Story 3. For this class, the project was a big success. Fortunately, each student had a laptop for their own use for the entire school year. This resource is not available to every school. Skyline High School, for example, does not have this kind of technology available to their students. I had students create a commercial for a specific organelle (small structure within the cell). I gave the students the option of using technology. Only one group (out of approximately 30 groups) chose to try to use technology, and then the commercial was messed up in editing, because all sound was lost. Although we have a very wealthy clientele at Skyline, we cannot assume that every student had access to all technology, especially specific software such as Microsoft Office, Photo Story 3, and Quark. Schools would need to have all technology that students would require for any project, and that is not always possible, especially in the current economy.
One thing we can do to incorporate technology that the school has access to in the classrooms is to give students class time to use the technologies required while brainstorming, collaborating and planning using free technologies at home, such as webinspiration and wridea. These technologies can allow students to do all their brainstorming and planning at home, while using their class time to actually work on the assignment, allowing more productive use of the time that students have with the technologies required for the assigned project. This would require students to have a computer and web access at home. At Skyline, this is not a problem. However, I could foresee issues with this at other schools.
It is very difficult to incorporate innovative technologies when schools have few resources. I think that there would need to be much in-class work planned in order to fulfill the technology standards. This would take much planning, especially to incorporate all subject material we must, according to the Washington state standards. This may be difficult, and I do not know whether it can be done, unless there are very few projects that incorporate technology. I would think that it is possible, but it would require a lot of planning, possibly including tutorials for each piece of software or technology we use. I think technology can be implemented if a teacher tries hard enough.
Resources:
Technology Operations and Concepts. (2009). Retrieved from ISTE Wikispace: http://nets-implementation.iste.wikispaces.net/Technology+Operations+and+Concepts.
Technological advances have changed our society a lot in the last few years. Especially since the creation of social networking sites, such as facebook.com, myspace.com, and twitter.com, interaction on the internet has increased. Many teachers, including those at Skyline now have websites that allow students to keep up with their homework, print off class notes, or reference the power point for the current unit. Some keep up an additional social networking site (usually facebook.com) to interact with their students outside of class, such as answering questions about material and/or homework.
These sites can also be used to allow students to work on and complete group homework assignments or projects when they cannot get together outside school. Many times, the students’ schedules prevent them from getting together outside of school. This new technology will allow students to work from wherever they can, and even allow for students needing to work at separate times (Johnson et al. 2009). I think this gives students much more freedom to collaborate on assignments with other students.
Asking students to work with technology to complete school work may help empower them to complete their assignments. They are surrounded by these technologies every day, and often times, students see these technologies as part of the real world, but school work is disconnected. If we can use technology to show that school and the real world are connected, maybe we can give them long term goals for connecting what they learn to what they want to do when they grow up.
Some advances we have seen may not help as much as we would like them to. The sixth sense technology described in the video, The Thrilling Potential of Sixth Sense Technology, shows how cool technology can be. We could give this technology to students to complete outside projects and assignments, and they could get very creative with what they record and describe. I could imagine students having much more freedom to create videos and spreadsheets that answer a scientific question. Students could be given an assignment to look for chemical bonding in their everyday lives. They could take pictures, then insert pictures of molecular models of those bonds they found and finally overlay shapes to show geometry of the bonds. I think projects like this are very beneficial because it connects students’ lives to the material they are learning in school.
However, I foresee many issues with this technology if it is widespread enough that students are using it consistently outside the classrooms. If students have access to this technology and can bring it in to the classroom, they would have access to their cell phone, the internet, and a camera extremely easily. With only their fingers as the interface, a student could take a picture of the first page of a test, send it to their friend, have their friend look up the answers and send the picture back. The picture could even be sent to the entire class. I think cheating in this fashion, or in similar fashions, could become rampant if this technology is allowed to spread. I think we would have an even larger issue with cell phones than we do now, because there is no way to separate the technologies, so students would always be able to access their phone. Technology can greatly benefit education, but there are always drawbacks to the best of intentions. I hope we can find ways to limit the inappropriate use of technology in the classroom so that we can use the upcoming technology to its fullest extent.
References:
- Johnson, L., Levine, A., Smith, R., and Smythe, T. (2009). The 2009 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium.
When we think about ways to use podcasts in our classrooms, many teachers immediately jump to the idea that students can still listen to lectures even if they are absent. Pair that with a power point, the students can easily make up missed classes. This is a beneficial technique, especially when teachers use power points as visuals rather than drawing on the white board (there would be no way for students to see that material first hand). However, there are other ways of using podcasts in the classroom.
I thought of a few other ways podcasts can be used, aside from recording our own lectures. The first idea I have is to have students listen to podcasts from other teachers. This way they can gain a new perspective on the material. Sometimes, despite our best efforts, students do not understand our way of explaining the concepts. If we have our students listen to a way someone else explains the concept, the students may understand more readily. New viewpoints can also give a fresh perspective, to help students apply the knowledge they understand to alternate situations. Podcasts are available at sites such as, http://www.learnoutloud.com/contents/LearnOutLoud.com-Podcasts/9/21, http://education.podcast.com/, and http://epnweb.org/index.php?openpod=18#18.
Another way to use podcasts in the classroom is to have students create their own for specific topics. Often, the most effective way to learn is to teach the material to someone else. Through podcasts, students can teach others about the material, and then refer back their recorded podcasts for revision. By the end of the year, there will be a full curriculum of podcasts, and they may be used to help give the following year of classes a new perspective. I think podcasts would be very beneficial when used in education because it gives students a new way to teach other students about a specific concept as well as giving them a different teaching strategy to learn through, rather than reading out of a textbook for a different perspective on the content.
Of course, the biggest issue with podcasts would be getting the students access to them. As the reading discussed, one easy way is to create a blog at wordpress.com and install PodPress plugin (Ovadia 2008). This will allow you to link podcasts to your blog, and allow students to subscribe to the blog so that they can receive notifications when a new podcast is added. I do not think that students will have a rough time with this as they live immersed in technology every day. The biggest problem would probably be gaining access to technology to record lectures. Either a teacher would have to re-do the lectures by the computer with a microphone or find some way of recording effectively in the classroom. Having students record podcasts may be difficult as well, because all students (or most students) would need to have access to a computer with a microphone.
References:
Ovadia, Micah. (2007-2008). PoducateMe. Retrieved from http://www.poducateme.com/.
This week’s readings revolved around new ideas that we must consider in light of new technologies that are now used in today’s world. Most teenagers today (this includes most junior high and all high school students) surf the web on a daily basis. Many of these teenagers are participating in social networking sites, such as facebook.com, twitter.com and myspace.com, and various chat rooms. The internet opens up a whole new way for teenagers to communicate, aside from their constant text messaging. The fear is that if they do not know how to be safe on the internet, they could put themselves into very dangerous situations. Most teenagers do not see the real consequences of giving out personal information on the internet, nor do they see a problem with meeting someone on a social networking site or in a chat room and then proceed to meet them in person. We need to make sure that our students understand that information is not safe on the internet, and the potential dangers of not knowing who one is interacting with online.
One thing I have learned from previous experience was reiterated in one of the article assigned for reading this week. Parents (and teachers) should help students stay safe online, but not overreact when a teen has been exposed to inappropriate content or has not been following the rules (Internet Education Foundation 2008). Teens do not usually respond well to authority figures trying to control what they believe to be something completely safe. I know I got really upset when my dad took away my e-mail in junior high because my friend was sending me inappropriate chain letters. I had already tried asking my friend to stop sending the messages and deleting them as they came into my inbox. My dad blamed me for the e-mails, even though I had tried to get out of the uncomfortable situation. I should have asked for help in preventing the e-mails, but the sender was my friend, so I was not sure what to do. I think I would have responded much more positively to my parents (or teachers) trying to help me deal with the problem rather than get mad at me for something I felt that I could not control.
I think teens have heard many internet safety talks over the course of their childhood, so another information session would probably not do very much. Students could review the FEMA Online Safety Rules, discuss why certain safety precautions might be important on the internet and then give a few examples of what might happen if students are not careful (real-life examples, not fabricated examples). Students could also go through the PBS Web License site, which is formatted much like an online quiz through ten categories of web access. Another activity could be showing students how easy it is to create a fake profile on a social networking site. It would be easy to incorporate lessons about technological safety into the classroom, especially if the class will be using the internet frequently in the class. By requiring students to use the technologies listed above, including academic research on the internet, it is also a teacher’s responsibility to teach students how to safely and effectively use these technologies. It would be silly to allow a child to play with fire before teaching him, or her, the dangers and safety precautions to use around fire. This is essentially what we would be doing if we asked students to use the technologies provided through the internet without first teaching the students how to use the technologies safely.
References:
Federal Emergency Management Association. (2009). Online Safety Rules for Kids. Retrieved from http://www.fema.gov/kids/on_safety.htm.
Internet Education Foundation. (2008). Online Safety Guide. Retrieved from http://kids.getnetwise.org/safetyguide/.
Public Broadcasting Services. (2007). Get your web license. Retrieved from http://pbskids.org/license/result.html?a1=n&a2=n&a3=n&a4=n&a5=n&a6=n&a7=n&a8=n&a9=n&a0=n&name=Steven&x=0&y=0.
As I browsed through the readings and the delicious posts of this week, there were many different ideas about 21st century skills and how to implement them in the classroom. There are many skills that the articles deemed “21st century.” One of the skills the articles discuss is the different forms of technology that are used in the world today. Students need to be familiar with them when they graduate so they will be marketable employees. 21st Century Skills, Education and Competency Guide discusses how other countries are teaching their children the technologies required, which mean children of other countries will be more marketable for 21st century jobs than American children. If our children are not marketable once they graduate, then our country will slowly fall behind in the global market and economy, which is something no one wants (21st century skills 2008).
The job market today requires their employees to have a different skill set than past generations. Today, employers want their workers to be able to work out complex problems, both individually and in groups, communicate with others effectively, both locally and over long distances, and be able to efficiently manage information. All of these skills could require some type of recent technology, such as Skype, facebook.com, blogging tools (i.e. wordpress.com) or wikispaces (Nielson 2009). We need to prepare students for this essential skill set for their future.
In order to help students learn how to use these tools appropriately and effectively, we should work on incorporating these technologies into our lessons. For example, we could have students record a phone call on Skype at home, where they are using all the elements, including vocal communication, instant chatting, and sending documents, pictures or videos. They could collaborate on a project, each doing one part and then sending those parts to each other. They could keep a log of their collaboration (chat does this automatically) and record their vocal communication. In another project, students could collaborate on a wiki or blog to present a concept for their peers. The project could involve students creating their own website, viewing and commenting on their peers’ sites.
This idea has huge implications for education. If we want to ensure that the next generation of Americans is on par with the rest of the world, we may need to create laws and policies to guarantee that every classroom provides the technology training for the students. If policy dictates that we must provide this technology training, we must be provided with the resources to give students experience with these technologies. This will probably require a lot of money, and may not even be possible in the current economy. If we do not have the support money however, it will be very difficult to ensure that are students will graduate with the skills to operate some of these technologies. We need to do the best we can to introduce, and possibly demonstrate these technologies, even if we cannot provide students the opportunity to individually experience them.
References:
Nielsen, Lisa. (2009, August 14). Ten Ideas for Getting Started with 21st Century Teaching and Learning. Message posted to http://www.techlearning.com/
(2008). 21st century skills, education and competitiveness. Retrieved from http://www.21stcenturyskills.org/index.php
