Standards:
Demonstrate purposeful alignment of state competencies and standards with all activities and assessments.
Demonstrate the ability to anticipate needs and create instructional supports which assist in the implementation of technology in the classroom.
Demonstrate the ability to anticipate needs and create instructional supports which assist in the implementation of technology in the classroom.
Reading
Chapters One and Two: Meaningful Learning with Technology
Discussion Week Two
Chapter One
Today's students may be "hooked" and engaged with the means that technology offers to collaborate, to create, and to collect information. We will explore learning with technology as opposed to learning from technology. This subtle distinction can assist us in insuring that our technology integration packs the best "punch". We want our technology integration to be authentic, meaningful and effective.
As you read the text, remember that you will be creating unit in which you will integrate technology in a meaningful way for your students. Begin researching the technology that you wish to use within the unit framework that you have created. As you read through this chapter, ask yourself how this technology fits. In addition, if you aren't proficient with this technology, begin the research and practice that will build your confidence as you use this technology in the classroom. Feel free to share your ideas on the blog. Our supportive learning community is a good place to work out any potential issues you feel you could have with the integration of this technology into your classroom.
As you read the text, remember that you will be creating unit in which you will integrate technology in a meaningful way for your students. Begin researching the technology that you wish to use within the unit framework that you have created. As you read through this chapter, ask yourself how this technology fits. In addition, if you aren't proficient with this technology, begin the research and practice that will build your confidence as you use this technology in the classroom. Feel free to share your ideas on the blog. Our supportive learning community is a good place to work out any potential issues you feel you could have with the integration of this technology into your classroom.
Chapter Two
There are several tools and techniques for supporting inquiry in the classroom. One aspect of supporting student inquiry will be the archiving and organization of information. We can now do this “in the cloud” – which simply put means, online, whether on a server in our own district, or in the web space provided by any number of online providers (who are offering this as a free service). I have listed several of those services below, which offer different frameworks and formats for the organization of information.
Some of these tools are social (such as Diigo, Mentormob, Delicious and Pinterest) – which means student bookmarks/archives can be supplemented by similar resources posted within that specific site. Others, such as Symbaloo, and Evernote, are stand-alone resources that students may use to simply document their own research. The tool you use will be dependent on your district’s acceptable use policy, your age group and your own preferences.
This is by no means an exhaustive list – so feel free to share your own favorite tool in our discussion.
Want easy how-to’s on any of these tools? Just go to YouTube and Google “Symbaloo Tutorial” or “Mentormob Tutorial”. You’ll get more helpful videos than you can shake a stick at, and you’ll get to browse through them to choose the one that is most helpful for you.
The Weekly Discussion is assessed with the Participation Checklist:
Participation Checklist (10 Points Per Week)
2.0 Points - Candidate makes posts to the class at least three days during each week
1.0 Points - Candidate posts to Reading Group prior to Tuesday, so that the group may respond and interact in a timely manner
1.0Points - Candidate’s posts accurately reflect reading and/or video materials
2.0 Points - Candidate builds on the responses of classmates in the Reading Group discussion
2.0 Points - The first posting of the week is between 350 and 550 words in length. This posting uses APA formatting to cite information discussed. Three to five in-text citations are provided in each initial posting. References are listed according to APA formatting requirements.
1.0 Points - Candidate was positive and professional during all interactions with classmates
1.0 Points – If an assignment is due, the candidate submits it to the appropriate task in a timely manner.
Some of these tools are social (such as Diigo, Mentormob, Delicious and Pinterest) – which means student bookmarks/archives can be supplemented by similar resources posted within that specific site. Others, such as Symbaloo, and Evernote, are stand-alone resources that students may use to simply document their own research. The tool you use will be dependent on your district’s acceptable use policy, your age group and your own preferences.
This is by no means an exhaustive list – so feel free to share your own favorite tool in our discussion.
Want easy how-to’s on any of these tools? Just go to YouTube and Google “Symbaloo Tutorial” or “Mentormob Tutorial”. You’ll get more helpful videos than you can shake a stick at, and you’ll get to browse through them to choose the one that is most helpful for you.
The Weekly Discussion is assessed with the Participation Checklist:
Participation Checklist (10 Points Per Week)
2.0 Points - Candidate makes posts to the class at least three days during each week
1.0 Points - Candidate posts to Reading Group prior to Tuesday, so that the group may respond and interact in a timely manner
1.0Points - Candidate’s posts accurately reflect reading and/or video materials
2.0 Points - Candidate builds on the responses of classmates in the Reading Group discussion
2.0 Points - The first posting of the week is between 350 and 550 words in length. This posting uses APA formatting to cite information discussed. Three to five in-text citations are provided in each initial posting. References are listed according to APA formatting requirements.
1.0 Points - Candidate was positive and professional during all interactions with classmates
1.0 Points – If an assignment is due, the candidate submits it to the appropriate task in a timely manner.
Journal Entry
Reflect about the information you encountered this week and your progress in the class. Post a journal entry outlining your areas of confusion, of celebration, and of interest. How might this week have been better for you?