Wednesday, December 5 - Optional Class Day

Today is an opportunity to make up one absence. Remember to review the syllabus regarding the attendance policy.

Have a terrific winter break!

Tuesday, December 4, Wrap-up

I've truly enjoyed getting to know each of you and I wish you luck in the future.

Your ASSURE Lesson Plan is due at the beginning of class today. Make sure that your link to the .doc is working. I will be emailing you if I have any problems opening the attachment. It is important that you make sure that I can access your web page from the course blog. Make sure that you check your "junk" folder just in case the email is routed to that folder.

Today you have the opportunity to ask questions of the final reflection which is due tomorrow at the end of class. Remember that Wednesday is an opportunity to make up for one (1) absence.

Remember the learning puzzle? We talked about teaching strategies, technology implementation, learning theories and curriculum standards. Links to teaching strategies, learning theories, Georgia performance standards and Loti are available from the side bar on the blog.

If I don't see you Wednesday, I want to wish you the best for finals and a happy winter break.

Monday, December 3, ASSURE Lesson Plan & Final Reflection

Today we will wrap-up instruction related to the ASSURE MODEL. Some of today's goals include: An opportunity to extensively review the rubric and ask questions about the rubric, a peer-review (based on the rubric)that will help your fellow classmate complete their project successfully and to provide you time to complete your rubric.

Before we get started on the Peer review, please complete the following course evaluation from this link: https://ssl.coe.uga.edu/apps/course_eval/index.html

and....

we will take a look at the requirements for our Final Reflection. The Final Reflection will become the content for the introduction page. A discription can be found at our course website. Let's also take a look at some examples from the previous semester so you can get an idea of what is expected.

Don't forget that we have class on Tuesday! By the way I have decided to make Wednesday another Amnesty day. If you are participating on this opportunity, you must come to class on time and work on your assignment.

Friday, November 30, ASSURE Lesson Plan Cont.

Today we will review the final portion of the Assure Lesson Plan Model and take a closer look at the rubric. I encourage you to ask questions on the rubric or lesson plan since the due date is coming up soon.

On Monday, we will peer review each others capstone project using the rubric for the assignment. The goal is to give you an opportunity to review the rubric, help your fellow classmates and complete your capstone project.

On Tuesday, I will introduce the final reflection. The discription is already posted on the course projects page.

If all goes well, Wednesday will be an optional workday. I will be in the classroom if you have any questions. Remember that the Late Pass can not be used for the final reflection.

Due to time constraints, I will be emailing your lesson plan and final reflection grade to you. I will grade them as soon as possible but I am also taking final exams next week.

As a reminder, there is not final exam in this class since it is a project based course.

Wednesday, 11/28/07 - ASSURE Continued

Today, your WebQuest peer reviews are due.

We will continue working on the ASSURE Lesson Plan.

1. Make sure you have reviewed the rubric and email me if you have any questions.

2. Take a look at the example provided on Monday's blog.

3. Read the handout (chapter 3) provided on Monday.

Monday, 11/26/07 - ASSURE Lesson Format

WebQuest Wrap-up. Today I will provide you with a peer-evaluation handout. It is due on Wednesday, 11/28 at the beginning of class.

Now on to the ASSURE Lesson Format:There are many different lesson plan formats, but one that helps to organize teaching and learning through the use of technology is the ASSURE model:

A: Analyze Learners

S: State Objectives

S: Select the Media, Methods, and Materials

U: Utilize Media and Materials

R: Require Learner Participation

E: Evaluate and Revise

For your Capstone Project for the course, you will select one of the projects you created this semester and write an original lesson plan that uses that project to teach a Georgia Performance Standard. You will use the ASSURE model as your lesson plan format. A web page has been created that will walk you through the development process step-by-step.

Your final product (due Tuesday, December 4th) will be the completed instructional plan template. It will most likely by 3-4 pages long. The largest section of your template should be the "Require Learner Participation" section, as this is where you will describe your actual learning activity -- what your learners will be doing. The project description, deadline and rubric can be accessed from our course website or from this link.

A example to a well done Assure lesson plan can be found at: http://wwkristina.googlepages.com/capstoneproject

Monday, 11/19/07- Workday

Today is a scheduled optional workday to complete your WebQuest. It is also a opportunity to make up one (1) absence from class.
Have a nice holiday break.

Friday, 11/16/07 - Webquests

Today we will focus on working on our WebQuests. Just want to let you know that:
EDIT 5500: Technology Enhanced Learning Environments that will be offered T/Th 12:30-1:45 during Spring Semester. Here is the link to information about EDIT 5500 and the certificate program:http://edit2000spring.blogspot.com/2006/03/technology-integration-certificate.html

I will be glad to look the webquests you have completed so far.
Reminder: Monday, November 19th class will provide you an opportunity to make-up for one (1) absence. It is an optional workday.

Have a nice weekend and if I don't see you on Monday have a great holiday.

Wednesday, 11/14/07 - WebQuest -Conclusion and Teacher Page

Today we will review the requirements for the Conclusion and Teacher Page.
After a brief review please continue working on your WebQuests. I will be glad to look at what you have completed so far.

Monday, 11/12/07, Webquest - Evaluation

Today we are will discuss how to complete the evaluation section of your webquest.

We will be using this link to help us. Instead of saving the provided rubric as a html save it as a word document. How do you do that? Select the rubric, copy and paste it onto a open blank word document. Modify it to suite your needs. Then when you are done you can select the rubric, copy it and then paste the finished rubric onto your webquest page. You might need to play with it to make sure it fits your webpage dimensions.

Wednesday, November 7, 2007

Your reflection on a reviewed WebQuest is due today. The description questions about YOUR webquest is due on Friday (hard copy).

Today will be a quick review of Webquests. I want you to have enough information to complete the project and have enough time as well.

What is a webquest?

A WebQuest is an inquiry-oriented online tool for learning, says workshop expert Bernie Dodge

• This means it is a classroom-based lesson in which most or all of the information that students explore and evaluate comes from the World Wide Web.
  
• Beyond that, it can be as short as a single class period or as long as a month-long unit; usually involves group work, with division of labor among students who take on specific roles or perspectives; are built around resources that are preselected by the teacher.
• Students spend their time USING information, not LOOKING for it.

***I require that your project is longer than one class period and is to be completed by students working in teams!***

What are its main characteristics?

There are six critical components in a WebQuest but I also require you to include a teacher resources page.

Introduction:

1. Provides background information and motivational scenarios like giving students roles to play provides an overview of the learning goals to students
2. The infusion from other media (prints, posters, models) and guest lecturers (other faculty members, parents, business leaders, experts, etc.) adds real-world components to online investigations. This is very important because depending on technology alone to convey the meaning of a lesson tends to create a sense of unreality.
3. Adding "introductory" types of information and material throughout the duration of the WebQuest keeps students fully engaged.

Task:

1. A formal description of what students will have accomplished by the end of the WebQuest.
2. To create a task the teacher must find resources for a particular topic on the Web.
3. The teacher must devise an activity for the students that incorporates the information from the various sites.
4. Developing this task -- or the main research question -- is the most difficult and creative aspect of creating a WebQuest.
HINT: A task should be visually and aesthetically appealing, inherently important (global warming, acid rain, welfare policy, etc.), and fun for the students.
5. A successful project can be reused by the teacher several times (either with a different class or the next semester).

Process:

1. This is a description of the steps learners should go through in accomplishing the task, with links embedded in each step.
2. The demonstration takes the students through the process step-by-step and reinforces written directions.

Resources:

1. This section of the WebQuest consists of a list of the resources (bookmarked Web sites, print resources, etc.) that your students will need to complete the task.
2. WebQuests are enhanced by materials that supplement the online resources. These can include things like videos, audio cassettes, books, posters, maps, models, etc.

Evaluation:

1. Each WebQuest needs a rubric for evaluating students' work. The standards should be fair, clear, consistent, and specific to the tasks set.
HINT: Many of the theories of assessment, standards, and constructivism apply to WebQuests: clear goals, matching assessments to specific tasks, and involving the learners in the process of evaluation are all concepts from earlier workshops that apply here.
2. During the introductory stage of the WebQuest, it can be very helpful to point out three types of student examples: exemplary, acceptable, and unacceptable. The range between exemplary and acceptable work may be great and will spur the students to strive for excellence, while the demonstration of what constitutes unacceptable work will set clear minimum standards for all to achieve. The goal is for all students to have a good experience of the project.

Conclusion:

1. This step allows for reflection by the students and summation by the teacher.
2. Setting aside time for discussion of possible extensions and applications of the lesson honors the constructivist principle: "We learn by doing -- but we learn even better by talking about what we did."
3. During the concluding section of a WebQuest, you can encourage your students to suggest ways of doing things differently to improve the lesson.

Teacher Page:(Remember, the audience for this document is other teachers, not students)

The teacher's page section of a WebQuest provides additional information to any teacher who might want to use your WebQuest in their own classroom. This page is helpful in providing data needed for lesson plans. It should include:

1. A brief explanation of the WebQuest. Ex. What are the student's researching?

2. The selected Georgia Performance standard and grade level for the designed WebQuest.

3. A list of the prerequisites and materials needed for the WebQuest.

4. What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example?

5. List here the sources of any images, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration.

6. Include this: "We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date)."

In Summary a WebQuest is:

1. A clear, concise introduction that provides necessary information and sets up the activity.

2. An interesting and concrete central task.

3. A collection of information resources needed.

4. A step-by-step description of the process to be used for the task.

5. Guidelines on how to organize the information acquired (questions that should be answered, etc.); this will be the backbone for the Web site students create.

6. A closing lesson that reviews what the students have learned and how it can be brought to bear on other subjects.

7. The teacher resources page includes the standards that are addressed, the appropriate grade level and directions on how the teacher can use the webquest for their classroom.

Here are some questions to consider as you are working on your WebQuest (you do not need to turn in responses to these questions):
*Is your WebQuest topic authentic in order to engage your students?
*Is your WebQuest task challenging and doable?
*Do your learners need to think independently and critically during the WebQuest activity?
*Is collaboration between your students important for the successful completion of the WebQuest?
*What scaffolds (visual organizers, software tools, prompting questions and suggestions) are provided in your WebQuest?

Reminder! We are meeting at the SLC room 370 for a lesson on how to evaluate internet resources. Please be courteous and be on time for our lesson being facilitated by Ms. Nadine Cohen.

Monday, 11/5/07 - WebQuests

What exactly is a WebQuest? What are its main characteristics? (Please note that I also require a Teacher Resources Page—more explanation on that later). What are your initial reactions to WebQuests in terms of teaching and learning? What advantages and disadvantages do you see in teaching with WebQuests? What standards in your content area lend themselves to WebQuests? You can see interviews with teachers who have used WebQuests here.Viewing exemplary webquests is a good way to get started on your own. Go to the main WebQuest page and click the words "Find WebQuests" on the left navigation bar. Using the Curriculum/Grade Level Matrix (in the middle of the page), spend a few minutes viewing 2 or 3 WebQuests in your content area. Write a reflection (post it on your blog) about one of the sites that your reviewed. Look at the different parts of the WebQuest - write one or two sentences answering the following questions about the WebQuest. Please provide a link to the WebQuest.
Assignment 1:
1. Was the introduction well written?
2.Did the task section adequately describe what the student should have accomplished by the end of the WebQuest?
3. Was the process section a good description of the steps learners should go through in accomplishing the task?
4. What about the resources, were they appropriate?
5. Is the rubric fair, clear, consistent, and specific to the tasks set?
6. Does the conclusion allow for reflection by the students and summation by the teacher?

I will provide you class time to work on your reflection today. It is to be posted by Wednesday, November 7th, by the beginning of class.

Hopefully, you're beginning to formulate an idea for a "hook" for your own WebQuest. It may be related to work you have already done in our class or work you are currently completing in other courses. It could even be something completely new in your content area. After you have some ideas together, review the rubric for the assignment so that you are clear on what is expected. Also look at some of the WebQuests from previous terms.

Before Wednesday’s class, you'll want to identify your WebQuest topic. Use this website to help you in the selection process. Generally, a good WebQuest topic should have some inherent complexity, such as controversial issues, multiple perspectives, unknowns, etc. The topic needs to have your students take information in and transform it, using their own judgement and creative problem-solving techniques -- a LoTi level 4 or higher -- the learning should be authentic. Certain topics tend to lend themselves more to the WebQuest format than others.

Assignment 2: On Friday, November 9 at the begininng of class-- please submit (hard copy) a response to the following questions related to your WebQuest.

1. Briefly describe your topic
2. Why did you choose this topic?
3. How will your WebQuest be tied to Georgia curriculum standards?
4. How will web resources play an important role in your WebQuest?
5. How will your WebQuest require students' deep understanding or higher-level thinking instead of mere comprehension?

See you Wednesday.

NEWS!!! On Friday, November 9th we will meet at the Student Learning Center Room 370. Ms. Nadine Cohen, UGA's Instruction and Reference Librarian will be teaching us how to Evaluate Internet Resources for our WebQuests.

Monday, 10/29/07

We will meet at the editing suites today and Wednesday. Friday, November 2nd we will meet at the classroom and share our iMovies. Your iMovie must be linked to your webpage with the reflection by the beginning of class (Friday, November 2nd).
Be prepared to share your iMovie, Georgia performance standard and the teaching strategy you would use to teach from your iMovie. Share with the class which learning style need(s) you feel your iMovie meets. Every team member must participate in their team's iMovie presentation. Your presentation should be less than 10 minutes long.
I will be handing out peer evaluation sheets on Friday.
See you in class.

Wednesday, 10/24/07 Editing iMovie

Today we will meet at the editing suites, Room 602.

Monday, 10/23/07 Editing your Film

Today we will meet at our classroom for a few minutes. This will provide you an opportunity to ask questions before we start editing our film. Then we will meet at the editing suites, 602. Please remember to save a CD version on to the desktop.

Wednesday the 24th , Monday the 29th, Wednesday the 31st, we will meet at the editing suites.

Wednesday, 10/17/07 - iMovie

The use of video in education has been around for a long time, but it is just in recent years that it has become simple for classroom teachers and children to create and edit their own educational videos. The Apple Learning Interchange gives multiple examples of using educational video for teaching content standards.

Lets take a look at the requirements for your iMovie project. Remember that your late pass can NOT be used for iMovie. Participation, yes that means attendance, will impact your team's progress and your grade.

For your iMovie project, you will be working in small groups to create an original story about your subject area. To prepare for this activity we will spend 20 minutes discussing this activity. Take a look at examples of digital stories from previous semesters to gets your brains churning about your own ideas. To help you get started I have provided you with some handouts to help you write a brief story that relates to your subject and grade level.

For additional examples of digital stories look at the links below
University of Houston
The Center for Digital Storytelling

The other half of our class time will be spent working in your teams to decide on a digital story. Then handouts in class should help you with the process. You will receive a storyboard form and a worksheet that must be turned in with your iMovie project. I will also handout the film that some of you will use to capture your movie.

We will not meet on Friday. Friday has been set aside so that you can meet to capture your "film." Remember to make sure you have charged your camera before you actually start filming. It can take 3 hours or more to charge the camera.


For Monday's class:
1. Bring your tape or media of at least 8 minutes of raw footage for your story. (record at least each scene twice, just in case a problem occurs).
2. Bring any music or still images that you want to use in your story. (It might need to be in a iTunes format, be prepared just in case.)

Monday, 10/15/07

Ron Braxley will be sharing with us how to use iMovie.

Remember that PowerPoint Games is due today.

Wednesday we will discuss the requirements for iMovie. Please review the rubric before Wednesdays class.

You will receive the tapes for your cameras on Wednesday.

Friday, 10/12/07, PPT Games Work Day

Today is a work day set aside for you to complete your ppt games. I am at the lab during class hours to help you if you have any questions.

Have a nice weekend and see you Monday.

Wdnesday, Oct 10th, Work on ppt games and intro to iMovie

Agenda:

Review how to create action buttons and using the template, Game Board and Game Pieces, Getting ready for iMovie.

Creating a game board and game pieces is optional. If you decide that your ppt game doesn't need a gameboard remove the corresponding slides and links. If you decide to create a board I have a handout on how to scan a game board and I have a link to a tutorial on how to create a gameboard using ppt. I used the creating your 2 fold gameboard template.You just modify the board to suite your needs. Change colors of squares, change shapes, etc. Another option is to look at previous student's gameboards. Select edit slides and you can modify them if they are not screen shots - feel free to copy and paste.

Game board directions: If you are struggling with writing game directions this link may help.

Reserving Cameras for iMovie: We are starting our iMovie project next week. We need to go ahead and reserve cameras for the project. Please see today's handout for information about forming groups of 4 and reserving your cameras.Please make a reservation in rm 232 for one mini-DV camera for your group by the end of the week.

It is very important that you attend Monday's (10/15/07) class. We will have Ron Braxley show us how to use the iMovie features. Make sure you don't miss Monday's class!!! Remember to also try to attend the sessions I mentioned to you on Monday!

To do:
Today: Reserve cameras for iMove at rm 232! Very important!!!
For Monday
1. PPT games due date is Monday.
2. Make sure you have read the rubric carefully. Remember that game boards and game pieces are optional. (see above).
3. Make sure you turn in the ppt puzzle. You can handwrite your answers.
4. Turn in the iMovie Schedule Handout.

Remember: Friday's class is a optional work day. Attendance will not be taken but I will be available to help you if you need it. If I am not in the classroom I will be in my office (626B in Aderhold Hall).

Monday, 10/8/07- Using the Game Template

The first half of the class you will work in teams of 2 or three to increase your questions to a higher level of learning.

On the second half of the class we will begin working on the template. Most of the technical skill you need was acquired when we created seating charts during the Productivity Tools Assignment. Using the drawing toolbar in PowerPoint will allow you to customize your game template.Action buttons are easier than they seem. Being slow and methodical makes it easier to create action buttons that direct the user to the correct feedback.Here are some links that will review what we learned in class today:
Creating question slides
Creating the headquarters to access your question slides

On Wednesday, we will talk about creating our game boards and spend the rest of class working on our ppt games.

Wednesday, October 3 - PowerPoint Games- Blooms Taxonomy

Today we will review the project description available from our course website.
We will also discuss how to write good questions. Ten questions are required for this project.
There are two parts of your game that ensure students will want to use it for learning: the story and the level of questions. You want to make sure that you have an engaging story - and you also want to make sure that your game is the right level of challenge. Factual level questions are too easy (and boring) regardless of the grade level you are targeting.

As you continue work on your PowerPoint games -- it is important to focus on the instructional value of your game -- and value is added through good questions. Bloom's Taxonomy is an easy way to learn more about various levels of questioning. The class handout will show you the levels.
What is Bloom's Taxonomy? "Bloom's Taxonomy is a multi-tiered model of classifying thinking according to six cognitive levels of complexity. Throughout the years, the levels have often been depicted as a stairway, leading many teachers to encourage their students to "climb to a higher (level of) thought." The lowest three levels are: knowledge, comprehension, and application. The highest three levels are: analysis, synthesis, and evaluation. "The taxonomy is hierarchical; [in that] each level is subsumed by the higher levels. In other words, a student functioning at the 'application' level has also mastered the material at the 'knowledge' and 'comprehension' levels." (UW Teaching Academy, 2003). One can easily see how this arrangement led to natural divisions of lower and higher level thinking." You can find more information on Bloom's Taxonomy from the e-book put together by UGA's Instructional Technology Professor, Dr. Michael Orey and UGA Students: http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Even young children can use Bloom's Taxonomy to improve their work. Here's a video of a class of children who use it to design literature units. The powerpoint we are looking at today can be found here (labeled section 2 on the link)Learn even more about this project .Using the handouts on Bloom's Taxonomy and question development, over the weekend create 3 sample questions and bring them to class on Monday. Monday we will work in teams to bring those questions "up a level" by using Bloom's Taxonomy. We use these improved questions as a model for all 10 questions to be included in your game. Don't forget that you can checkout textbooks from the Curriculum Materials Center in rm 207 for more ideas for questions (just make sure you're not plagiarizing!)

We'll spend time in class next week fine tuning your questions and working on your game design. Friday's class will be an independent workday. I will not be available on Friday. Make sure you complete the to do list by Monday. I am still working on grading your Inspiration/Kidspiration submissions and I will be grading your blog posting that was due today.

Due Monday
1. You should have selected your grade level and subject (based on a Georgia Performance Standard). Make sure that you are not creating a game that will review multiple standards. Your game should be designed to introduce content or to provide practice for student understanding. If your game is designed around basic factual recall -- think of another game!

2. You should bring 3 sample questions from your game. We will work on them for the 1st half of Monday's class. Use the Bloom's taxonomy handouts to help generate the questions.

3. Monday we will look at the template we will be using for our game. Take a look at it from the link in our class project description. Have a rough draft of your directions for your game.

Monday, 10/01/07 PowerPoint Games

PowerPoint games:Addressing learning styles is important when designing activities to teach content standards. Inspiration and Kidspiration software allow an educator to do just that -- by addressing needs of visual learners. Technology also allows educators to respond to various learning theories - from behaviorism to constructionism.

Today we'll talk about PowerPoint games: what they are and how they help students construct their own knowledge -- constructionism.What is constructionism? Constructionism sees learning as a dynamic process in which learners construct new ideas or concepts on their current/past knowledge and in response to the instructional situation. Constructivism implies the notion that learners do not passively absorb information but construct it themselves. Today we'll talk about PowerPoint games: what they are and how they help students construct their own knowledge -- constructionism.

It's important to know a little bit of background on the PowerPoint games project before we begin. Dr. Lloyd Rieber - a professor in my department - wrote a paper on this very topic that is an interesting read. Many EDIT 2000 students have created their own games and more and more K-12 classrooms are using PowerPoint games as a way to address content standards through constructionism.

Today we will review from previous semesters. On your blog post your reflection based on your experience playing the games from Spring 07. Your reflection questions are:
1. What was the subject/theme of the ppt game (Read the content for the coresponding webpages and provide a link to the webpage you accessed- PPT games is under the Evaluating Teacher Resources)?
2. Did the technology get in the way or enhance the way the subject was being taught?
3. How would you change the questions in order to enhance the ppt game?
4. What do you think they did well and would incorportate into your powerpoint game?
5. How do you think you would use powerpoint games in your classroom?

Submission due date is: Wednesday, October 3rd by the beginning of class. Make sure your blog is accessible from your website.

Friday, 9/28/07

Today is an in-class workday. Your Inspiration/Kidspiration project is due on Monday.

The questions regarding the project that I have received so far are:

1. Do I need to submit the answers to the lesson as well as the lesson worksheet?

The answer is yes. I want both.

2. Should I post screen shots of the lesson and the answers? You can, but I am only requiring the screenshot for the worksheet for both lessons. The answer sometimes looks very very crowded.

3. In the teacher worksheet you will find a section that asks for a Book title. Ignore that section.
Don't forget to turn your worksheet in on Monday.

4. Your two lessons should be connected to your subject (according to the Georgia Performance Standards) and your grade level.

Wednesday, 9/26/07

Today we will be working with Kidspiration. Today we look at the Kidspiration tutorial available on the Inspiration website.Then we will work on a in-class assignment which should help you learn the features available through Kidspiration. Friday will be a in-class work day. Attendance will be taken so I expect you to be in class. I will be available to work with you on your project. Make sure you have reviewed the rubric before you start working on your deliverables.

Monday, 9/24/07 -Inspiration/Kidspiration

Today we will be looking at visual learning software -- Inspiration and Kidspiration. Both tools allow PreK-12 students to see a concept and its connecting themes and ideas. During class today, we will create an "All About Me" concept map. These will be turned in at the beginning of class on Wednesday.
All about me in-class project should start with a general concept, 3 topics about you and 2 examples regarding the 3 topics. The concepts should be linked together, various colors, and shapes are to be used.

For the class project, you'll create two activities for your subject area/grade level -- one for a whole group lesson and one for a small group or individual lesson. You'll need to review information about visual learning by reading the article distributed during class (learning styles) and read more about the Inspiration/Kidspiration project before getting started. The Inspiration/Kidspiration assignment will be due Monday, October 1st at the beginning of class.

To Do:

1. Turn in the "All about Me" in-class assignment- print out.

2. Review the "Inspiration/Kidspiration" Project.

3. Download the Kidspiration trial version for Wednesday's class and review the Kidspiration Tutorial.

Wednesday, September 19th

Agenda: PuzzleMaker and Creating Worksheets
Today we will focus on creating our Puzzles and Worksheets. Creating worksheets is pretty self explanatory. The puzzle requires that you follow the directions carefully on the site. I have handed an example of how I created a puzzle. It is a very basic guideline so make sure you follow the directions on the site carefully. How can you access the puzzle maker and the worksheet site. Look at the links provided on the productivity project description.

Remember, no class on Friday, September 21st.

Productivity tools is due before class on Monday, September 24th. Don't forget that you have a reflection section that will become the content for your webpage. Look at some of the examples from previous semesters as a "guide." Though the requirements were different they can help you get some ideas. Follow the rubric carefully!!!

To get ready for our next assignment and you don't own a copy of the following applications, download a trial version of Inspiration and Kidspiration. If you don't want to download a trial version, the programs are installed in our lab. I will provide details regarding our Inspiration and Kidspiration assignment on Monday.
See you Monday.

Monday, September 17

Agenda: MS PowerPoint (creating a seating chart)

MS PowerPoint is a dynamic software tool that allows one to create presentations. PowerPoint provides you with the opportunity to list information, display graphics (including animations), concept maps, and tables. Short movies, hyperlinks, and music may also be embedded in PowerPoint presentations.We will spend more class time on learning about PowerPoint later in the semester. For this part of the Productivity Tools project you will learn to use the drawing tools in PowerPoint to create a seating chart. Don't forget that these same drawing tools can be used in all Office applications (Word, Excel, etc.)Here are some sites which provide more information about PowerPoint:

PowerPoint in the Classroom

Integrating PowerPoint

Using PowerPoint in the Classroom

We will be using the handout distributed in class. You will be working in pairs to design and create your classroom configuration.

1. Today your reflection on LoTi levels is due.

2. Review the websites:

Puzzle Maker

Worksheet Generator

They will be what you will be using on Wednesday to create your puzzle or worksheet.

3. Remember, no class on Friday, September 21. It is an independent workday.

4. Wednesday will be the last day we will work on the Productivity tools project. The rest of the project involves using templates. You should be comfortable using those by now.

See you Wednesday.

Friday, September 14th

Agenda: Excel Pictograph Tutorial

What is a pictograph? A graphical representation that shows numerical information by using picture symbols. A form of bar graph with the bars replaced by rows or columns of symbols.

Note: I have posted a link to an example of a pictograph on our Productivity Tools Description.

In order to orient ourselves, I have provided a link to a video regarding how to create a pictograph. It is called "Making a Pictograph in Excel." The tutorial we will be using to create our pictograph is called "An "excel"lent way to create pictographs for younger students."

Make sure you are using the rubric as a guide to make sure that you are meeting the requirements for Productivity Tools Assignment. Good news, I have extended the deadline to Monday, September 24 (due at the beginning of class) from Friday, September 21. Friday, September 21st will be a Independent Work day, that means I will not be in class but you are welcome to work in the lab until the next class begins. The blog posting (reflection) regarding the LoTi Levels is still due on Monday, the 17th by the beginning of class. Don't forget!

To do:

1. Monday, have at least one of the products you have created on saved onto your memory stick. We will work on how to create screen shots for your webpages. If you want to get started here is a handout that we will be using.

2. Make sure your blog posting is saved (published) before class so I can grade it for you.

3. Start puting your reflection together (the one that will be the content for your Productivity Tools Page).

Wednesday, September 12

Agenda: Excel - Grade Sheet, Attendance Sheet, Pictograph

Good Morning! Today we will talk about Excel.

Using templates and becoming familiar with productivity tools such as Word, PowerPoint, and Excel are important in creating a professional teaching environment.
MS Excel is a tool in the MS Office Suite of applications. Excel is a spreadsheet application that is used by accountants, office managers, and small businesses. It allows you to create tabular data, work with numbers and charts in a variety of manners.As educators, there are number of ways we can use excel: as a record keeping tool (attendance), grades, gather and display data (graphs and charts), etc.


Directions for today’s classes will be demonstrated in class.

If you feel lost please look at the following site (on your own time):
http://office.microsoft.com/training/training.aspx?AssetID=RC012005461033
Other resources that will help you complete this section of the project:Classroom Excel ResourcesMS Excel Modules

On Friday, we will use the following Link to learn how to create a pictograph in Excel for one of your assignments in productivity project. Review the link so that you can work on it during class time on Friday. Be prepared so that we can figure out any challenges we might face.

I recommend that you don't wait until the last minute there will be 9 artifacts due and reflection as descripted in the project description that will need to posted on the web page porfolio (in the Productivity Tools Page). Don't forget you also have a reflection blog posting due on Monday the 17th regarding the LOTI Levels.

See you Friday!

Monday, September 10

Agenda: Loti Level Discussion and Introduction to Productivity Tools Assignment

Today we will discuss Friday's Loti Level handout and correlate it with the video we reviewed. Levels of Technology Implementation is used to quantify what is going on in a classroom. You'll be referring to these levels, along with standards, in all facets of your project work.

Today we will begin working with templates that can be used to create a professional classroom. Now that you have begun to build a foundation in learning theories, teaching strategies, state and national content standards, and levels of technology implementation, it is time to begin putting together your classroom. You'll use various productivity tools: Word, Excel, and PowerPoint to prepare materials for your class.

Use the link to the Productivity Tools Description to get the specifics on the deliverables you will be expected to create.Before you begin working on your materials, you'll sit in on a short lesson on using templates to streamline your work. On Wednesday, you'll have a short seminar on analyzing survey data in Excel and using drawing tools to create classroom layouts. With these sessions, you'll have all of the tools and resources you need to complete your task by the due date.

Any questions on the assignment?

Blog posting for this week due by Monday, September 17th. Loti Level - what is its purpose and how would you use it in your future classroom.

See you Wednesday.

To do:
1. Foundation and Autobiography page assignment is due
2. Late Pass Quiz -
3. By Wednesday, have explored and downloaded your template (Newsletter and Calendar)
4. Bring our Learning Puzzle organizer so I can take a look at it.
5. Remember that a Blog posting is due on Monday, the 17th.

Friday, September 7

Once you know what content you should address for your subject and grade level, how do you know what types of activities to include?Using the Levels of Technology Implementation to quantify what is going on in the classroom. You'll be referring to these levels, along with standards, in all facets of your project work. By using the information from the LoTi website, students we will discuss the assessment tool used at the Georgia Department of Education for technology use and integration in K-12 classrooms. We will discuss the different levels. Please feel free to use the handouts as we are discussing the different levels.

Look inside of an elementary school that integrates technology into its curriculum. As we begin our technology-connected projects this semester, it is important to be able to identify the LoTi level of an activity or project.

On Monday, we will discuss the digital generation and introduce our Productivity Tools Project.

Have a nice weekend.

To do: Remember that our Foundations and Autobiography Assignment is Due on the 12th.

1. I recommend that you make sure that I can access your website from the course blog

2. I also recommend that you ask a classmate to look over your website to make sure that you don't have a misdirected link, missing page or forgot to add the required components to the web page.

3. Have someone look at your blog for you and give you some feedback.

What is due on MONDAY?

1. Correlate the video we saw today with the LoTi level handout. Be prepared to discuss your findings in class.

2. The "Late Pass" quiz is due. It must be complete and correct to earn a late pass.

Wednesday, September 5

Agenda: Today we will discuss teaching Strategies and learn how to post to our blog.

How do educators know how to teach? What strategies are used to address certain learning styles? How does learning theory impact teaching strategies? Is lecturing about your subject matter all that is necessary?View descriptions of various teaching strategies here and here. Find two that would suit your learning style.
Find at least one classmate who has chosen a similar teaching strategy -- do you have the same learning style?How do educators pull everything together? What tools and resources do they use to prepare a supportive learning environment? Our main focus for this semester is identifying technology-related tools and resources that support varied student learning styles and teaching strategies.

To do:

1. Review our course website - course project link. On that page you will find your due dates and requirements for the Autobiography page and Web Foundation

2. Today you reviewed teaching strategies. Post a short reflection on a particular teaching strategy (of your choice) and state how that teaching strategy either meets or doesn't meet the needs of your particular learning style.

Friday, August 31

Agenda: Learning Styles and WebSite Tutorial

Today we will share our findings from our learning styles quiz. Did you agree with the results? In the first five minutes work with a fellow class mate to discuss your findings. What technology have you seen used to meet the needs of different learners? What tools do you use for studying? How do you think learning the different learning styles will help you become a better teacher?

Students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, or in steadily and in fits and starts. Teaching methods also vary. Some instructors lecture, others demonstrate or lead students to self-discovery; some focus on principles and others on applications; some emphasize memory and others understanding.

When mismatches exist between learning styles of most students in a class and the teaching style of the professor, the students may become bored and inattentive in class, do poorly on tests, get discouraged about the courses, the curriculum, and themselves, and in some cases change to other curricula or drop out of school. Professors, confronted by low test grades, unresponsive or hostile classes, poor attendance and dropouts, know something is not working. They may become overly critical of their students (making things even worse) or begin to wonder if they are in the right profession. Most seriously, society loses potentially excellent professionals.

To overcome these problems, professors should strive for a balance of instructional methods (as opposed to trying to teach each student exclusively according to his or her preferences.) If the balance is achieved, all students will be taught partly in a manner they prefer, which leads to an increased comfort level and willingness to learn, and partly in a less preferred manner, which provides practice and feedback in ways of thinking and solving problems which they may not initially be comfortable with but which they will have to use to be fully effective professionals.

On Wednesday we will begin our introduction to some of the teaching styles that can help us meet the needs of students with different learning styles.

Don't forget to turn in your learning styles quiz results!
Have a great Labor Day Weekend!!!

Wednesday, August 29

Agenda: Learning Theories (Introduction) and Google Page Creator

The last few classes have focused on Curriculum Standards. It helped us answer the questions

1. How do educators know what to teach?

2. How do they know what students should learn?

Now we will move on another piece of the learning puzzle, Learning Theories. The questions we will be asking ourselves are:

1. How do educators know how to meet the needs of the specific learners with which they are working?

2. Are their different types of learners?

3. Does everyone understand subject matter in the same way?

4. How can teachers identify the different types of learners in their classrooms?

In order to prepare for Friday's class:

1. Take this online quiz to determine your learning style. Bring a print out to class. You will be handing it in - as part of your participation grade.

But understanding learning styles is just one part of this puzzle piece. Understanding the various learning theories is important to be able to prepare an appropriate learning environment for your students.

2. Read the following explanation on learning styles after you have taken your online quiz. Bring a print out of your quiz results and be prepared to share what you have learned.

The rest of our class time will focus on learning how to create a Google Page. The tutorial we will be using can be found at http://martin.blow.googlepages.com/BeginnersGuide.pdf

We will not be following the directions step by step but it is a great reference tool.

3. Have 3 images saved to your USB.

Monday, August 27

Agenda: Review Georgia Performance Standards, Look at Examples of Previous Semester's Web Portfolios, Review Autobiography Page - Content Requirements, Resume's

Welcome back to EDIT 2000! I hope you had a nice weekend. Today we will review the Georgia Performance Standards Website. http://www.georgiastandards.org/

Take a look at how these students created their autobiography page.

http://wnnedit2000.googlepages.com/home
http://benterryedit2000.googlepages.com/
http://kasedit2000.googlepages.com/

These examples should give you an idea for the content for your upcoming autobiography page.

It must include a:

1. Brief (1-2 paragraph) introduction about yourself

2. Current information

3. Career plans and where you see yourself in 5 years

To do list:

Resubmit your Resume: Due on Wednesday

Submit a print out of your autobiography page content. Save it as a .doc on your USB. Due on Wednesday.

August 24, Friday

Agenda: Introduce the Learning Puzzle - Focus on Georgia Performance Standards

One of our goals is to begin putting together the puzzle pieces that make up the learning and teaching process -- with a focus on tools and resources. The pieces are Curriculum Standards, Learning Theories, Resources and Tools and Teaching Strategies.

Every state has standards and every content area has national standards. There are even standards for technology integration. Georgia uses the Georgia Performance Standards. You can even watch a video about the Georgia Performance Standards. You'll also want to be familiar with the ISTE standards for technology integration -- this class, and your course projects, are based on those standards. Select a grade level and subject area that will be the focus of your projects this semester. Important: Learn to navigate the http://www.georgiastandards.org/ (Georgia Performance Standards Website) so that you can select your subject area. You'll need to print a copy of these standards and place them in your 3-ring binder for reference purposes this semester.

From now on, a attendance sign-in sheet will be provided for you on the table next to the door. Make sure you remember to sign-in with your initials.

To do list:
1. Explore the Georgia Performance Standards website and select a grade and subject level.

2. Make sure that before Monday's class you have signed up for a google account. Your google account should be your FirstNameLastName.

3. On Wednesday we will go through a Google Page Creator Tutorial. We will create our autobiography pages. It will include a brief (1-2 paragraph) introduction about yourself, current information, career plans, and where you see yourself in 5 years. Turn in a print out of of your introduction on Wednesday. Make sure it is saved on your USB.

August 22, Day 3

Agenda: Setting up your USB (cont.), Update on MyDrive, gmail account, resumes

Today we will finish setting up our USB drives (MACs). I will also provide you with some links on how to create your Resume. Finally, please check for a invitation to create a gmail account from my gmail address: azgambo@gmail.com

On Monday, I provided you with a handout on how to set up your USB Drives. We will work on completing the process today. I talked to the Office of Instructional Technology and they are still working on the possiblility of providing the 616 lab access to the features available through MyDrive. In the meantime, I have generated a handout that you can use at your home computers to explore the MyDrive features. Remember, your USB drive will be your primary storage device for this class.

You should receive a gmail invitation from my gmail account (azgambo@gmail.com) sometime thursday. Please make sure you look for it in your uga mail. Sometimes the UGA Mail system will place a email with a gmail extension into the junk folder. Please register for a gmail account by Monday. Please use the following naming convention for your gmail account: FirstnameLastname
This will make it easier for me to access your future website. Please note that this should be the only time you will receive a email from my gmail address. Throughout the term, emails from me will be from my azgambo@uga.edu address. Please do not send me email to the azgambo@gmail.com address, since I don't check that address often.

Your resume is due on Friday. If you have not written a resume before, here are some helpful sites:
UGA Resume Writing Site: http://www.career.uga.edu/multimedia/ResumeTips.pdf
(Ignore the statement about using a resume template. For this assignment please feel free to use a template. Using a template helps ensure consistancy and helps reduce formatting problems.)
Perdue Resume Writing Site: http://owl.english.purdue.edu/workshops/hypertext/ResumeW/index.html

The rest of class time will provide you an opportunity to complete your resume.

To do list:
1. Turn in resume on Friday
2. Create a gmail account by Monday.
3. Remember to bring your USB drive to class everyday.

See your Friday.

August 20, Day 2

Today we will also explore a possible emergency back-up option, MyDrive, that you can use to save your work throughout the term. We will also set up our key drives.

So, what does technology integration look like?

A Honolulu school in Hawaii is a wonderful example of students and teachers using technology tools for learning.

Most importantly, in order for me to learn more about you (and to get a head start on one or our first projects) you will need to submit a professional resume. This is due at the beginning of class Friday, August 24th. You'll want everything to look professional, so use a resume template .

Please remember that your resume must include:
Objective
Grade Level and Subject Area you want to teach
Education
Work Experience
Honors and Awards
Computer Skills/Special Skills
Personal Interests
Professional References

If you have any questions, remember that I am always glad to help!

Friday, August 17th, 2007 - 1st day of class

Welcome to EDIT 2000!

The purpose of this course is to help you to explore the tools that can support teaching and learning in a P-12 classroom. As you learn about these tools you will focus on the educational processes that these tools support -- not the technical skills that you acquire. In other words, this is not a course about learning computer skills in isolation; it is a course that will encourage you to find appropriate uses for technological tools in the P-12 classroom.

In order to find and document these appropriate uses of technology, you will work independently, in partners, and in groups to prepare educational activities for specific curriculum topics. You will play the role of a classroom teacher and use your content knowledge, understanding of teaching and learning strategies, and your technology skills to develop real applications for the various tools explored during the semester. Your final product will be a web-based set of activities to teach specific curriculum objectives.

The instructor for your EDIT 2000 is Anita F. Zgambo. The syllabus will give you specifics on what to expect during the semester. Know the syllabus well -- there could be a quiz! The only materials you'll need for this course are a key drive and I recommend that you purchase a 3-ring binder to keep track of handouts. We do not use a textbook - you will be provided with readings throughout the semester.


For Monday:

1. Turn in your student information sheet.


2. Purchase a USB drive or clean up an old one (i.e. delete old files, etc.)