Schedule: Topics and Assignments for the Tuesday/Thursday section

 

Week 1: Sept. 2 & Sept. 4

Course overview

Views on classroom technology use: Pay Attention (video on TeacherTube)

First blog post

Take the pre-instruction survey

 

 

• Blog

respond to Prof. Lohnes' blog invitation email to create account on Blogger. Note: you will be prompted to create a Google Account if you don't already have one, in order to complete the process of joining the blog. (due Sept. 4)

 

In class blog post: Write your technobiography, the story of your relationship to technology.

(A couple of examples, here and here)

 

 

Week 2: Sept. 9 & Sept. 11

Introduction to and perspectives on ET/IT

Inspiration in-class activity

 

Our class web on educational technology, complied from students' individual Inspiration webs

 

• Make sure you've enrolled in the Blackboard course by now!

 

• Readings

Ch. 1 (pp. 5-27)

Gelernter, D. (1994). Unplugged: The myth of computers in the classroom. The New Republic, 211(12-13), 13-14. [e-reserve]

 

• Blog

All Groups:

Your views on classroom technology use.  Drawing on your own experience learning with technology, briefly discuss a classroom situation in which technology was used to help you, the student, learn.  Describe the classroom situation, the subject being taught, the other students, the technology/ies (for example, computer/computer software, weblogs, SmartBoard, etc.) being used, and how the technology was integrated within the instruction.  Tell us whether you felt this was a good way to integrate technology into the classroom to improve your learning, and your rationale for why you felt it was worthwhile or not.

 

Things to consider: 

• Classroom description – students, subject, computers, grade level 

• Technology – description of capabilities as they apply to classroom use  

• Classroom integration – what the students/teacher did with the technology, what were the benefits of using this technology in the classroom.

 

 

Week 3: Sept. 16 & Sept. 18

National and State technology standards

Using WebDisk (pdf)

Online portfolio development

Online portfolio project assigned

 

• Readings

ISTE National Educational Technology Standards (NETS)

Maryland Teacher Technology Standards (MTTS)

Ch. 7 (pp. 226-230)

Ch. 8 (pp. 274-276)

 

• Blog

Red Group: Looking back at your post about technology in the classroom, what do you think has influenced what you think about as good/bad (or, as I would like us to start thinking about, appropriate/inappropriate) uses of technology in the classroom?  Was your reaction to the technology integration sceanrio influenced by personal experiences with technology (are there similarities between your technobio and your classroom post?), your previous teachers, professors, the media, your family, or something else?  Why do you think so?

 

 

Week 4: Sept. 23 & Sept. 25

Learning theories

Learning theories project assigned

 

 

• Readings

Ch. 2 (pp. 36-47)

Funderstanding. (2001). About learning. Retrieved August 21, 2008 from http://www.funderstanding.com/about_learning.cfm

 

• Blog

Blue Group: Take a look back at your technobiography and your last post about technology in the classroom.  How do your attitudes about and experiences with technology in your own life shape what you think are good/bad (or, as we should start thinking about, appropriate/inappropriate) uses of technology in the classroom?  Are there similarities between your technobio and your classroom post?  Differences?  What are they, and why?

 

 

Week 5: Sept. 30 & Oct. 2

How is teaching and learning different with technology/media?

CAST Case stories

Case story questions

Key ideas

 

• Readings

Rose, D., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: ASCD. Retrieved August 7, 2008 from

http://www.cast.org/teachingeverystudent/ideas/tes/

• Chapter 3

 

• Activity

After completing the reading, go through the Your Three Brain Networks activity.  Print out Step 7 (Summary/Save) and bring to class to hand in.  You will also need this printout to include in your portfolio.

 

• Blog

Green Group

• NEW: All posts are due by 9:30 am Monday morning
• Comments due by class on Tuesday

 

Take a look back at your technobiography and your last post about technology in the classroom.  How do your attitudes about and experiences with technology in your own life shape what you think are good/bad (or, as we should start thinking about, appropriate/inappropriate) uses of technology in the classroom?  Are there similarities between your technobio and your classroom post?  Differences?  What are they, and why?

 

 

Week 6: Oct. 7 & Oct. 9

Models for technology integration

TIP model slides

TIE into Practice activity

Mount Lake Terrace High project-based math class

Case one: in-class project

 

• Readings

Ch. 2 (pp. 47-67)

Ch. 3 (pp. 74-75)

NETS Essential Conditions  [e-reserve] 

 

• Blog

Yellow Group

• All posts are due by 9:30 am Monday morning
• Comments due by class on Tuesday

 

Take a look back at your technobiography and your last post about technology in the classroom.  How do your attitudes about and experiences with technology in your own life shape what you think are good/bad (or, as we should start thinking about, appropriate/inappropriate) uses of technology in the classroom?  Are there similarities between your technobio and your classroom post?  Differences?  What are they, and why?

 

 

Week 7: Oct. 14 & Oct. 16

Instructional software

Content area software evaluation project assigned

 

“The perspective which has misled us for so long is to view the computer as a teaching device rather than a learning device” (Thomas & Boysen, n.d.).

 

• Readings

Ch. 3 (pp. 76-79; pp. 106-112)

Thomas, R., & Boysen, P. (n.d.) A Taxonomy for the Instructional Use of Computers. Retrieved August 26, 2008 from http://www.public.iastate.edu/~abc/cs403/taxart.html 

 

• Project

Learning theories paper due (turn in Microsoft Word format via Bb Drop Box; please put your last name and name of assignment in the name of the document)

 

 

Week 8: Oct. 21 & Oct. 23

Content area software evaluation class work time

Content area software evaluation presentations (Oct. 23rd)

 

• Project

Content area software evaluation project and presentations due by the start of class on the 23rd; send the completed forms and PowerPoints to me via BlackBoard Drop Box

 

 

 

Week 9: Oct. 28 & Oct. 30

Assistive technology and Universal Design for Learning

International Center for Accessible Radio Technology press release video

WebAIM: Screen Reader Simulation

TAW Web Accessibility Checker

Google accessible web search

 

Research Writing Guidelines ppt

 

"...we'll put ever more of our resources toward dealing with things that might once have been considered dealing with a disability and now we'll say, no!  We're extending life" (Dean Kamen)

 

• Readings

Ch. 15

 

Rose, D., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: ASCD. Retrieved August 7, 2008 from

http://www.cast.org/teachingeverystudent/ideas/tes/

• Chapter 4: What is Universal Design for Learning? 

 

• Blog

Red Group: In the technology integration scenarios that you’ve worked on in class, I haven’t seen many examples that incorporate technologies that you probably use every day – cell phones, video games, You Tube, social network sites, maybe Twitter, blogs… (what else am I missing?).  Why do you think that you don’t tend to think of those technologies when you’re asked to incorporate technology?  Do you think they might in fact be useful, or do you see a disconnect between your personal technology use, and technologies you’d consider using in your teaching?   If so, why?

 

• All posts are due by 9:30 am Monday morning
• Comments due by class on Tuesday

 

 

Week 10: Nov. 4 & Nov. 6

Web 2.0 tools

The Machine is Us/ing Us (Michael Wesch)

History of the Social Web timeline (Trebor Scholtz)

Web 2.0 activity

Google Web Apps: Google Calendar, Google Docs (documents and spreadsheets): LOG IN W/ BLOGGER ACCOUNT

- each person in the group sets up one of these Google Apps, making sure to share it with the others

- check your email to accept invitation from group members

- each person should accept the invitation and add an element to your calendar (a due date or suggestion for meeting), document (brainstorming ideas for objectives, age groups, etc.), and spreadsheet (tasks)

(Other useful Google Apps: Google Notebook, Google Maps)

 

brainstorming about web 2.0

 

"We are the web" (Michael Wesch)

 

• Readings

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

• Ch. 1 [e-reserve]

 

Curinga, M. (2007). Technology in the classroom: A presentation to the Peace Corps Fellows. Retrieved on August 26, 2008 from http://www.studyplace.org/wiki/PCF:_Technology_In_the_Classroom

 

• Blog

Blue Group: In the technology integration scenarios that you’ve worked on in class, I haven’t seen many examples that incorporate technologies that you probably use every day – cell phones, video games, You Tube, social network sites, maybe Twitter, blogs… (what else am I missing?).  Why do you think that you don’t tend to think of those technologies when you’re asked to incorporate technology?  Do you think they might in fact be useful, or do you see a disconnect between your personal technology use, and technologies you’d consider using in your teaching?   If so, why?

 

• All posts are due by 9:30 am Monday morning
• Comments due by class on Tuesday

 

 

Week 11: Nov. 11 & Nov. 13

Multimedia tools: digital storytelling introduction and lab work

Digital storytelling project assigned - Download project details - THIS IS AN IN CLASS PROJECT.  IT IS IMPERATIVE THAT YOU BE PRESENT FOR THE NEXT TWO WEEKS IN ORDER TO SUCCESSFULLY COMPLETE 

THE PROJECT.

Digital storytelling ppt

 

• Readings

Banaszewski, T. (2002). Digital storytelling finds its place in the classroom. Retrieved August 26, 2008 from http://www.infotoday.com/MMSchools/jan02/banaszewski.htm

 

Bull, G., & Kajder, S. (2004). Digital storytelling in the language arts classroom. Learning & Leading with Technology, 32(4), 46-49. [e-reserve]

 

• Viewings

Center for Digital Storytelling: Stories

(view at least 2 stories)

 

• Blog

Green Group: In the technology integration scenarios that you’ve worked on in class, I haven’t seen many examples that incorporate technologies that you probably use every day – cell phones, video games, You Tube, social network sites, maybe Twitter, blogs… (what else am I missing?).  Why do you think that you don’t tend to think of those technologies when you’re asked to incorporate technology?  Do you think they might in fact be useful, or do you see a disconnect between your personal technology use, and technologies you’d consider using in your teaching?   If so, why?

• All posts are due by 9:30 am Monday morning
• Comments due by class on Tuesday

 

 

Week 12: Nov. 18 & Nov. 20

Multimedia tools: digital storytelling lab work and project completion (by the end of the second class, will turn in completed digital story via Bb Drop Box)

 

• Digital Storytelling Preparation

- Refine script (and don't forget to bring completed script with you!  ~250 words or 2-4 minutes)

- Plan an accompanying storyboard using the storyboard handout.

- Assemble necessary digital materials (images, sounds) and bring to class – save to Web Disk, or bring on Flash drive

Finding Images: Google, Picsearch, AltaVista

Finding Audio: AltaVista

 

• Blog

Yellow Group: In the technology integration scenarios that you’ve worked on in class, I haven’t seen many examples that incorporate technologies that you probably use every day – cell phones, video games, You Tube, social network sites, maybe Twitter, blogs… (what else am I missing?).  Why do you think that you don’t tend to think of those technologies when you’re asked to incorporate technology?  Do you think they might in fact be useful, or do you see a disconnect between your personal technology use, and technologies you’d consider using in your teaching?   If so, why?

• All posts are due by 9:30 am Monday morning
• Comments due by class on Tuesday

 

 

Week 13: Nov. 25 & THANKSGIVING BREAK

Practical teaching experience: introduction and preparation

Download PTE rubric

 

 

Week 14: Dec. 2 & Dec. 4 (class will not meet either Tue. or Thur. this week - meet in content area groups to work on PTE.  Project update due Thursday - see below)

Practical teaching experience: preparation

 

• Project updates

By the end of the day on Thursday, ONE person from EACH group should send me a short email with the following information:

1) the VSC objective that you've chosen

2) the technology/technologies that you've chosen, and how they will be integrated to support your teaching and student learning

3) summary of the activities you have planned for the presentation so far

 

 

Week 15: Dec. 9 & Dec. 11

Practical teaching experience: presentations

Course wrap-up

 

• PTE presentation: Turn in all materials used in teaching presentation via Bb Drop Box (if in digital form; if not in digital form, make sure to have a copy for me to keep)

 

• Blog

All groups: reflection on the semester. What are you taking away from the course?  What would you like to learn more about going forward?

• Comments not required

 

Finals: Dec. 19th

 

• Projects due by 5 pm

Final project: lesson plan & reflection due (turn in Microsoft Word format via Bb Drop Box) (Make sure to click the "Send File" button or I will not receive your work!)

 - I only need ONE lesson plan from each group; please make sure EVERY GROUP MEMBER'S NAME is on the lesson plan

- EVERYONE completes and turns in an independent self-reflection.

 

Online portfolio project due

 - All files must be uploaded to your website on the server by the deadline.  Make sure to visit your website     (http://tiger.towson.edu/~username/portfolio) and test it out before the deadline to make sure links, pictures work.