wikispaces syllabus calendar assignments tools resources

week 4 topics

  • Carefully read through all the content and links on this page. Then, as you need clarification, please email me.

  • Organizer for technology supported teaching and learning [download the diagram in PDF] Always begin with the TEKS objective, and then start thinking about who is using the technology, where, when, how, and why--as well as how the technology component is to be developed.

  • Assessment with Technology.

  • Assessment of Technology.

  • Electronic Rubrics

  • Portfolio development in NVU (linking) (See tutorials at the bottom of this page, under Resources.

  • I will be in R. 327 from 3:00 until 4:50 Tuesday and Thursday. Classes will meet as scheduled, but I am there early for additional assistance to anyone who might need it.

read/view for today
  1. One of your technology lesson supports is a plan to use a digital tool. The links below are to let you explore some of these tools online, in addition to looking at Web 2.0 tools. Web 2.0 allows an individual to interact with material online, as well as to create and publish his/her own materials. This is different than Web 1.0 which only allows the publishing and reading of static (non-changing) information.

    1. Explore many examples of tools.

    2. Review a few of the examples below in depth.

    3. Think about how to teach and learn with that tool.

    Explore these Web 2.0 tools

    1. http://www.mypodcast.com/

    2. http://www.flowchart.com

    3. http://www.flickr.com/

    4. http://www.google.com/google-d-s/tour1.html

    5. http://www.toondoo.com

    6. Citation Machine

    7. Timeline Creator

do for this week
  1. Last week you were asked to read Blog Basics. After reading Blog Basics and  NETS Essential Conditions, and after viewing No Gamer Left Behind, respond to the following question in Wikispaces (click on the page for your class day): "What questions and/or concerns would you have about using blogs and video games to address learning objectives or standards in your targeted content area?" Respond to at least two other learners in the forum. (Be sure to offer meaningful feedback.) Due on Feb 10, 12.Go to Rubistar and register so that you can create rubrics in the future.
  2. Visit Kathy Schrock's Guide for Educators on Assessment Rubrics:
    http://school.discovery.com/schrockguide/assess.html     Tour the site and find a rubric that could be used to evaluate a specific major project to measure student mastery of one of your TEKS. Send Judy an email, with the rubric attached. Describe the rubric you found and why you selected it. Due by midnight, on Feb 17, 19. (One Point Value)

  3. Look at the TEKS you have chosen to work with this semester. (You should have these posted to your livejournal blog by midnight, on Feb 3, 5.) Identify which of the following technology supports (or others - this is a very short starter list!) might be used throughout a lesson to support the TEACHING and LEARNING of that TEKS. 
    Note: You will not be designing the actual lesson for this course, but just the technology support. Imagine what tools might be used as a support. This is your initial plan for the technology supports.
    Also note: there is no right answer here, and you can likely make a case for many of these to be used in lots of different places.

    - digital photographs
    - presentation (PowerPoint)
    - educational software
    - word-processed worksheet
    - concept map (Inspiration)
    - spreadsheet (Excel)
    - video clip
    - online tutorial
    - teacher-created web resource
    - informational website designed for kids

  1. Website Support, due Feb 10, 12. See examples. Select an educational site and provide instructions for your students on what they will do when they access that site. Are they to read information on that site to answer questions? Are they to complete an activity? What kind of feedback will you receive from the students to show that they completed the assignment? Will they have an outline or chart to complete or written questions to answer? Will they raise their hand to let you see their results, or will they print out the results? (The educational site should not be a WebQuest. It also should not be a site where students simply print out worksheets or check answers to a homework assignment. Students should be engaged, somehow. Screen shots in the instructions are often helpful to students.) Ask a couple of classmates, friends, and/or family members to use your set of instructions to navigate the site. Use their feedback to revise your instructions.

  2. Plan to use a digital technology tool draft is to be completed and linked to your portfolio  by Feb 17, 19.

Resources

  1. Organizer for Technology Support.

  2. View the sample Quest 4-8 Portfolio Example Layout. (You may have a different set-up from CUIN 3111, which is fine.)

    1. Notice the link for Quest 2 under the heading "Working Portfolio."

    2. Click on "Quest 2" and see the link to CUIN 3112.

    3. Click on "CUIN 3112." See the links for the products you will create for this course. The grayed-out text tells you what kind of information to supply. The blue links would lead the viewer straight to your product. The link to the product is what needs to be provided for your peers through email. (Peer groups will be assigned next week.)

  3. Linking an external site to a web page using NVU.
  4. Using WebDAV and setting up Homepage folders (7 minutes)
  5. Linking portfolio files in NVU

     

 

 

Last Update: Friday, February 06, 2009 08:51 AM