Students in CUIN 3113 will be creating three content-based technology products which should be integrated with content that is being taught (either by the observing student or their SBTE during their classroom observation. These assignments should support a lesson or activity being created for one of the other PUMA courses and should be incorporated into the Technology Competency required in the preservice teacher PUMA portfolio.

In order to support the development of meaningful technology integration products, students should gather as much information as they can about what content will be covered during their weeks in their observation classroom.  Once this is established, the student/students should work to creatively integrate technology into all levels of their classroom experience (think back to the 4 types of technology.)

Format

All results should be presented in web page format.

Due Date

Monday, November 29, at 12:00 midnight.

 

3 products that use technology tools in ways that support ongoing classroom instruction (each worth 50 pts.)

Further Description:

• If you have the time and flexibility to teach an entire unit, that’s fine, but….
  • Centers, individual activities, pull-out projects for small groups of students (short-term & long-term), special projects, all count
  • Your technology enhanced unit activities (modified for the content that is currently being studied in your classroom) are great examples
  • It doesn’t have to be within a lesson that you’re teaching…find out what your SBTE is doing, what activities are already planned
  • Activities can all be in the same lesson/unit or scattered throughout your observation semester.
  • Activities can be lesson starters, lesson reviews, lesson supports, organization tools, parent communication, student presentations, teacher presentations
  • At least 2 of your products need to include student hands-on interaction with the technology tool (not just computers…digital cameras, scanners, mouse manipulation…all of these will count)
  • Try to capitalize on any special equipment or programs that your school has (laptop carts, SMART Boards, class set of digital cameras, science probes, AlphaSmarts, etc. [you will be locating this equipment during your Scavenger Hunt)

Examples:

• Think back to the portfolio activities you created in CUIN 3111 and the lesson activities that you incorporated into your unit in 3112…these are your examples!
  • Students will create their own K-W-L chart on a computer in Microsoft Word. (for younger students, this activity could be teacher-led)
  • Students will do research by using internet search engines, websites, books, and other informational resources. (emphasis on kid-safe search engines would be appropriate depending on age level)
  • Students will organize information in outline form (using Inspiration or Kidspiration if available)
  • If your class is going on a field trip during your observation, consider having students use technology tools to (if no field trip is planned, consider taking students outside on the school grounds for science or creative writing observations):
    • Take digital pictures
    • Take small movies
    • Record sounds
    • Create a field trip storybook on PowerPoint
    • Create a field trip newsletter in Publisher
  • Students use a digital-camera to record "daily routines" or special activities in the classroom (digital cameras can also be used to monitor change over time [weather, plant growth, special projects in the classroom…could also be integrated with an Excel Spreadsheet and Graph displaying data collected over 1-month)
  • Students create writing rebuses
  • Students create digital Thanksgiving cards

Reporting your TIPs:

• Create a webpage that includes
  • For each TIP
    • A table with the following information:
      • Is this a student or teacher use of technology (remember at least two of your TIPs need to be student examples
      • Where did the TIP fit in the lesson cycle?
      • How were students grouped for the activity? (doing the activity with a single student or small group of students is FINE!)
      • What was the content focus of the TIP?
      • What technology tool or program was used?
    • Proofs
      • Proofs are products or other examples that show the TIP in use or how it was used
      • Can be a link to the actual product
      • Digital pictures
      • Student evaluations
      • Teacher comments or evaluations
  • For student hands-on TIPs (2)
    • Content and Technology TEKS for the activity
    • An evaluation instrument that demonstrates both content and technology skill acquisition
      • Rubric, checklist, observations, student comments, student work (before and after)
      • You’re trying to demonstrate whether or not the student was able to
        • Accomplish a set of technology goals (technology TEKS for their grade level)
        • Accomplish a set of content goals (content TEKS for their grade level)

This is an amazing resource that will also help illustrate the components required of the 3113 Technology Integration Products that you are designing and implementing this semester.

Along with resources, these digital examples prepared by National Board Certified teachers include video vignettes to illustrate many of the stages of their Technology Projects. 

Visit http://ali.apple.com/ali_sites/deli/nav2.shtml to see teachers' descriptions of their school environments, student presentations and reflections and tips on classroom management with technology.