EDIT 2000 Summer 10:30

Final Showcase

2006-07-05T08:00:00.000-07:00

How quickly a semester passes when every day is a week! I've truly enjoyed getting to know each of you and I wish you luck in the future. Make sure to stop by and visit if you are still on campus this fall.

Thanks so much to Ling Yu for helping out so much this semester. Without her help - you would never have gotten your projects back so quickly or your questions answered instantly!

Please complete the following before you leave class today:

If you are using your late pass for your WebQuest - please make sure it is completed by the beginning of class today.
Turn in a copy of your final reflection.
Complete the end-of-course evaluation.
Make sure your Capstone Project page has been published.
Make sure all portions of your Final Portfolio are completed and published (that includes the introduction page and a navigation bar on all of your pages.
Make sure I have "emergency contact" information should we have trouble accessing your website (fill out the form on the table).

Grading Policy Reminder:

As most of you know, Summer is the first semester UGA will be testing out the +/- grading system. It is my understanding that it has been left up to individual course instructors to determine the grading scale. Here is the grading scale for EDIT 2000 Summer 2006:

A: 90-100
A-: I will not be assigning an A-
B+: 87-89
B: 84-86
B-:80-83
C+:77-79
C: 74-76
C-: 70-73

Optional Attendance Day

2006-07-03T08:00:00.000-07:00

We will be working in the lab from 9:00-12:00 today - feel free to stop by if you need help with any of the remaining projects.

Due Dates (project title links to project description):

Webquests -- due at 10:30 today
Final Portfolio - due at the beginning of class on Wednesday
Capstone Project - due at the beginning of class on Wednesday
Final Reflection - due at the beginning of class on Wednesday (printed copy - does not need to be on your website -- contrary to what the project rubric might say).
Showcase assignment -- don't forget to bring materials to decorate your area for Wednesday's class.

You do not need to email any of your projects to us -- as long as you have a working navigation bar on all of the pages within your portfolio, we will be able to access your current projects from old pages.

What are we doing in class on Wednesday?

Please make sure you come to class with everything completed. All remaining projects are due at the very beginning of class. There will not be time available for troubleshooting problems, asking questions, etc. That is what today's class is for. Late passes will not be accepted for any assignments due on Wednesday.
We will start class by completing the end-of-course evaluation.
We will have a showcase of class projects.

Finishing Touches

2006-06-30T08:00:00.000-07:00

PART ONE: Finishing up your portfolio

View the Portfolio Project Assignment for a detailed grading rubric describing how your final portfolio will be assessed. The final portfolio is due Wednesday, July 5 at the beginning of class.
You still have a few sections to complete - namely, the Introduction page and a navigation bar for all of your pages.

PART TWO: Showcase and Final Reflection

Showcase assignment: You will need to create a display for your work area for Wednesday's class. This can consist of signs to place around your computer, a tri-board (as seen in our classroom), and/or food. You will be asked to give one reason why students should come and view your projects -- so your display should be enticing. You will be taking the display with you at the end of Wednesday's class - so don't bring anything too large or difficult to carry.
Final Reflection: You will need to bring a printed copy of your final reflection to class on Wednesday. You will not link this to your online portfolio. To complete your final reflection, you can use readings from the beginning of the semester or you can look online for background information on different types of learning theories and teaching strategies (this is from your EPSY 2020 class if you've taken it yet):
Funderstanding: You'll find links to descriptions of several different learning theories
Teaching and Learning Strategies: You'll find descriptions of various teaching and learning strategies -- many of which we have discussed in class.

PART THREE: Opportunities beyond EDIT 2000

Interdisciplinary Certificate in Technology Integration

Let me know ASAP if you are interested in taking EDIT 4160: Design and Development Tools online during fall semester

MEd in Instructional Technology

For the remainder of class today, you can work on your WebQuest, Capstone Project, Final Reflection, or your Final Portfolio.

For Monday:

WebQuests are due Monday, July 3 at 10:30 am. You do not need to email me with the web address. I will access it from one of your other pages using the navigation bar you created in today's class.
Monday's class is an optional attendance day. Come to the lab anytime between the hours of 9:00-12:00 if you need to make up an absence and/or need assistance with your portfolio, reflection, or Capstone project. You must be in class for a minimum of one hour to make up an absence.
Make sure to read the blog on Monday (even if you do not come to class). It will include announcements and reminders that you will need in order to prepare for Wednesday's class.
Please note that there are 3 things due on Wednesday, July 5: Final Reflection, Final Portfolio, and the Capstone Project. You will also need to bring a display for the class showcase.
Please remember that you are welcome to email me with questions about any of your projects, even if you are not coming to class on Monday.
Have a safe and happy 4th of July!

Putting it all together

2006-06-29T08:00:00.000-07:00

WebQuests are due Monday at the beginning of class.

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Capstone Project

What's trail mix? In a group of two or three, develop a plan for teaching someone how to make your version of trail mix. Assume that the person has never heard of trail mix and knows little about cooking. On chart paper - draw a diagram of your teaching plan. As a whole group, we will discuss the parts that make up a teaching plan or what I prefer to call a "learning activity". What are the necessary components? In what order should they be? Are all components necessary in all situations?

What does trail mix have to do with learning to integrate technology into teaching? 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. I have created a web page that will walk you through the development process step-by-step. You can view the actual project description and grading rubric.

Your final product (due Wednesday, July 5) 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.

For Friday:

WebQuests are due by 10:30 am on Monday. You do not need to send the web address to me, I'll just access the page in your portfolio after 10:30 on Monday.
Begin working on your Capstone Project.
Don't forget that Monday's class is an optional day. We will be available from 9:00-12:00 in the lab. Please attend class if you need assistance with your final portfolio, Capstone Project, and/or your final reflection. This will be a day to make up an absence if you have exceeded the 1 absence maximum.

WebQuests: Day Two

2006-06-28T08:00:00.000-07:00

PART ONE: What are the parts of a WebQuest?

How do you ensure that students will be engaged in your WebQuest activity? View the WebQuest Taxonomy of Tasks to determine in what category your original WebQuest will fall. Share with the class your idea for a "hook" or introduction and your WebQuest category.

Now that you have an idea for your WebQuest, how will you design the entire process section for your learners? What are the major components of a WebQuest and what is the role of each in the learning activity? The Building Blocks of a WebQuest page will help you to better understand the purpose of each.

PART TWO: Putting your WebQuest online

We will be using an online editing tool called Quest Garden to create your WebQuests.

Go to the Quest Garden website and create a login name and password (I recommend using your MyID -- I will have no way to access your login information should you forget it).
Create a new WebQuest.
Follow the steps provided to complete your WebQuest. It is strongly recommended that you work on long sections (Introduction, Process) in Word and then copy/paste the text into questgarden.
Don't forget to click the "Submit" button each time you want to save your work or go to a different page within your Webquest.

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?

FOR THURSDAY:
1. Continue working on your WebQuest. It is due Monday, July 3 at the beginning of class.
2. Bring an ingredient that you would normally find in Trail Mix: peanuts, chocolate chips, M&Ms, pretzels, etc. I promise it is relevant to our topic - I'm not just hungry!

Web Resources and WebQuests

2006-06-27T08:00:00.000-07:00

PART ONE: PowerPoint Games

What questions do you have about your game?
Games are due Wednesday, June 28 at the beginning of class. Review the project description to ensure you are fulfilling all requirements.

PART TWO: Web-based Resources
What is it that gets students interested in your content area? What is the hook that draws them in? Sometimes it's a story, a "what if?" questions, or a model of something really large or really small. In other instances, it's a controversial issue that directly impacts the lives of your students. How can technology help you to find that hook? Internet resources and WebQuests can help a teacher to create a learning environment that makes students want to know more.

Let's look at an interactive website and brainstorm how it can be used for teaching: Name Voyager

For the first part of today's class, we'll be looking at exemplary web resources for your content area. MarcoPolo is called a gateway site -- since it is acts as a "gateway" to 7 nationally recognized educational sites. We'll spend some time surveying the MarcoPolo partner sites and discussing how resources can enhance your curriculum.

PART THREE: Introduction to WebQuests
Although most educators are aware of the wealth of resources available via the Internet, they are not sure how to use them appropriately in teaching their content area. In the mid-90s, Bernie Dodge, a professor of educational technology at San Diego State University, developed the notion of WebQuests. What is a WebQuest, you ask? Let Dr. Dodge tell you himself. Why would you teach using a WebQuest? One of Bernie Dodge's former graduate students, Tom March will tell you why.

After you have a general idea of what a WebQuest should entail -- take some time to preview a few examples. Go to the main WebQuest page and click the word "Top" on the left navigation bar. Spend a few minutes viewing 2 or 3 WebQuests in your content area.

Hopefully, you're beginning to formulate an idea for a "hook" for your own WebQuest. It may be related to your Inspiration project, your group's iMovie, or your PowerPoint game. It could even be something completely new in your content area. After you have some ideas together, review the WebQuest assignment so that you are clear on what is expected. Tonight, 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.

PART FOUR: Getting Started

We will be using an online editing tool called Quest Garden to create your WebQuests.

Go to the Quest Garden website and create a login name and password (I recommend using your MyID -- I will have no way to access your login information should you forget it).
Create a new WebQuest.
Follow the steps provided to complete your WebQuest. It is strongly recommended that you work on long sections (Introduction, Process) in Word and then copy/paste the text into questgarden.
Don't forget to click the "Submit" button each time you want to save your work or go to a different page within your Webquest.

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?

FOR WEDNESDAY:
1. PowerPoint Games are due at the beginning of class tomorrow.
2. Get a start on your WebQuest before Wednesday's class. We'll be sharing ideas at the beginning of class tomorrow.

PowerPoint Games: Day Three

2006-06-26T08:00:00.000-07:00

You have received grades for the 5 assignments you have completed so far this semester:
Resume, Standards Questions, Productivity Tools, iMovie, and Inspiration. Your iMovie and Inspiration assignments can be resubmitted by the beginning of class on Tuesday if you made below an 80. Please make sure to ask questions today if you have concerns about your grade for this course.

Several of you have used your late pass on previous assignments. However, there are still several assignments left in the course (see the bottom of this blog). Remember that if you participate in the portfolio research conducted by Maggie Hu, you will be given another late pass. Participation includes a one-hour interview about your webpage construction during this class. If you are interested, please email her directly at maggiehu.china@gmail.com

Today is a day reserved to work on your PowerPoint game and get questions answered. In order to be counted present for class -- you must be here working on your project until at least 12:00. You are, of course, welcome to stay as long as you need.

Here are some links that will help you with what was covered in class on Friday:
Creating question slides
Creating the headquarters to access your question slides

FOR TUESDAY:
1. Continue working on your game - it is due Wednesday, June 28 at the beginning of class. Review the project description to make sure you are doing all that is required.
2. Save a backup copy of your game as you work on it - it would be terrible to lose what you have created!
3. We will not be working on PowerPoint games during tomorrow's class. We will begin a new project called "WebQuests" which will be due at the end of the week. You can review the remaining projects for this semester by going to the EDIT 2000 Projects page.

What's left for our class:
Here is an overview of what we will be doing for the remaining class meetings:
Tuesday, 6/27: Online Resources Bingo, Introduction to WebQuests
Wednesday, 6/28: PowerPoint Games due, WebQuest work
Thursday, 6/29: Capstone Project Introduction
Friday, 6/30: WebQuests Due, Capstone Project Work, Final Reflection assigned, Showcase assignment, Putting the finishing touches on your portfolio
Monday, 7/3: Optional Attendance Day -- portfolio peer reviews due to classmates, come to make up an absence and/or get help with your Capstone Project, Portfolio, or Final Reflection
Tuesday, 7/4: Independence Day Holiday - class does not meet
Wednesday 7/5: Last day of class, end-of-course evaluation, Capstone Project - Final Reflection - Final Portfolio due, Showcase of work

PowerPoint Games: Day Two

2006-06-23T08:00:00.000-07:00

PART ONE: IMPROVING YOUR QUESTIONS

As you continue working on your PowerPoint game -- 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.

Using these two links, work with a partner to take your 3 sample questions "up a level" on Bloom's Taxonomy. Use these improved questions as a model for all 25 questions to be included in your game.

Link #1: Applying Bloom's Taxonomy
Link #2: Bloom's Taxonomy

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!)

PART TWO: CREATING QUESTION SLIDES

I'll walk you through how to get started with action buttons and give you some time in class to get started. 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

For Monday:
1. Continue working on your game - it is due Wednesday, June 28 at the beginning of class. Review the project description to make sure you are doing all that is required.
2. Save a backup copy of your game as you work on it - it would be terrible to lose what you have created!

PowerPoint Games - Day One

2006-06-22T08:00:00.000-07:00

A few quick tips about knowing what's due and how to turn it in:
Because this is a short session class, there are many days where we are unable to communicate every minute detail of an assignment to you before class ends. That is why there are 3 places you should look before beginning an assignment:

1. The blog posting for that particular assignment (including the section at the bottom of each blog posting that tells you what is due for the next day).
2. The project description -- this gives you all of the details of the assignment and how to submit it. You can access this description on the blog postings for the assignment as well as by clicking the link "EDIT 2000 projects" that is always in the upper right corner of the blog.
3. Student samples from Maymester -- this will help you with layout, what to include on the page, etc. These samples can be accessed by clicking on the "Sample Projects" link that is always in the upper right corner of the blog.

After viewing these three resources, if you still have questions about a project - ask before, during, or after class or via email before 10:00 pm. It is important to us that you are successful in this course and that you understand clearly the assignments and the course expectations.

The iMovie assignment is due today. Please make sure you have published your page.

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.

So, what were your favorite games while you were growing up? What made them fun?

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. I'll share some stories from these projects in class.

You'll want to view some sample games from the Homemade PowerPoint Games website and from student portfolios from previous semesters. After viewing several, you'll want to get started on your game.

You'll need to look over the project assignment and download the template. I'll walk you through how to get started with action buttons and give you some time in class to get started. 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

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. We'll spend time in class on Friday working on your game design and learning how to write good questions.

FOR FRIDAY:
1. Begin customizing the game template : write your game directions and your game story, finish the basic slides: objectives, game pieces, copyright notice, credits, title page, etc.
2. If you are planning on drawing your game board by hand - you will want to bring it to class by Monday at the latest if you do not have access to a scanner at home.
3. Write 3 sample questions that you plan to use in your game (you can just write them out on scratch paper). We'll work on question development in class on Friday.

iMovie - Finishing up the assignment

2006-06-21T08:00:00.000-07:00

You've finished the first portion of the iMovie project - creating a digital story. So, you've learned the tool, but we haven't yet talked about how this tool can assist in the teaching and learning process.

There are multiple examples of teaching with digital video and still images. Let's view a few of them:
Watershed Documentary - High School Science
A Living Alphabet - Elementary Language Arts
Meet the Artist - Middle School Social Studies and Art

You can view many more lesson ideas/student examples at the Apple Learning Interchange.

But creating digital video and still imagery is more than just a digitized retelling of facts. You can use images to help students with problem solving and decision making -- these would be LoTi levels 3-5. What standards in your content area lend themselves to digital images? What learning styles can be supported by the use of digital images? What teaching strategies can be supported by using digital images? Does it matter who is creating the image - the teacher or student? Does it matter as far as LoTi levels? Learning?

For Thursday:
1. Review the iMovie project description. Completing the movie with your group was only half of the project.
2. Create a new webpage called: digital images
3. On your new webpage, write a brief description of the iMovie that your group created and provide a link to the movie.
4. On the same webpage, list 4 examples of teaching/learning with digital images. Include a mix of video and still examples. Use screen shots and descriptions to tell about your examples. You can do a search with the phrase "teaching with digital images" and you'll find a wealth of resources, or you can search the Apple Learning Interchange site for your 4 examples.
5. Also on that same webpage, write a reflection on the process of developing digital images for teaching and learning. Talk about what you have learned and how the examples you found can be used in your subject area/grade level. Make sure to discuss examples of teacher and student use of the tools.
6. Review student samples from Maymester to get an idea of the types of things you can write about. Just remember that the video portion of the assignment was different during Maymester but the reflection portion of the assignment was identical. Make sure that you are not plagiarizing another student's work - but you are using their work to get an idea of what is expected for this assignment.
7. Publish your page. You will not need to send the address to me via email - I can access it via your other pages already created.
8. Please note that I have been extremely lenient about late work so far this semester but I will not continue to do so. Without a late pass, this iMovie assignment will not be accepted after 10:30 on Thursday, June 22. That means that your page should be uploaded correctly with the information described in the project description. You should not be working on the assignment at the start of Thursday's class or asking for assistance in the web page development process. If you have questions about the assignment, they should be addressed well before 10:30 am on Thursday.

iMovie - Editing Footage

2006-06-20T08:00:00.000-07:00

Inspiration assignments were due at 10:30 on Monday morning. If you sent an email with your web address for your Inspiration assignment after 11:00 am on Monday, June 19 you will need to turn in your late pass in order for it to be graded. Keep in mind that this assignment is worth 10% of your grade.

If students were creating educational videos on a topic in your subject area -- what LoTi level would that be? If students are watching an educational video created by their teacher, what LoTi level would that be? Whose hands are on the keyboard? Does that make a difference in student learning?

As you edit your digital story, keep in mind the expectations of your finished project by reviewing the project description. Also, keep in mind your audience and how you might best present the information so that they will walk away having learned something important about teaching strategies.

Remember, we will be viewing your digital stories as a class on Thursday.

iMovie - Capturing Footage

2006-06-19T08:00:00.000-07:00

Please remember that our class will not meet as a group today. You should be meeting with your iMovie group instead. Make sure to bring all of your footage to Tuesday's class, as well as still images and any music you might use.

Email the web address for your Inspiration assignment by 10:30 today or you will need to use your late pass.

I will be available via email today - please contact me should you or your group need assistance.

Digital Storytelling

2006-06-16T08:00:00.000-07:00

MOVIE:
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.

Yesterday you should have written a brief story on the 4 X 6 inch note card. Today you will form groups and review each others stories. By the end of the day you should have selected one story that you will develop next week. On Monday you will checkout a digital camcorder or camera from OIT (room 232) and capture any footage for your movie. You may also use digital photographs like the examples we watched in class yesterday. On Tuesday and Wednesday you will use iMovie to edit your videos, add voice and music, and make transitions between clips (if needed).

You'll want to review the project guidelines for this project -- but keep in mind that you need not capture more than 5-8 minutes of raw footage. This will be edited down to 2-3 minutes of video. We will use iMovie for editing. iMovie HD is the software available in the iLife suite on Macintosh computers. PCs have a similar software called Movie Maker 2.0 -- but it is not as easy to use in its existing version. Today you'll learn the ins and outs of the software. We will edit video during Tuesday's class.

For Monday's class (we will not meet formally as a group):
1. Arrange a time to meet with your group to capture video footage and still images in preparation for Tuesday's class. All group members should be present for this meeting.
2. Send an email to me (gbthomas@uga.edu) by 10:30 on Monday with the web address for your Inspiration project.

For Tuesday's class:
1. Bring your tape of no more than 8 minutes of raw footage for your story.
2. Bring any music or still images that you want to use in your story.

Inspiration

2006-06-15T08:00:00.000-07:00

PRIOR TO CLASS

Remember to initial the sign-in sheet as you enter the room.

Please locate the web address to your Productivity Tools webpage, write it on your purple folder, and place the folder with all the printed components of your project on the table. You do not have to print your webpage reflection. Nor does your reflection need to contain active links to your PDF files. However, these links need to be working by tomorrow morning.

PART ONE: Inspiration and Kidspiration
Your understanding of learning theory and technology integration is really starting to come together. You are learning that technology is not used in K-12 classrooms just to make learning more fun. Technology tools can be used in conjunction with good teaching strategies to address various learning styles and student needs.

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. You'll create an activity for your subject area/grade level. You'll need to find out more information about Kidspiration and Inspiration software and read more about the Kidspiration and Inspiration assignment before getting started on your project.

View sample projects here. You can also view projects from former EDIT 2000 students here.

PART 2: GETTING READY FOR iMOVIE
Tomorrow we will begin digital storytelling using iMovie. You will be working in small groups to create an original story about your subject area. To prepare for this activity we will spend the last 20 minutes discussing this activity. First we will look at a few examples of digital stories to gets your brains churning about your own ideas. We will then talk about writing digital stories. For tomorrow you need to have written 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 Alamance Burlington School System

The Center for Digital Storytelling

FOR FRIDAY:
1. Turn in your story draft for our upcoming iMovie assignment.

FOR MONDAY:
1. Complete your original Kidspiration/Inspiration diagram.
2. Create a new webpage called: Kidspiration (or Inspiration - whichever tool you use)
3. Make a link to your Kidspiration/Inspiration diagram
4. Write your reflection about your diagram and about concept mapping in general on this same webpage -- use the information on the project description as a guide of what to write.

Productivity Tools: Day Three

2006-06-14T08:00:00.000-07:00

By now you are familiar with locating and customizing templates to create newsletters, hall passes, business cards, etc. You have also used PowerPoint to create a seating chart and Excel to create a pictograph and an attendance/grade book record.

Your remaining tasks for the Productivity Tools Project are create a worksheet and write a reflection on using productivity tools in teaching and learning.

PART ONE: FINDING A WORKSHEET

To find a worksheet to customize, there are two useful websites: Discovery School Teaching Tools and Education World. Another interesting place to find a "worksheet" is at Vicki Blackwell's website. Just make sure that you select a worksheet that can be used for your subject area/grade level. Don't just print out a worksheet that you find - make sure to customize it.

PART TWO: WRITING YOUR REFLECTION

The final portion of your assignment (worth 30% of your grade) is the reflection. Here's an example of what your reflection/webpage should look like.

Here's how you go about doing it:

Create a new page for your portfolio (named "tools")- include links to each of your productivity tools objects (saved as pdf files - you'll have until Friday to get them converted to pdf files and linked to your page). Give an explanation for each of your artifacts, what you learned in the development of the artifact, and how it could be used in a classroom. You'll also want to include a few screenshots of your different objects - the handout from today's class will show you how to do this.

Then, on the same webpage, explain in detail the types of activities students can do using productivity tools. Your discussion and specific descriptions should focus on activities at a LoTi level of 2 or greater. Make sure to publish the page when you are finished.

The easiest way to go about completing this portion of the assignment is to first talk in general about the products you created - what you learned while creating them and how they could be used by a teacher in your subject area. Then, locate 3 or 4 lesson plans that use the productivity tools and discuss them in detail. The focus of this portion of the reflection is on the ways students can use the tools at a LoTi level of 2 or higher.

There are two good places to go to find sample lessons that use productivity tools:

1. Georgia Learning Connections (select your grade level, select "technology integration" for the subject. Click the "Search QCC button". Then click the "Productivity" link)

2.Microsoft Lesson Plans

Remember that lower grade levels may use tools like Graph Club (for spreadsheets/graphing) and KidPix (for multimedia presentations) instead of Excel and PowerPoint - but you can use these as examples for your reflection.

Don't forget that all of this goes onto a new webpage with links to the objects you created.

FOR THURSDAY:
1. All portions of your productivity tools project are due at the beginning of class on Thursday. You will turn in a printed copy of all 9 objects that you have created. You will publish a new web page with screen shots of several artifacts and your written reflection before the beginning of class. You will have until Friday to have all 9 objects linked as pdf files to your page.

Productivity Tools: Day Two

2006-06-13T20:00:00.000-07:00

Don't forget to sign-in!!
View biography pages here. Make sure to proofread your biography page -- there were many typos! If you are unable to view your page from the link it means we need to double check the address you provided. Please see one of the course instructors before the end of today's class so that we can make any necessary corrections.

By now you are familiar with locating and customizing templates to create newsletters, hall passes, business cards, etc.

Some of your remaining tasks for the Productivity Tools Project are to create a pictograph in Excel, create an attendance/grade book record, and create a seating chart.

PART ONE: Creating seating charts with PowerPoint

MS PowerPoint is a dynamic software tool that allows you 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

PART TWO: Creating a Pictograph and a gradebook/attendance record in Excel

MS Excel is the final tool we will take a look at 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.

Classroom Excel Resources

To Excel in the Classroom

MS Excel Modules

Today I will walk you through how to create a pictograph in Excel for one of your assignments in the productivity tools project. You'll use a handout to create the attendance/grade book record.

FOR WEDNESDAY:

Make any necessary corrections to your autobiography page. I found many typos and several of you are missing some of the information/images that were required. These requirements are listed at the bottom of the blog posting for the 2nd day of class.
Continue working on your Productivity Tools project. Make sure to check the project description to ensure that you are completing all of the required components. In Wednesday's class you will be shown how to create a worksheet and how to write the reflection for this project.
Contact Maggie Hu if you are interested in participating in her research project on electronic portfolios. You will receive an additional late pass if you participate in her study. Her email address is: maggiehu.china@gmail.com

LoTi Levels and Productivity Tools

2006-06-12T08:00:00.000-07:00

1. Please turn in your response to the standards questions at the beginning of class.
2. Write the address for your autobiography page on the sheet on the table by the door.

PART ONE: Saving your resume as a PDF
Before we begin today's activities, we will show you how to convert your resumes into Portable Document Format (PDF). We will then give you a few minutes to complete your biography page by making the necessary link to your resume. Be sure to remove your contact information from these pages. You probably do not want this information public on the Internet.

PART TWO: Levels of Technology Implementation

Once you know what content you should address for your subject and grade level, how do you know what types of activities to inclue? Look inside of an elementary school that integrates technology into its curriculum. Using the Levels of Technology Implementation to quantify what is going on in a classroom is a good way to begin. You'll be referring to these levels, along with standards, in all facets of your project work.

PART THREE: Working with templates 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 project description to get the specifics on the deliverables you will create.

Before you begin working on your materials, you'll sit in on a short lesson on using templates to streamline your work. This will help you to create your newsletter, calendar, business cards, and certificates.

Make sure to save a copy of each completed artifact to your assignments folder on your key drive. It will be easier for you if you name your files what they are (i.e. the calendar could be called "calendar.doc")

PART FOUR: Creating seating charts with PowerPoint

MS PowerPoint is a dynamic software tool that allows you 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

Tomorrow you'll have a short seminar on creating Excel spreadsheets, locating worksheets online, and tips for writing your portfolio reflection. With these sessions, you'll have all of the tools and resources you need to complete your task by Thursday, June15.

FOR TUESDAY:

1. Continue working on your productivity tools project. It is due on Thursday, June 15 at the beginning of class.

The Digital Generation

2006-06-09T08:00:00.000-07:00

Please turn in your printed resume at the beginning of class today. What questions do you have about the syllabus? Other aspects of the course?

Grading policy
As promised yesterday, here is the grading policy for this class. Remember that late assignments will not be accepted (unless you use your late pass that you will receive shortly). Also remember that a portion of your grade is based on attendence. See the syllabus for further details.

A 90-100
A- Will not be assigned in this course
B+ 87-89
B 84-86
B- 80-83
C+ 77-79
C 74-76
C- 70-73

PART ONE: Finishing the Learning and Teaching Puzzle
Picking up from yesterday's class, we will discuss in more detail the learning theories quiz that everyone completed yesterday. We will then briefly discuss teaching strategies and then focus on resources and tools--the main objective of this class.

To see an explanation of your learning styles quiz click here

PART TWO: Article Discussion

You read an article about "Weaving Technology into Teaching". What have you experienced as a K-12 student that would exemplify that weaving? What knowledge do you currently have about teaching and learning? About what technology integration looks like in a classroom? What technology skills do you already possess? Post one "big idea" from the reading on the whiteboard at the back of the classroom.

PART THREE: The Digital Generation

How would you describe your future students? What type of learners will they be? What expectations will they have for their learning environment, for their teachers, for their community? You'll be teaching the millenials -- or the digital generation. On an index card, describe your future students.

Marc Prensky is an educational speaker who discusses this generation in great detail. If you were born after 1982 - you are a part of this generation - you are a digital native. Most of your teachers were digital immigrants. What does that mean for education? For understanding learning styles and teaching strategies? Where does instructional technology fit?

PART FOUR: Building a web-based portfolio

Now that you're starting to build a foundation for learning more about K-12 technology integration, it's time to start building a foundation for your web-based portfolio. We'll be adding to this electronic document throughout the semester. We'll start with a topic upon which you are an expert: yourself. We'll be building the autobiography page of your portfolio. Go to http://pages.google.com and login with your gmail account information. We'll walk you through the rest.

Your finished autobiography page (due Monday, June 12 at the beginning of class) should include the following:
1. A brief (1-2 paragraph) introduction to yourself – current information, career plans, and where you see yourself in 5 years.
2. A link to your resume.
3. At least 3 external links to places of interest.
4. 3-5 pictures

For Monday:
1. Complete your autobiography page and publish it to the web. Remember - it works best with Firefox as your browser -- download it here if you don't already have it. To access your pages to continue working on them, go to Google Pages and log in with your google ID.

2. Review your chosen curriculum standards and respond to the following questions
*Why did you chose this content area/grade level?
*In general, what is the content focus for your grade level?
*What surprised you about your standards?
*What specific standards address the needs of the "digital generation"?
*What specific standards lend themselves to technology integration?What is it about them that causes you to determine this?
*What types of learners might find it easy to be successful in your content area? What types of learners might struggle?
*What specific teaching strategies (see Tuesday's blog links) would work well in your content area?
*If you were actually teaching this content area/grade level what would you want your students to know and be able to do? What would be your priorities? What would you want them to remember from your class?

1st day of class

2006-06-08T08:00:00.000-07:00

WELCOME TO EDIT 2000 - Introduction to Computers for Teachers

PART ONE: Introductions

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 instructors for the 11:00 class are Gretchen Thomas and Ying Liu. The course website will give you all of the background information you need. The syllabus will give you specifics on what to expect during the semester.

PART TWO: Setting up your materials

The only materials you'll need for this course are a key drive and a 3-ring binder to keep track of handouts.

We use Macintosh and Windows computers in this lab -- so you'll need to become familiar with both operating systems. Working with a partner, explore the similarities and differences between the Macintosh and Windows machines. You'll be using both this semester, so you'll want to get the hang of the basics with each. If you are really familiar with Windows machines - you should be sitting at a Mac during our class.

Then, use the handouts provided to create a file structure on your key drive and to save a Word file with your contact information to your key drive (in case you lose it!)

PART THREE: The Learning and Teaching Puzzle

Harrison County High School in Gulfport, Mississippi is a wonderful example of students and teachers using technology tools for learning. If that's not enough, see how Mary Scroggs Elementary School in Chapel Hill, North Carolina integrates technology to help younger children learn.

Our goal for this semester is to begin putting together the puzzle pieces that make up the learning and teaching process -- with a focus on tools and resources.

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How do educators know what to teach? How do they know what students should learn? Every state has standards and every content area has national standards. There are even standards for technology integration. Georgia is transitioning from Quality Core Curriculum Standards (QCC) to 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. You'll need to print a copy of these standards and place them in your 3-ring binder for reference purposees this semester.

How do educators know how to meet the needs of the specific learners with which they are working? Are their different types of learners? Does everyone understand subject matter in the same way? How can teachers identify the different types of learners in their classrooms? Take this online quiz to determine your learning style. Find two other classmates who have similar learning styles. Find one learning/study habit that you have in common and be ready to share it with the class. Here are more resources on learning styles.
Learning Styles Explained

Learning Styles Chart

Learning Styles Self-Assessment

Multiple Intelligence Inventory

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. Read more about learning theories here.

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.

PART FOUR: Preparation for Friday's class
1. Sign up for a gmail account before you leave - if you've not already done so.
2. Leave your student information sheet with us when you leave.
3. Review the syllabus. We'll answer any questions during tomorrow's class.
4. Read the articles on teaching, learning, and technology provided in class today.
5. Print a copy of the curriculum standards for your chosen subject/grade level.
6. Save 3-5 digital images onto your key drive. These will be used on your biography page.
7. Prepare a professional resume. Bring a printed copy to class tomorrow. Save a copy to the assignments folder on your key drive. You'll want everything to look professional, so use a resume template . Please remember that your resume must include:
Career Objective
Grade Level and Subject Area you want to teach (if an education major)
Education
Work Experience
Honors and Awards
Computer Skills/Special Skills
Personal Interests
Professional References

Teaching with Digital Images

2006-06-01T08:00:00.000-07:00

You've finished the first portion of the iMovie project - creating a digital story. So, you've learned the tool, but we haven't yet talked about how this tool can assist in the teaching and learning process.

There are multiple examples of teaching with digital video and still images. Let's view a few of them:
Watershed Documentary - High School Science
A Living Alphabet - Elementary Language Arts
Meet the Artist - Middle School Social Studies and Art

You can view many more lesson ideas/student examples at the Apple Learning Interchange.

But creating digital video and still imagery is more than just a digitized retelling of facts. You can use images to help students with problem solving and decision making --these would be LoTi levels 3-5.

What standards in your content area lend themselves to digital images? What learning styles can be supported by the use of digital images? What teaching strategies can be supported by using digital images? Does it matter who is creating the image - the teacher or student? Does it matter as far as LoTi levels? Learning?

For Thursday:
1. Review the iMovie project description which is due at the beginning of class on Thursday. Completing the iMovie/digital story with your group is only 1/2 of your grade.
2. Create a new webpage called: digital images
3. On your new webpage, write a brief description of the iMovie that your group created and provide a link to the movie.
4. On the same webpage, list 4 examples of teaching/learning with digital images. Include a mix of video and still examples. Use screen shots and descriptions to tell about your examples. You can do a search with the phrase "teaching with digital images" and you'll find a wealth of resources, or you can search the Apple Learning Interchange site for your 4 examples.
5. Also on that same webpage, write a reflection on the process of developing digital images for teaching and learning. Talk about what you have learned and how the examples you found can be used in your subject area/grade level. Make sure to discuss examples of teacher and student use of the tools.
6. Don't forget that you can view student examples from Maymester to get an idea of what you might write about (just keep in mind that the topic for their imovies was different than yours but the reflection assignment was the same). Make sure that you do not plagiarize from previous student work.
7. Publish your page - we will access it after Thursday's class in order to grade it. You do not need to send an email with your webpage address for this assignment.