EC/EM/ES Media and Technology
Learning Log for "your name"
INSERT YOUR PICTURE HERE
Spring, 2010
Revised November, 2009
Carl S. Davis, Instructor
Learning Log 1
The original and updated version can be seen on the web at
http://docs.google.com/Doc?id=df3v8qk8_1086fb8h4bf3
Workbook instructions:
Class work will be maintained in a series of Learning Logs. These logs will serve to monitor student learning. Instructions for assignments will be a part of each log, as well as instructional resources.
Assignments are highlighted in yellow
As you complete and assignment, change the highlighted color to green
Grey text is designed to be a place holder where a student response is required and is designed to be replaced by student created text.
Notice: Occasionally you may see this notice from Google. This means that some temporary glitch has interfered with the automatic save to the Google computers. Usually this is temporary, and it should save correctly after a few more attempts. Just click"OK " and leave your document open until it does save correctly.
Textbooks
EDUCATION FOR AN INFORMATION AGE
Teaching In The Computerized Classroom, 6th edition
Copyright © Bernard John Poole, Betsy Sky-McIlvain, Lorrie Jackson, Yvonne Singer, 2006, all rights reserved
Dr Poole has made his textbook available FREE online at http://www.pitt.edu/~poole/InfoAge7frame.html
Teacher’s Technology Handbook
available at http://idt.memphis.edu/~jpcheon/teacherhandbook/DOC/Teacher_Handbook.pdf
from the Appalachian Technology in Education Consortium
Section 1: Technology Integration Lessons
Section 2: Why Integrate Technology
Section 3: Effective Technology Integration
Section 4: Planning Technology Integration Lessons
Section 5: Technology Tools for Learning
Section 6: Implementing Integration Lessons
Requirements for class.
1. headphones
2. a portable storage device
3. blank CD's or DVD's
Additional Resources
Tutorials for Teachers
written by Bernard John Poole, MSIS, PGCE
Associate Professor of Education and Instructional Technology
University of Pittsburgh at Johnstown
Johnstown, PA 15904, USA
The objectives and requirements for this class are based on national standards from: http://www.iste.org/
Rationale for course is from http://www.edtechactionnetwork.org/technology_schools.html
Why use Technology in Schools?
In states, school districts and schools across the country, there is substantial evidence that technology has become a vital component for the success of the entire educational enterprise by:
• | Improving learning and achievement among urban, suburban and rural students of all ages and abilities and aids all students to meet high standards |
• | Helping new and aspiring teachers to become “highly qualified” and experts in their subject area |
• | Providing administrators with better data that can improve decision-making and policy implementation |
A review of research, data and case studies published within the past five years conducted by the International Society for Technology in Education (ISTE) and the Consortium for School Networking (CoSN), confirms that technology use in education yields a broad array of meaningful results:
Technology improves student achievement in reading, writing, and mathematics.
As schools strive to meet Adequate Yearly Progress (AYP) under the No Child Left Behind (NCLB) Act of 2001, technology makes a difference in improving test scores and helping students reach performance goals. Technology also engages students in learning; improves attendance, decreases dropout rates, increases graduation rates and facilitates parent involvement.
Technology improves school efficiency, productivity, and decision-making.
School administrators increasingly rely on technology to accomplish their work, capture and make sense of data and focus their efforts on measurable results in student achievement.
Technology helps teachers meet professional requirements.
E-learning opportunities make it possible for teachers to upgrade their knowledge, skills, and credentials in core academic subjects—a requirement of NCLB. Technology also helps teachers improve their classroom practices.
Technology improves learning skills.
Today’s students must learn more than the basics to be prepared for life. Using technology, students develop learning skills, such as thinking and problem-solving skills, information and communication skills, and interpersonal and self-directional skills.
Technology can help schools meet the needs of all students.
NCLB requires schools to help all students learn and achieve. Technology helps schools create effective, individualized learning environments for all students, making education more inclusive in reaching students with special needs.
Technology promotes equity and access in education.
E-learning opportunities give economically underrepresented and geographically isolated students access to core academic content, digital information and specialized, advanced classes, a development that brings learning to students wherever they are.
Technology improves workforce skills.
Students who use technology develop the technical and learning skills, academic knowledge and work habits that are necessary for success in higher education and the workplace.
This course will attempt to demonstrate Differentiated Instruction practices based on the following:
Teachers begin where the students are, recognizing individual differences. |
Teachers are able to engage students in different modalities. |
Teachers use varied rates of instruction, complexity levels, and teaching strategies to engage and challenge. |
Teachers challenge students to compete against themselves in order to learn and grow. |
The 4 main assignments will be 4 technology lesson plans. They are due:
| |
| |
|
|
|
|
|
|
|
|
Refer to Our Google Calendar for important deadlines and class schedule
Students will also develop a e-portfolio of technology resources that includes Learning Blogs of class activities. This Portfolio/Blogs will be graded during the semester.
Course Outline
Week 1
Introduction: Syllabus, grading and attendance policy, Collaborative Documents, Electronic Newsletters
Class topics: Syllabus and grading/attendance policy overview. The syllabus can also be found online at: http://docs.google.com/Doc?id=df3v8qk8_1088fwnhctgg
This log covers week 1
a) Setting up a Gmail account
b) Working with Google Docs
c) Eduhound Resources
i)
Presentation 1 (Eduhound resource)
d) Education world site reviews
e) Googlebookmarks
F) Reference resources
G) http://www.theapple.com/
Assignment 1: Register for a Gmail Account and sign up for education resource newsletters
Go to the Google homepage by clicking on the link http://www.google.com . Signup for a gmail account using your Emmanuel e-mail name as a basis for your gmail (s.gwashington@ec.edu will be s.gwashington@gmail.com )
My Gmail username:
My Gmail password:
Date assignment 1 Completed :__________________________
Assignment 2: subscribe to these e-newsletters by clicking on the link below. Use your new gmail address.
T.H.E. News Update : This link has subscription information for these four newsletters:
T.H.E. SmartClassroom
T.H.E. News Update
Collaboration 2.0
Eduhouonds Classrooms Tools & Tips
Sign up for the Newsletter from PBS here:
http://www.pbs.org/teachers/preferences/
Sign up for the Education World Newsletters:
http://www.educationworld.com/maillist.shtml#reviews
Another good newsletter resource is eSchool News : subscribe at
https://www.eschoolnews.com/freeesn/index.cfm
Also sign up for this newsletter from NCTE http://www.ncte.org/newsletter/subscribe
Date Assignment 2 completed _______
Lecture Notes Day 1
syllabus overview
grading policy
attendance policy
Newsletters
Online Documents
Instructor notes; You now have a professional email and will be getting newsletters with information that will keep you up to date on technology in education topics. Gmail also has a huge amount of storage space. Use your email like a "jump drive" and send papers you are working on to yourself as an attachment. We will use our Google account to make webpages and presentations in the future.
Working with Google Docs and bookmarks/ Google Toolbar/ Firefox browser/ Evaluating websites
(An example of cooperative documents created by students then posted as a blog by their teacher)
Google Docs will be an integral part of our class. Your learning log and the majority of classroom assignments will be submitted via Google Docs. Visit each of these resources to gain an understanding of Google Docs.
Assignment 3: Visit each of these resources. After browsing, write a 2 to 3 sentence review. Refer back to these as needed when using Google Docs. Your review should address to purposes:
1. What can other educators gain from this resource.
2. What can you learn from revisiting this resource.
Google Docs Basics
insert 2-3 sentence review here.
A cheat sheet for Google Docs
insert 2-3 sentence review here.
http://www.google.com/google-d-s/tour1.html
insert 2-3 sentence review here.
http://docs.google.com/templates
insert 2-3 sentence review here.
Optional Google Docs resources
Review of Google Docs in Education World
http://googlesystem.blogspot.com/2007/03/google-bookmarks-faq.html
http://www.google.com/educators/index.html
http://mx.youtube.com/watch?v=eRqUE6IHTEA&feature=related
http://docs.google.com/support/
Instructor notes : Here is a sample review of Google Docs from a blog byhttp://www.freetech4teachers.com/2008/12/my-12-favorite-resources-of-2008-part-i.html
2. Google Docs - I used Google Docs off and on last year as a collaboration tool with my co-workers and administrators last year. Then my hard drive unexpectedly failed (I was less than six months old) in May taking a lot of files with it. That's when I decided that I trust Google's servers a lot more than my local hard drive or my school district's servers (which failed the prior year and took a lot of my files with it). Since May, every document that I have created has been created in my Google Docs account.Many of my students are now using Google Docs for their word processing tasks. I encourage all of my students and colleagues to use Google Docs because it eliminates the "I forgot my flash drive" and "my printer is broken" excuse.
After your investigations into Google Docs as a teaching resource, you should be able to:
___Create a new document in Google Docs
___Copy and rename Documents
___Share Documents with others
___Insert images and links into documents
___Upload existing word documents into Google Docs and download ___Google Docs in a variety of formats.
___Publish your Documents as a webpage
Learning Log assignment:
Describe how teachers might use collaborative documents in school . Describe at least 2 specific age appropriate activities for a subject and grade level of your choice.
insert your answer here
Assignment: Technology autobiography
Part 1:Use Google docs to create a new document.Write a 3-5 paragraph paper describing how technology was used in your school experiences. Also describe how you have seen teachers using technology in your practicum experiences here at EC.
Part 3: Also, publish your autobiography as a web page. This is also under the 'SHARE' menu
insert the URL of you autobiography here.
Date completed _________________
Google Bookmarks
Instructor Lecture and Demonstration on Google Bookmarks
Using Google Bookmarks
Google Bookmarks is an online service that lets you save your favorite sites and attach labels and annotations. Unlike the bookmark feature from your browser, bookmarks are stored securely online, so they are accessible even if you're using other computers. The Google toolbar has a button to add pages to your Bookmarks. The computers in the lab have the Google toolbar installed. When signed in to your Google(Gmail) account you can add sites to your bookmarks.
Google Bookmarks FAQs
http://googlesystem.blogspot.com/2007/03/google-bookmarks-faq.html
We will be using the Google toolbar in the computer lab.
If you own a computer that you are using from this class, download and install the Firefox web browser from this link.
http://www.mozilla.com/en-US/firefox/
Then install the Google Toolbar from http://www.google.com/toolbar/ff/index.html
Assignment: Wikipedia article on Google Bookmarks Read and write a short review.
http://en.wikipedia.org/wiki/Google_Bookmarks
Insert review here
You can install the Google Toolbar on your computer here:
http://www.google.com/tools/firefox/toolbar/FT3/intl/en/index.html
Google Toolbar is also available for Internet Explorer at : http://www.google.com/support/toolbar/?fulldump=1
My Google Bookmarks (for reference) http://www.google.com/bookmarks/bookmarks.html?zx=H27L8ZLedsQ
- Bookmark these sites in your Google Bookmarks. Visit each of the sites and insert a short review.
insert review here
EM/ES 350 only
EM/ES350 - Bookmark these sites in your Google Bookmarks and write a short review.
http://www.une.edu.au/tlc/alo/index.htm
insert review here
Online Reference resources
Assignment (All Classes) Visit each site below and write a short (2 to 3 sentence review) describing how each source would be useful to a teacher (or not). While you are at each site, create a label in your Google Bookmarks called " References" and add each site to your bookmarks
Date completed:
Instructor notes
EVALUATING WEB RESOURCES
Throughout this course you will be asked to visit and evaluate internet websites. Evaluating Internet sites can be a challenge at first. All newcomers to the 'Net are immediately placed in the position of evaluator. And in schools everywhere, it's teachers who will help them learn how to evaluate!
As we begin to sift through sites, there are some key indicators that we can all quickly identify that will help determine the authenticity, quality, and usefulness of any website.
| |
|
Some Additional resources for evaluating Web Pages Resources complied by http://search.creativecommons.org
Evaluating Internet Resources - Frank Davis, Information and Education Services, and Rick Brewer, Access Services, Medical Center Library, University of Kentucky, HealthWeb
Links to Web resources and references to articles that will assist in the evaluative process.
Evaluating Quality on the Net - Hope N. Tillman, Director of Libraries, Babson College, Babson Park, Massachusetts
Criteria and indicators for evaluating information found on sites, their quality, and reliability.
Thinking Critically about World Wide Web Resources - Esther Grassian, UCLA College Library
Teach yourself how to think critically about Wolrd Wide Web resources.
Thinking Critically about Discipline-Based World Wide Web Resources - Esther Grassian, UCLA College Library
Teach yourself how to think critically about discipline-based WWW resources.
Assignment: Choose one site reviewed by Education World Site Reviews Archives. Visit the site and write your own review. Do you agree with the "experts" review at Education World? See the sample review of teacher lingo as a guide.
Education World reviewed this teacher blogging site in January, 2008
Teacher Lingo
A place for teachers to hang out and "lingo."
Grade Level: Professional
http://www.teacherlingo.com
 | CONTENT Lingo is an online community of teacher blogs where teachers can share ideas, discuss current events, or even vent about the school day. |
| SITE DESIGN The site has a simple design that can be navigated by clicking on the tabs at the top of the page. Internal pages have links categorized for easy access. A help page of frequently asked questions is available to answer any questions about using the site. |
|
Assignment: Grade and a review a site
Now visit education world. Choose a site reviewed from their archives. Visit the site an write a review.
http://www.educationworld.com/awards/
Give the address of the site here
(grade for content | Content |
grade for site design | Site design |
Review :Insert a 5-7 sentence review here |
Social Networks for Teachers
Using your gmail account, register at Theapple.com
http://www.theapple.com/
Register at theapple.com
Explore theapple.com and write a short review.
Insert review here.
End of Learning log 1
Date completed _______
No comments:
Post a Comment