EDIT 2000 Fall 2007

Last Day of Class

2007-12-06T08:00:00.000-05:00

How quickly a semester passes! 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 in Aderhold this spring!

Please complete the following before you leave class today:

Complete the end-of-course evaluation.
Check your Capstone grade and make sure I was able to access your project (if you were using your late pass and posted after midnight - just check and make sure it's there).
Make sure all portions of your website are completed and published.
Turn in your final reflection paper.
Make sure I have "emergency contact" information should I have trouble accessing your website (fill out the form on the table).
Send an email to me if you have questions about your final grade (your grade should be available in OASIS after Friday, 12/7 at noon.) I will be out of town from 12/9 - 12/15 so if you email me during that time I will not get back to you until after December 15.

Opportunities after EDIT 2000

Interdisciplinary Certificate in Technology Integration
Let me know ASAP if you are interested in taking EDIT 5500-Technology-Enhanced Learning Environments on T/Th 11:00-12:15 during spring semester
MEd in Instructional Technology

Have a safe and relaxing holiday!

Finishing Up for the Semester

2007-11-29T08:00:00.000-05:00

The Capstone Project:
This is due at the beginning of class today. Please make sure your Capstone page has been published.

Final Reflection:
Please review the final reflection project description to ensure that you understand the requirements. Viewing the blog posting from September 11 and the website called Funderstanding will help you in the writing of your final reflection. Please remember that it should be typed and handed in on the last day of class. It is NOT linked to your portfolio.

Final Portfolio:
It's time to finish up your portfolio. View the project description to see what will be graded. All of your pages should be complete, except for the introduction page. You will need to proofread your pages and ensure that all of your links work.

The final task to complete for your portfolio is to write a short introduction for your home page. The introduction should contain a succinct rationale for your portfolio. View portfolios from last fall for ideas of what to write.

The portfolio is due at the beginning of class on Thursday, December 6. It is not eligible for resubmittal.

The last 3 holiday ideas from Gretchen's Top 10:

1. Create a "talking book" for a young niece or nephew using Microsoft's free download: Photo Story. You can also use Photo Story to narrate a slide show of family/friend pictures. This link contains downloading information, a short tutorial, and K-12 examples. Here's the main link from Microsoft - lots of good examples and tips here. Cost: blank CD

2. Convert family videos from VHS, Digital 8, or mini-DV tapes to DVDs with chapters and menu pages. This will take some time, but using iMovie/iDVD or MovieMaker (on a PC) you can convert old videos. Here's a tutorial for iDVD and one for MovieMaker (I'd recommend iDVD - much easier!) Cost: lots of time, blank DVD

3. Create a family/friend video - if you have friends or family that won't be with you for the holidays, create a video of the holidays and send it to them by New Years. You can use Photo Story, iMovie, or MovieMaker to do this. You can even upload to an online video sharing site and save the cost of postage.
Final Showcase:
During Thursday's class, you will be sharing the work you have created this semester. You will also be viewing the work of your classmates and voting on the portfolio that is most representative of the work that is completed in EDIT 2000. Prizes will be awarded! Make a plan for how you will display your work and how you will encourage fellow students to visit your display and vote for your portfolio.

What's left for the semester:
Tuesday, 12/4: MWF classes meet, I am available by appointment should you need assistance with any remaining projects. Please remember to email your recipe for our cookbook as soon as possible!

Thursday, 4/26: Last day of class, end-of-course evaluation, Final Reflection and Portfolio due, class showcase of work (there will be prizes!), submittal of late passes for absences, class photo

Capstone Questions, Holiday Ideas

2007-11-27T08:00:00.000-05:00

The Capstone Project:

Once you've figured out what you are teaching, who you are teaching, and what methods and materials you will use to teach them - you have to decide how you will use the materials, what students will do to learn the targeted objective(s), and how you will know if they've learned it.

Use the online guide to complete the sections of your Capstone Project. Please remember that your final ASSURE plan should use one of the projects you have completed this semester as one of the "media" or "materials" and the final write-up will be 3-5 pages long. Review the grading rubric for more information.

Please make sure to draw a slip of paper during class so you will know what technology resources you have available for your ASSURE plan.

Please note that for the objectives section of the ASSURE model, you need only to insert the exact standard from the Georgia Performance Standards website. You do not need to elaborate further on the standard.

To submit this project, you will write a short description of your teaching activity on your Capstone web page, then you will provide a link to the completed template. Please proofread all parts of this project before submitting. Please remember that it is due on Thursday at the beginning of class.

Final Reflection:
Please review the final reflection project description to ensure that you understand the requirements. Viewing the blog posting from September 11 and the website called Funderstanding will help you in the writing of your final reflection.

5 or so of Gretchen's Top 10 Holiday Gift Ideas:

Looking for an inexpensive, but very sentimental holiday gift for family or friends? Look no further than the tools you've learned this semester in EDIT 2000. Here are a few links that will get you started. We'll look at 5 more during Thursday's class.

1. Family Cookbook: HP has a wonderful application that gives you tips on putting this together and walks you through the process with a template. What grandmother or favorite aunt wouldn't love a cookbook full of favorite family recipes? I'll be using it for our class cookbook. By the way, have you emailed your foolproof recipe yet? I need them by Thursday! Cost: paper and ink - that's it! Here's a low-tech version you might want to try. You can access recipe card templates at the Microsoft website.

2. Luggage Tags: Have a friend who likes to travel? How about a set of custom luggage tags? You'll want to print these on card stock and have them laminated. Did you know you can laminate things in rm 232?! Cost: paper, ink, lamination (less than $5.00) A traveling friend might also be interested in a travel collage.

3. Genealogy Kit: Record family memories and keepsakes with this combination interview and CD kit. Cost: paper, ink, blank CD

4. Photo organization: Do you have a friend or relative that keeps buying new memory cards instead of downloading and printing their pictures? Offer to help them out by downloading Picasa onto their computer and importing their pictures off of their memory stick. Then use the "gift CD" function to create a backup CD of all of their pictures. You can create a gift certificate for this with a template from Microsoft. (Practice using Picasa with your own pictures before working with someone else's memory stick!). Cost: blank CD

5. Personalized Tattoos: Yes, tattoos! Did you know that you can order decal or tattoo paper? You can customize the sheets just like you would a set of labels. Take your pictures, collect your clip art, print, and tattoo! If you want to have the most unusual gift for great-aunt Sally -- here it is. Cost: approx. $10 for 5 sheets of decal paper, Gramma's reaction: priceless!

6. Black and white photo gallery: Use Picasa to organize and edit your photos. Select 10-12 favorite pictures of family/friends. In the edit mode of Picasa, change the pictures to black and white or sepia tone. Print and place in one of those large frames with cutouts for multiple pictures. This would be great for anyone with a new baby or a favorite pet. Cost: Picture printing: 0.15 per print, $10-15 for picture frame.

7. Your famous cookies: Need to give a gift to alot of people? Use CD envelopes to "specialty wrap" one of your cookies from your secret recipe. Or, use the oatmeal cookie link provided on the tip page.

Spend some time perusing the following sites for inexpensive gift ideas. What do you find that is useful?

HP Activity Center

Martha Stewart Technology and Computer Crafts

Snapfish

Kodak Projects and Ideas

For Thursday:
1. The Capstone project is due at the beginning of class.
2. Begin work on your final reflection.
3. Email one of your favorite 1-2 serving recipes to be included in our class cookbook.

What's left for this semester?

Thursday, November 29: WebQuest grades returned, Capstone project due, final touches to the portfolio, information about the showcase, 5 more holiday gift ideas
Tuesday, December 4: T/Th classes do not meet
Thursday, December 6: Last day of class - showcase!!, Capstone grades returned, final reflection due, portfolio due, late passes turned in, class photo, end-of-course evaluation

Capstone Project: Day Two

2007-11-20T06:17:00.000-05:00

Your WebQuest is due at the beginning of class today!

The Capstone Project:
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

Once you've figured out what you are teaching, who you are teaching, and what methods and materials you will use to teach them - you have to decide how you will use the materials, what students will do to learn the targeted objective(s), and how you will know if they've learned it.

Use the online guide to complete the sections of your Capstone Project. Please remember that your final ASSURE plan should use one of the projects you have completed this semester as one of the "media" or "materials" and the final write-up will be 3-5 pages long. Review the grading rubric for more information.

Please make sure to draw a slip of paper during class so you will know what learners you will be working with and what technology resources you have available for your ASSURE plan.

Please note that for the objectives section of the ASSURE model, you need only to insert the exact standard from the Georgia Performance Standards website. You do not need to elaborate further on the standard.

To submit this project, you will write a short description of your teaching activity on your Capstone web page, then you will provide a link to the completed template. Please proofread all parts of this project before submitting. Please remember that it is due on Thursday, November 29 at the beginning of class.

Have a Happy Thanksgiving!

For Tuesday:
1. Contine work on your Capstone Project.
2. Send an email to me (gbthomas@uga.edu) with your favorite "college" recipe by Thursday, November 29 to be included in the Fall 2007 EDIT 2000 cookbook.
3. View tips for taking better pictures if you want to have good raw material to work with should you choose to make one of my free or inexpensive holiday gifts (next Tuesday's class).

What's left for this semester?
Tuesday, November 27: PPT game grades returned, Capstone questions answered, Gretchen's list of free and inexpensive holiday gifts using the tools you've learned this semester, explanation of final reflection assignment
Thursday, November 29: WebQuest grades returned, Capstone project due, final touches to the portfolio, information about the showcase
Tuesday, December 4: T/Th classes do not meet
Thursday, December 6: Last day of class - showcase!!, Capstone grades returned, final reflection due, portfolio due, late passes turned in, class photo, end-of-course evaluation

Capstone Project - Day One

2007-11-15T07:50:00.000-05:00

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 - write out or draw a diagram of your teaching plan. Make sure you are describing how you would teach someone to make it -- don't just write out your recipe for the class.

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 Thursday, November 29) 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 Tuesday:
1. Read the chapter about the ASSURE model.
2. Begin working on your Capstone Project.

WebQuests Day Three

2007-11-13T07:18:00.000-05:00

WebQuest Due Date change: It is now due on Tuesday, November 20 instead of this Thursday!!

Take a minute to review another student's webquest. Use these questions to guide your review:

*Is the WebQuest topic authentic in order to engage students?
*Is the WebQuest task challenging and doable?
*Do the learners need to think independently and critically during the WebQuest activity?
*Is collaboration between students important for the successful completion of the WebQuest?
*What scaffolds (visual organizers, software tools, prompting questions and suggestions) are provided in the WebQuest?

Please remember that your WebQuest is due on Tuesday, November 20 at the beginning of class. This is a change from the original due date.

For Thursday:
1. Your WebQuest is due on Tuesday, November 20 at the beginning of class. Review the project description to ensure you are completing all requirements. Make sure to publish the questgarden page AND your Google page. On your Google page you just need to write a short description of your WebQuest and provide a link to your actual WebQuest.

2. Bring an ingredient for Trail Mix for Thursday's class.

WebQuests: Day Two

2007-11-06T06:01:00.000-05:00

Sample WebQuest shown in today's class.

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.

We'll be using the QuestGarden site to create your WebQuests. You'll need to set up an account. During today's class, we'll look at the various parts and pieces of QuestGarden so that you will be comfortable with the tool as you develop your WebQuest. As you are working on your WebQuest, you will want to make sure to review the project description page. Please remember that your WebQuest is due on Thursday, November 15 at the beginning of class.

Some Things to Consider:

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?

COMING UP:
1. We will not meet as a class on Thursday. This is a working day for your WebQuest project. Make sure to review the project description for details on your assignment. Go to the QuestGarden website to login to edit your WebQuest.
2. We will conduct peer reviews of your WebQuests during class on Tuesday, November 13. Please come to class with at least 1/2 of your WebQuests completed so that you will be able to get feedback from other students.
3. On Thursday, April 15 we will begin our last major project - the Capstone project. In preparation for class - please bring your favorite trail mix ingredient (M&Ms, peanuts, pretzels, etc.) to class on the 15th.
4. Let me know if you are interested in taking EDIT 5500: Technology Enhanced Learning Environments during Spring semester: T/Th 12:30-1:45. You do not have to be an education major to take the class.

WebQuests: Day One

2007-11-01T08:00:00.000-04:00

Web-based Resources:

What resources did you find? Did you find research, multimedia, or interactive sites? How could they be used for teaching and learning?

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.

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 "Find WebQuests" 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. You're using the resources you found for today's class as the student resources for your WebQuest lesson. After you have some ideas together, review the WebQuest assignment so that you are clear on what is expected. This weekend, 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 -- the learning should be authentic.

FOR TUESDAY:

Get a start on your WebQuest. We'll be sharing ideas at the beginning of class Tuesday.

Web-based resources

2007-10-30T08:00:00.000-04:00

UPDATES:

PowerPoint Games are due today. If you are using your late pass, they are due at the beginning of class on Thursday.
Your 2 summaries from the K-12 online conference are due. Please check last Tuesday's blog for more information. I will take them on Thursday - but no later.
Your iMovie and Inspiration assignments will be graded and returned no later than Thursday - if I do not return them - everyone will get an A (so you know I'll have them back!)
I am offering a class spring semester on T/Th from 12:30-1:45: EDIT 5500- Technology Enhanced Learning Environments. If you are interested in this course, please let me know.

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 today's class, we'll be looking at exemplary web resources for your content area. Thinkfinity 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 Thinkfinity partner sites and discussing how these resources can enhance your curriculum.

For Thursday:

Finish your 2 K-12 online conference summaries if you have not already done so.
Identify one specific standard for your subject/grade level that you think students would have trouble understanding.
Identify 4-5 web-based resources that students could use to better understand the specific standard you chose.
List the websites on the WebQuest page of your portfolio. Make sure to provide links to the websites and a brief annotation for each.

PowerPoint Games: Day Three

2007-10-18T08:00:00.000-04:00

Don't Forget! If you did not attend the Learning Technologies Showcase - you need to view 2 sessions from the K12 Online conference. Your summaries were originally due on Tuesday, October 23 - but since that is an optional day, they are now due on Tuesday, October 30. You must bring a printed copy of your summaries to class on that date.

Review the assignment description at the bottom of the October 9th blog posting.
View the list of video and audio presentations for the conference here.

Improving your questions:

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.

As you continue work on your PowerPoint games -- it is important to focus on the instructional value of your game -- and value is added through good questions. What makes a good question?

Bloom's Taxonomy is an easy way to learn more about various levels of questioning. This website will help you to use the taxonomy to improve your questions.

Even young children can use Bloom's Taxonomy to improve their work. Here's a video of a class of children who use it to design literature units. Learn even more about this project here.

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.

Don't forget that you can check out textbooks from the Curriculum Materials Center in rm 207 for more ideas for questions (just make sure you're not plagiarizing!)

Continue working on your game outside of class. Many students will choose to use the drawing tools in PowerPoint to create their boards. As you work -- review student samples and the PowerPoint Games Project Rubric to ensure that you are meeting the expectations of the assignment. You can earn additional "wow" points by packaging your game. This would include a professional-looking game box with all of the materials necessary to play the game included in the box.

Tuesday, October 23 will be an "optional attendance" day. This means that I will be available in the classroom and you can come if you need assistance with your game. Attendance will not be taken. Please remember that your game is due on Tuesday, October 30 at the beginning of class. discussed.

Have a safe and relaxing Fall Break! Gators wear jean shorts!!!!!!

An opportunity to make some extra money for Fall Break:
This is a call for volunteers to participate in an authentic training exercise. A colleague of Dr. Branch, Susan Greathead of LeadAmerica, Incorporated, is training a small group of facilitators for Zaxby’s here in Athens. You would play the role of a focus group member. Additional information: 1. Date: 23 October 2007 2. Time: 1:30 – 4:30 pm 3. No preparation is needed 4. “Volunteers” will receive $20 for their assistance 5. Specific Athens area location provided to confirmed volunteers Contact Katie Bullock by 5pm today if you want the experience of participating in this valuable exercise.

PowerPoint Games - Day Two

2007-10-16T08:00:00.000-04:00

Working with action buttons

By now you have started working on a story idea and you have probably selected the standards you'll be addressing with your game. Make sure that you are not creating a game that will review multiple standards. Your game should be designed to introduce content or to provide practice for student understanding. If your game is designed around basic factual recall -- think of another game!

After sharing our story and game ideas, we'll review the project assignment and begin working on the template. 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 Thursday:

1. Begin working with your template - add your story, game directions, game pieces, etc.
2. Write 3 sample questions to be used in your game. We'll talk about how these questions can be modified to create a challenging game.

PowerPoint Games: Day One

2007-10-11T08:00:00.000-04:00

Using PowerPoint for creative development: 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 -- constructionism. What were your favorite games? What characteristics made them your favorite? What experience do you have with instructional games? Are the characteristics of your favorite games found in most instructional games? How can PowerPoint be used to create an instructional game for your subject area?

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.

We'll play a game during class today and you'll want to view some sample games from the Homemade PowerPoint Games website and from student portfolios from previous semesters and student examples from last summer.

As you're thinking of a game idea, make sure that you are not creating a game that will review multiple standards. Your game should be designed to introduce content or to provide practice for student understanding. If your game is designed around basic factual recall -- think of another game! After looking at examples, we'll review the project assignment and begin working on the template.

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.

For Tuesday:

Write the story for your game. Be prepared to share it in class on Tuesday.
Contact Ying Liu (yliu@uga.edu) if you are interested in participating in her research study (and earning an additional late/absent pass).

Techn

2007-10-09T08:00:00.000-04:00

We will not meet as a class today.

For today's class:

Publish your completed Inspiration project. Make sure to save your Inspiration/Kidspiration diagram as a .jpg and insert it as an image on your Inspiration webpage. You will also need to link to the file within the reflection you will write.
Please look at the Learning Technology Showcase agenda and choose one or more sessions that are of interest to you.
After attending your session(s), write a 50-word summary (no more, no less) of what you learned and how it might apply to your grade level/subject area.
You will turn these in on Thursday, October 11. Submissions may be typed or hand-written.

If you are unable to attend the Showcase because of class conflicts (specifically for our 8:00 class) please complete this alternative assignment by Tuesday, October 23 (the online conference does not begin until Monday, October 15).

View two sessions from the K-12 Online Conference. You can view the session schedule here.
Write a 25-word summary of each session (no more, no less) describing what you learned and how it might apply to your grade level/subject area. Submissions may be typed or hand-written.

Inspiration Workday

2007-10-04T07:25:00.000-04:00

iMovie projects are due today - please make sure you published your page!

Inspiration:
On Tuesday we looked at examples of Inspiration/Kidspiration projects and talked about how you can use it for you own learning - and this is the purpose of your project. Today, we'll spend a few minutes looking at how these tools can be used in the K-12 classroom.

You can view the project details for more information about what is required for your assignment. Please remember that it is due on Tuesday, October 9.

Next Tuesday's class:
We will not meet as a class on Tuesday, October 9. Please look at the Learning Technology Showcase agenda and choose one or more session that are of interest to you. After attending your session(s), write a 50-word summary (no more, no less) of what you learned and how it might apply to your grade level/subject area. You will turn these in on Thursday, October 11. Submissions may be typed or hand-written.

If you are unable to attend the Showcase because of class conflicts (specifically for out 8:00 class) please complete this alternative assignment by Tuesday, October 23 (the online conference does not begin until Monday, October 15).

View two sessions from the K-12 Online Conference.
You can view the session schedule here.
Write a 25-word summary of each session (no more, no less) describing what you learned and how it might apply to your grade level/subject area. Submissions may be typed or hand-written.

For Tuesday:
1. Publish your completed Inspiration project. Make sure to save your Inspiration/Kidspiration diagram as a .jpg and insert it as an image on your Inspiration webpage. You will also need to link to the file within the reflection you will write.
2. Email Ying Liu (yliu@uga.edu) if you are interested in participating in the research study explained in the October 2 blog posting.

Inspiration

2007-10-02T08:00:00.000-04:00

iMovie Project:
Today we'll watch our iMovies and go over the reflection portion of the assignment. Please note that the due date has changed to Thursday, October 4 at the beginning of class. Please make sure to publish your completed page.

Inspiration Project:
Did you know that some experts estimate that amount of information in the world doubles every year? Making sense of a lot of data is quite challenging. Reflecting this reality, critical 21st century skills of assessing, interpreting, organizing and presenting information are key elements of educational standards across the country. Graphic organizers can be effectively used in the classroom to support student's gaining these important skills.

Your understanding of teaching, learning, 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.

What does it mean to be a visual learner? What is visual learning? What does this look like in a classroom? Where does visual learning fit with the curriculum standards you looked at before today's class? Are there specific standards that require visual learning activities? What key words in the standards indicate this?

One of the resources students and teachers can use to assist in visual learning is Inspiration, or the preK-3 version called Kidspiration. Both tools allow students to see a concept and its connecting themes and ideas.

During today's class, you'll become more familiar with the program and look at examples of how this tool can be used to develop learning activities.

Near the end of class, you'll begin working on your Inspiration project. It is due at the beginning of class on Tuesday, October 9.

Want to earn another late pass?

Self-regulated learning, a construct in educational psychology, entails that 1) how students regulate their own learning is affected by a variety of elements such as motivational beliefs, and 2) use of strategies that facilitate or hinder students in becoming self-regulated learners. This research study is to, through a qualitative lens, examine undergraduate students' self-regulated learning process in an introductory educational technology course.

Participants are needed for a one-on-one semi-structured interview to discuss a number of questions concerning their self-regulation of learning during their study of the EDIT 2000 course. The interviews needs to be completed by the end of this semester. However, participants will decide the specific time and location of interview. Please contact Ying Liu at yliu@uga.edu if you are interested. Your attention and participation will be very appreciated."

Mark your calendar:
We will not meet as a class on Tuesday, October 9. You will be attending a session of your choice at the 2007 Learning Technologies Showcase at Tate Center. You can read more about the showcase here. More details will be provided on Thursday.

FOR THURSDAY:
1. Your iMovie project is due at the beginning of class on Thursday.
2. Download the trial version of Inspiration and/or Kidspiration.
3. Begin work on your Inspiration project - it is due next Tuesday.

Digital Storytelling

2007-09-13T08:00:00.000-04:00

INTRODUCTION

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.

Here is an example of a movie for middle grades science created during a Maymester session of EDIT 2000. Today we will begin our digital storytelling project using iMovie. You will be working in small groups to create an original story and storyboard about your subject area.

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 additional examples of digital stories look at the links below:
University of Houston
The Center for Digital Storytelling

You'll want to review the project guidelines for this project -- 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.

GROUP WORK
Working with your group members, create a story board for your digital story. Remember that your final movie will not be longer than 2 minutes -- so you don't need to capture more than 8 minutes of footage. You can say alot in 2 minutes - as evidenced by these public service announcements.

While it is important to have humor and creativity as a part of your story - it is very important that your group creates a story that could be used in an actual classroom. What will your story be teaching? How will using your video be better than what is traditionally done for this particular topic?

The Apple Education site gives some tips on making movies -- storyboarding, setting up scenes, etc. It is highly recommended that all group members look over this information before filming begins.

For Thursday (no class on Tuesday, 9/18):
1. Arrange a time to meet with your group outside of class to capture video footage and still images. All group members should be present for this meeting. We will not have a formal class meeting on Tuesday, September 18- so you can use that time for your group's meeting. You must have your footage captured by Thursday, September 20 at the beginning of class.

2. Immediately after today's class, reserve a mini-DV camera in rm 232 for the day/time your group will be capturing footage.

3.Make sure to review the project description to ensure that your group is including all of the required components. Please note that the reflection portion of the assignment should be completed individually - not as a group. The reflection is due Tuesday, October 1 at the beginning of class.

The Teaching and Learning Puzzle

2007-09-11T07:26:00.000-04:00

REMINDER: Your productivity tools project is now due. All current projects/assignments will be graded and returned on Tuesday, September 18.

PART ONE: The Learning and Teaching Puzzle

As we continue to put together our learniing environments, it is important to understand the puzzle pieces that make up the learning and teaching process -- with a focus on tools and resources.

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.

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.

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.

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 TWO: PREPARATION FOR iMOVIE PROJECT:

We'll begin our iMovie project this Thursday with an introduction to the assignment and the ins and outs of the software. In preparation for the project, you will need to get into groups of 4 and determine a time that your group can meet for 1 1/2 to 2 hours to capture footage. Your group will need to meet between Thursday, 9/13 and Wednesday, 9/19. Class will NOT meet on Tuesday, 9/18 to allow time for groups to meet if necessary. More information will be provided during class on Thursday.

Preparation for Thursday's class

Type a response to the questions listed below and turn in a printed copy at the beginning of class Thursday.

*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 lend themselves to technology integration? What is it about them that causes you to determine this?
*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?

Productivity Tools: Newsletters and Gradebooks

2007-09-06T07:15:00.001-04:00

PART ONE: Effective Communication

The most important rule of communication is very easy to remember. It is simply, "communicate." How can teachers communicate with students, parents, and the community? What were your experiences? How can students communicate with teachers, peers, and the community? How can technology make the communication more effective?

Why is communication important in a classroom? What types of things are communicated? What needs to be included in a parent newsletter? Don't forget - your newsletter should be 2 pages. Here's a template if you're having trouble downloading from the Microsoft template site.

PART TWO: FINDING ADDITIONAL TEMPLATES AND ACTIVITIES

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

You can also choose to learn about a tool and provide an example of your practice work. A good link to use for tutorials is Education World's techtorials.

PART THREE: WRITING YOUR REFLECTION

The final portion of your assignment (worth 15% of your grade) is the reflection.
Here's how you go about doing it:

Go to your portfolio: http://pages.google.com/ and login. Open the page you created for productivity tools. On this page, below your classroom layout reflection, respond to the questions listed in the reflection portion of the assignment description. You'll want to include links to all of your productivity tools work samples (except for your classroom layout, which is already on your page) within your responses to the questions. DO NOT make a list of links to your work samples at the end of your reflection.

There are two good places to go to find sample lessons to answer the question about student activities with 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.

For Tuesday:

Review the assignment description to ensure you are completing all portions of the assignment.
Print out your newsletter, attendance/gradebook, and the 4 other templates you chose.
Complete the reflection and link to your work samples on your productivity tools webpage.

Productivity Tools: Getting Ready for Open House

2007-09-04T08:00:00.000-04:00

You've gotten your first teaching job! You're in your dream school teaching the grade and subject you'd hoped for. You spent all summer planning exciting lessons that incorporate all of the great technology you learned about in your EDIT class. You just finished organizing your classroom layout and you decide to walk down to the teachers' lounge and grab something from the vending machine, after all, you're ready for the first day of school and you still have a week of preplanning left!

You enter the lounge and you notice a line of teachers waiting for the copy machine. Since you plan to NEVER use a worksheet -- or the textbook, you've had no need for the copier all week. You see your mentor teacher near the end of the line and you ask him what he's copying. Once you're revived after hearing his reply, you decide you need to get to work.

You realize that it's not just lessons that you've got to get ready for the first week of school. There are all kinds of materials and handouts that need to be prepared for Open House and the first week of school. According to your mentor teacher, you'll need newsletters, certificates, seating charts, and more to be prepared for classes to begin. Thank goodness for your EDIT class -- you know about productivity tools and how they can help you get things done. You'd planned to use them to work with students, but had forgotten all about how helpful they could be to you.

You've got a big task ahead of you though, you need to create a packet of materials for Open House and the first day of school.Your mentor teacher sits down with you and the other new teachers to help you generate a list of materials and handouts you will need for your students. You'll use this list as a checklist to make sure you get everything done - Open House is one week from today! See a partial list here.

Your mentor teacher also provides you with some links to use to create your materials:
• Microsoft Template Gallery for PCs
• Microsoft Template Gallery for Macs
• GLC Resources for First-Year Teachers
• GLC Templates
• Education World Templates
• Puzzle Maker
• Spreadsheet ideas
• Inner Geek Tutorials (Element K)

While your mentor teacher knows that you will find most everything that you need at the links listed above, you'll be able to go to a workshop on Thursday to learn more about creating newsletters and gradebooks - so you won't need a template for those two items.

For Thursday:

Read the chapter on Productivity Tools provided in class.
Begin working on your templates - review the assignment description if you have questions.
Remember that all components of this assignment are due on Tuesday, September 11 at the beginning of class.

Creating a Learning Environment

2007-08-30T08:00:00.000-04:00

PART ONE: Characteristics of a 21st Century Teacher

Based on your own experience and our class discussions on the digital generation and levels of technolgy integration (LoTi), what words would you use to describe a 21st century teacher? What abilities, attitudes, beliefs, actions come to mind?

PART TWO: Designing a classroom for the new learning environment:

What should the physical environment of your future classroom look like? As shown in Recesso chapter 2, there are various configurations for technology-enhanced classrooms. Based on what you've discussed and read, can you design a classroom layout that affords students the opportunity to participate in a class that is engaging, interactive, facilitative, and instructionally appropriate? (Recesso 22-23). Using PowerPoint, create a layout for your future classroom that possesses all 4 components listed. Also make sure to include additional materials, furniture, etc. that are necessary for your grade level/subject area.

For Tuesday's class:

Complete your classroom layout and follow the instructions for submitting the assignment as described in the project description. It is due on Tuesday.

Loti Levels and Portfolio Work

2007-08-28T08:00:00.000-04:00

PART ONE: LoTi Levels

We have talked for several class sessions about technology's role as a tool (one of many) for teaching and learning in K-12 classrooms. What we have not yet discussed is how the tool is used differently by teachers and students.

There are identified levels for quantifying the role technology plays in a learning environment. LoTi, or Levels of Technology Implementation, is a way of identifying how technology is being used for teaching and learning in a K-12 setting.

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 to understand what is going on in terms of teaching and learning in K-12 classrooms. As we begin our technology-connected projects this semester, it is important to be able to identify the LoTi level of an activity or project.

PART TWO: Portfolio Work

We began work on our portfolios during last Thursday's class. We'll review some of the particulars of using Googlepages and ensure you have everything required on your navigation bar and on your autobiography page.

For Thursday:
1. Finish any remaining portions of your navigation bar and autobiography page.
2. Read this short article about the importance of teachers.
3. Read the article distributed in class.

The Digital Generation

2007-08-23T08:00:00.000-04:00

PART ONE: The Digital Generation

Before we discuss technology tools and ways to integrate them into various content - it's important to talk about who you will be teaching and what you will be teaching them (students and standards).

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?

For Fun - see where you fall on the Beloit College Mindset List.

PART TWO: Your portfolio:
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. Today we'll be building the structure of your website and the autobiography page of your portfolio.

Once you've created your account, 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 Tuesday, August 28 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 Tuesday:
1. Complete your autobiography page and publish it to the web. To access your pages to continue working on them, go to Google Pages and log in with your google ID.
2. If you need additional help with completing your autobiography page you can use this link to help: http://pages.google.com/-/about.html#using or you can send me an email: gbthomas@uga.edu
3. If you're not sure what to write - view samples from summer semester.
4. I'm running a little contest for most creative, education-related t-shirt from VistaPrint -- don't forget to enter!

Getting Organized

2007-08-21T08:00:00.000-04:00

Welcome to Day Two of EDIT 2000!

PART ONE: A little more about our class

What questions do you have about the syllabus? Attendance policy? Grading policy? Late passes? Course schedule? Accessing course materials? Course projects?

Last Thursday, I began talking briefly about our course and how it is not just a class on learning how to use PowerPoint. So, if that is what it is not -- what is it? Let's take a few minutes to explore some work of previous EDIT 2000 students to get a better understanding of what we'll be doing this semester.

PART TWO: What does technology integration look like?

What are your experiences with technology in the K-12 classrooms? Post your experiences on the chart paper around the classroom.

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.

PART THREE: Getting organized for the semester

We will be working in a "dual platform" lab this semester. You'll learn to use both Windows and Macintosh machines. You'll find that they are very similar - once you test drive them both.

It's important to set up an organized file structure on any storage device - from a 3-ring binder to your usb drive. We use two main folders in your usb drive for this course: an assignments folder and a portfolio folder. Everything you create in this course should immediately be saved to the assignments folder. If you are using your usb drive for other courses, you'll want to create folders for them as well. Usb drives are easy to lose, so you'll want to make sure to have a Word document named "Open if found" saved to your usb drive - it should include all of your contact information.

Most importantly, in order for me to learn more about you (and to get a head start on one or our first projects) you will need to submit a professional resume. You'll want everything to look professional, so use a resume template.

Please remember that your resume must include:

Objective
Grade Level and Subject Area you want to teach
Education
Work Experience
Honors and Awards
Computer Skills/Special Skills
Personal Interests
Professional References

For Thursday:

1. Bring a printed copy of your resume to class. Save an electronic copy to your key drive.
2. Set up a Google account so that you can begin work on your web site.
3. Sign up for a "late pass" appointment.
4. Order something for free at Vista Print!

Welcome to EDIT 2000!

2007-08-16T08:00:00.000-04:00

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 instructor for your EDIT 2000 is Gretchen Thomas. The syllabus will give you specifics on what to expect during the semester. Know the syllabus well -- there could be a quiz!

The only materials you'll need for this course are a key drive and a 3-ring binder to keep track of handouts. We do not use a textbook - you will be provided with readings throughout the semester.

So, what does technology integration look like? 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.

What questions do you have about using technology? What are some things you would like to be able to do with your computer that, for whatever reason, you are unable to do?

If you'd like to earn a late pass to use this semester, schedule an appointment to stop by my office to pick one up by Thursday, August 23. I'm in rm 603C. It's a great way for you to learn where to find me and for me to learn more about you when you drop by. I'll even have a "goodie bag" for you.

For Tuesday:

Turn in your student information sheet.
Complete your "question amnesty card" and turn it in.
Purchase a USB drive or clean up an old one (i.e. delete old files, etc.)
Sign up for our class Facebook group: EDIT 2000 8:00 am Fall '07 or EDIT 2000 11:00 am Fall 2007 and submit a picture of yourself. Make sure to caption it with your full name. If you need assistance with this, please let me know.
Schedule an appointment to pick up a late pass.