Week 1 January 16-20 Monday holiday

Week 1 Video Self-portrait, Effective Internet Searching,
Internet Resource Evaluation

http://www.montana.edu/4teachers

In class this week---

Video introductions
Create EDCI320 folder in your z-drive
Sign-up for Co-Teaching Assignments- get contact information from your co-teacher

By next class---

Read chapter 1 and 2 in Niess-≥Guiding Learning with Technology≤
Set up a z-drive account if you do not have one already. This is your MSU student computer account. You must have this before your next class. Go to Reid 306 for assistance. This takes approximately 3 minutes of your time. Remember your username and password-write them down somewhere.

Down the road---

Start thinking about a topic and grade level for which you would like to design a technology-rich unit plan. Visit the Teacher Resources in the basement of the Library to examine several curriculum guides for the grade level or content area you plan to teach. Get ideas for unit topics you will teach. Examine the curriculum guides available in the lab next week.

ISTE NETS-T Standards to be covered this week:

NETS Standard 3.	Model Digital-Age Work and Learning a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
NETS Standard 4.	Promote and Model Digital Citizenship and Responsibility c. promote and model digital etiquette and responsible social interactions related to the use of technology and information

1. Why this course? A Vision of K-12 Students Today- http://www.youtube.com/watch?v=_A-ZVCjfWf8

Advanced Organizer:

Basics- Dock Mac/PC
Video Self-portrait Introductions
Course Design
Teaching your students to effectively search the Internet.
Cautions when searching the Internet. Who really owns the site?
Web page Evaluation
Co-Teaching Introduction and Sign-Up

*You must bring your USB jump drive (memory stick--many names to one of these) and lab manual to every class!!!

2. 60% Macs in Montana Schools. Therefore, you become comfortable with both--Mac and PC.

3. Video Self-portrait Introductions- use directions in the Directions Section

4. Course Design

Lab manual-Make sure to get it from the MSU Bookstore. If they are not on the shelf- order one- they do not automatically print more!
Textbook: Guiding learning with Technology
Flash drive (main save), Z drive (essential back-up)
Structure & Grading
Assignments are marked with Do This!
Possibly D2L

Montana Technology Standards- http://www.opi.state.mt.us/Accred/cstandards.html Click on Montana Content Standards & Performance Descriptors Click on the words: New Technology.

National Educational Technology Standards for Teachers and for Students. (NETS Standards) http://www.iste.org/

International Society for Technology in Education (ISTE) NETS provide a framework for educators to use as they transition schools from Industrial Age to Digital Age places of learning.≤

WARNING ABOUT ABSENCES:

EVERY CLASS builds upon the previous week. If you miss your section, try to attend one of the others. If you cannot, sit down at the computer and DO the week's projects and assignments that you missed in class. DO NOT COME TO CLASS AND TELL YOUR INSTRUCTOR THAT YOU MISSED CLASS--"TELL ME WHAT TO DO NOW!!" You must take responsibility for your learning! If the week you missed tells that we downloaded a page and worked on it, DOWNLOAD THAT PAGE and WORK ON IT before class the following week! We will not stop what we are doing that week in class in order to get you caught up. You must do it yourself- come to the lab for help if you need it, BEFORE your next class.

5. Mac Basics ≠ Dock, Quit vs. Close window, minimize, Groups/EDCI320 folder, etc.

Assignment: Get your MSU domain computer account (Z drive) by next week.

Go to the computer lab in Reid 306 to get help if needed. It only takes a couple of minutes. You need to get and remember your username and password. Also learn how to get into your Z drive in order to save into it. This is your back-up for all assignments and projects.

Montana Standards for Technology

Today's learnersãteachers and studentsãare continually affected by a variety of digital technologies.
These technologies have altered their expectations and skills.
Traditional instruction alone no longer provides students with all the skills necessary
to find personal value and professional success. Therefore, education needs to play
an increasing role in empowering learners to be technologically literate and to
integrate digital tools into their lives.

Expectations for student learning are increasing as digital tools make basic tasks
easier. We must help students meet these expectations by understanding that:

digital technology must be in the hands of all students;
technological literacy includes more than simple mastery of skills;
digital citizens must use digital tools safely and responsibly;
learning environments are no longer constrained by school walls; they are
global and personal;
digital technology skills are acquired, developed, and mastered at an
individual pace;
access to tools and flexible networks are critical for learner success.

While digital technology tools can be used to facilitate assessment of student
learning, the primary application of these tools must be used to support content area
learning. Although integrated learning systems can be used to deliver curriculum,
true technology integration involves dynamic interactions among learners using
digital tools.

Inquiry-based learning activities, rich in relevant content and integrated with digital
technology, can facilitate collaboration, critical thinking, creativity, and problem
solving. Properly applied, technology enhances learning and instruction, but does
not become the focus. By providing access to information and tools for expression,
opening pathways to communication, and facilitating personal understanding,
technology supports learning in all subjects.

Pursuant to Article X Sect 1(2) of the Constitution of the state of Montana and statutes
ß20-1-501 and ß20-9-309 2(c) MCA, the implementation of these standards must incorporate
the distinct and unique cultural heritage of Montana American Indians.

Teaching Strategy Modeled Today for You: Provide a webpage (montana.edu/4teachers) on which you have provided links to the sites your want students to go to. It will make the class session easier by having links on which to click rather than having your students type in each linkãtoo many mistakes are made and it is too time consuming--even with adults!

6. TechTime
Learn to teach your students about:

effectively searching the internet
evaluating Internet resources
Next week>>>> Internet safety (predators, bullies)

1. Searching the World Wide Web

Teach your students how to search more efficiently and how to evaluate the page when they get there!

What is a Browser?

A browser is a program like Netscape or Internet Explorer. You use (run) the program to access the World Wide Web.

What is a Search Engine?

A search engine is an Internet tool, usually Web based, that helps you find Web sites or topics based on a word or groups of words. Once you are running a browser, you can use a search engine from within the browser to help find sites on specific topics. How do search engines work? They survey the web and build databases from information found. Word(s) entered are checked against this database and results are returned as hits.

What is a URL?

A URL is a Uniform Resource Locator. It is the address of a web site. For example, http://www.yahoo.com is the URL for Yahoo, a search engine.

Resources for Teachers

1. Check out the reasons for choosing a particular engine.

http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html

Search Engines (This is only a sampling!)
1.     www.ask.com
users pose query in the form of an actual question then the engine responds with the best sites; a sample search question might be:
Where can I find lesson plans that integrate technology into the classroom for grades K-12?

2.     www.altavista.com
Alta Vista; one of the most comprehensive search engines, contains an image search, a huge translation program, can restrict searches by date and search only particular fields.

3.     www.excite.com
Excite; uses metasearch (searches using multiple other search engines). Ranks sites for relevance to your search and suggests links for similar sites.

4.     www.alltheweb.com
Fast; one of the larger search engine; very fast (lives up to its name); finds unique items often not found on other search engines; brings back as many results as possible; offensive filter on by default, so good search engine for students.

5.    www.hotbot.com
HotBot; includes sponsored search listings at the top. You can customize your search according to date, media type, domain names. etc.

6.     www.lycos.com
Lycos; nice filtering options with passwords--excellent for parents or schools.

7.     www.google.com
Google; judges quality of web page by number of other web pages and importance of other web pages linked to it; one of largest search engines; contains an image search.

8.    www.britannica.com
Encyclopedia Britannica; An encyclopedia; includes 75 magazines and a small web directory; subject directories offer browsing by category as well as keyword searching; the main encyclopedia requires a yearly fee, but a scaled down version is available for free; free version even gives links to web pages on the topic.

9.    www.searchengines.com
Search Engines; directory of search engines

10. www.yahoo.com            Yahoo!; uses paid placement, huge search engine, also by category.

11.    www.ditto.com
Ditto; search on word(s) and you receive thumbnails of the pictures; you can go to the source of the image and check copyright requirements.

12.    www.dogpile.com
Dogpile; metasearch; run searches simultaneously in a number of search engines while search engine directories link to numerous search engines by category.

Why Use Studentπs Search Engines?
A search on a common word like ≥girls≤ can give a student dangerous results. Therefore, teachers are probably safer to use studentπs search engines, which control the sites a student can visit. Be aware that they are not foolproof and some are safer than others.

Sites That Take You to Studentπs Search Engines
http://www.als.lib.wi.us/childsafe.html
http://www.tekmom.com/search/index.html
http://www.rcls.org/ksearch.htm

Studentπs Search Engines
1. http://sunsite.berkeley.edu/KidsClick!/
KidsClick; a web search for kids by librarians; listed by reading level

2. http://www.ajkids.com
Ask Jeeves for Kids; kids can ask questions in sentence form and then it takes them to the best sites after they answer a series of questions that help them focus on the correct answer; for grades 2-9; rated as very safe for kids by Childrenπs Software Review magazine

3. http://www.yahooligans.com
Yahooligans; for students ages 7-12; search by topic or search word

4. http://www.factmonster.com
Fact Monster; for grades K-12 and teachers; a powerful, diverse website; has received national recognition for top-notch reference materials, fun facts and features, and individualized homework help; has an almanac, atlas, dictionary & encyclopedia.

5. http://www.awesomelibrary.org
Awesome Library; for Kids, Teachers, Teens, Parents, Librarians or Communities; search by topic areas; a database of websites for the topic area is brought up; excellent resource for all ages; sponsored by EDI (Evaluation and Development Institute); includes top 5% sites in education.

6. http://www.familyfriendlysearch.com
Family Friendly Search; a database that searches through Yahooligans, AOL Kids, Kids Click, Saluki Search; easy to use; all ages

7. http://www.onekey.com/
Onekey; the kid safe search engine; OneKey partnered with Google.com provides a database of kid safe sites.

8. http://www.ncrtec.org/picture.htm
The Amazing Picture Machine; Photos, maps, paintings from N. Central Regional Educational Lab.

9. http://lcweb2.loc.gov/ammem/mdbquery.html
American Memories; Photos, prints, and maps; American History Collection, Library of Congress.

See your EDCI 320 Course Manual Week 1.

Page 9 in Lab Manual: Active Learning Teaching Strategy: Pair-Share- Compare student search engines to regular search engines. Choose one educational content topic and use the same keywords on which to search. Note similarities and differences, number of hits, sources of sites (.edu, .k12, .gov, .com, org, etc). likes/dislikes, educational value, appropriateness for the classroom, etc.
	Student Search Engine	Standard Search Engine
Topic & Keywords

Search Engine Tips
Check this out : http://www.findspot.com

Hints and Tips from findspot.com

When searching the web, use the most specific words possible.

The fewer words you use in your search query, the more matches there will be. If you are just browsing and want to find a lot of sites on the same subject use only a few words.

The more words you use in your search query, the less matches there will be. If you want to find something specific use more words.

Very common words (such as 'the', 'a', 'for' etc) are generally ignored by search engines.

1. The massive search engines are probably better for looking for obscure items since you are searching massive amounts of sites.

2. Look at the end of the site name to try to determine what type of site it is.

.com = commercial (Unrestricted)	.edu = 4 year universities only	.xx.us = schools .org = not-for-profit organizations
.gov = U.S. Federal Government	.mil = U.S. Military	.aero = Air-transport industry
.state.xx.us = state government	.net = Internet companies and providers (Unrestricted)	.biz = Businesses
.museum = Museums	.pro = Accountants, lawyers, and physicians	.name = For registration by individuals
.coop= Non-profit cooperatives	info = Unrestricted use

3. If one search doesnπt work, try rewording the request or making it more specific.

4. Some search engines are case sensitive.

5. Some search engines have an Advanced or Power Search. The advanced search can allow you to narrow down the number of hits so you can find more relevant information quicker.

6. Some search engines allow you to ask a question using a complete sentence. Ask Jeeves is the most commonly known search engine that is designed for natural language search.

Search Rules Used in Many Search Engines

1. Word Search

You type: free graphics

Result: Same as: +free+graphics and same as free and graphics

All hits must contain both words.

Be aware that in a few search engines, any hit that is returned must only contain one of the words because it is considered to be free or graphics.

2. You type: free graphics-retail

Result: All hits must contain BOTH the word "free" and the word "graphics" but do not contain the word "retail."

3. Phrase Searches Using Double Quotes

You type: "lesson plans"

Result: Hits must contain the words "lesson plans" in that specific sequence

4. An example of combining several of the above rules

You type: +"lesson plans"+math

Result: Hits must contain both the words "lesson plans" (in that specific sequence) and must contain the word "math"

5. Boolean Search

You type: free and graphics (see #1 above)

Result: All resulting items must contain BOTH words

You type: free or graphics

Result: All resulting items will contain at least one of the words

You type: free and graphics not retail

Result: You get all items that contain both the word "free" and the word "graphics" but that do not contain the word "retail"

6. Natural Language Searching

You type: What is the capital of Montana?

Result: Search returns items that might possibly answer this question.

Page 11 in the Lab Manual=====Write About This! What kinds of things must you teach your students about searching the Internet more effectively? We will place this information into our EDCI320 wiki at the end of class today.
1.
2.
3.
4.

Evaluating Internet Resources-in order that your students are not manipulated or fooled!

Determine Developer of the Site

1. Go to http://martinlutherking.org
WOW! Nice design, lesson plans for teacher, ideas for students!
Who is the developer of this site, how do you know if it is true, unbiased, etc?
What do you find out? Who owns the site?

Rational for Evaluating What you Find on the Web. "Therein lies the rationale for evaluating carefully whatever you find on the Web. The burden is on you - the reader - to establish the validity, authorship, timeliness, and integrity of what you find. Documents can easily be copied and falsified or copied with omissions and errors -- intentional or accidental. In the general World Wide Web there are no editors (unlike most print publications) to proofread and "send it back" or "reject it" until it meets the standards of a publishing house's reputation. Most pages found in general search engines for the web are self-published or published by businesses small and large with motives to get you to buy something or believe a point of view. Even within university and library web sites, there can be many pages that the institution does not try to oversee. The web needs to be free like that!! And you, if you want to use it for serious research, need to cultivate the habit of healthy skepticism, of questioning everything you find with critical thinking." From the Berkeley site below.

Critically Evaluating Web Content
GO HERE: Evaluating Internet Information http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html

The Librarians Internet Index http://lii.org/pub/topic/internet Click on Internet under Computers- tell about the resources teachers can use here.

Teaching Strategy for You: ≥HOAX SITES ARE FUN FOR GETTING STUDENTS TO SIZE UP WEB PAGES! Note: As with any resource, do review these pages before using them.≤

http://www.shsu.edu/~lis_mah/documents/TCEA/hoaxtable.html

Page 12 in the Lab Manual-----Write About This! List three things you will teach your students about evaluating Internet resources.

1.
2.
3.

Other Resources to Use
Evaluating Web Resources-Checklists
http://www.clubi.ie/webserch/resources/checklist.htm

Critical Evaluation of Internet Information
http://lone-eagles.com/search6.htm

Evaluating Web Pages
http://www.library.cornell.edu/okuref/research/webcrit.html

This site includes downloadable forms for educators to use with their students: http://school.discovery.com/schrockguide/eval.html

A checklist: http://library.usm.maine.edu/research/researchguides/webevaluating.html

More resources for you to use to reinforce learning for you or your students and their parents:

1. Internet safety WebQuest
https://www.msu.edu/~shaftom1/WebQuest1page.html

2. WebQuest: Will the Internet be banned forever? Or can the students change their future?
http://coe.nevada.edu/slefevre/Intro.html

3. WebQuest: Evaluating internet resources
http://www.amphi.com/~psteffen/evaluate/index.htm

4. Effectively searching the internet
specialized search engines http://webquest.sdsu.edu/searching/specialized.html

5. Tutorials on Searching http://www.searchengineguide.com/searchengines.html http://www.searchengineguide.com/howtosearch.html

6. An overview of today's topics: http://www.edletter.org/insights/internetresearch.shtml

What five things will you teach your students about evaluating Internet resources? Write in your lab manual so you will have this information when you need it in a few weeks.

Backing up to your Z drive:

A.    Open your z drive account:
1.    From the Menu Bar at the top of the window hold your mouse on
GO > release on Connect to Server.
2.    In the Server Address Box, type in smb://opal or, if itπs already there, just click the Connect box.
3.    Add the following to the boxes in the new window.
Workgroup:       MSU
Name:        your username for the MSU domain account -- z drive
Password:        your password

4.    In the box asking you to connect to a shared volume, hold the triangle down and choose the folder with the first letter of your username and click OK.
5.    Find your folder with your username and open it.
6.    In your folder, make a new folder ≠ EDCI320. Drag any files you want to save from this class into this folder.
7.    BEFORE next class! Set up a z account if you do not have one already. This is your MSU student computer account. You must have this before your next class. Go to Reid 306 for assistance. This takes approximately 3 minutes of your time. Remember your username and password-write them down somewhere safe.

_____________________________________________________________________________________________________________________________

B.    Saving to your flash drive:

1. Close or minimize all windows so you can see your desktop
2. Insert your flash drive into any of the USB ports on the computer ≠ there is one on the left end of the keyboard and two on the back of the computer/monitor.
3. Watch for a new icon to appear on the desktop ≠ indicating your flash drive
4. Drag any files you want to save onto this flash drive icon or open it and drag them into the window. You should have an EDCI320 folder.
5. To eject your flash drive, either drag it to the trash/eject icon on the dock or right-click it and choose eject. Wait for your drive to quit flashing and then remove it.
_________________________________________________________________________________________________

CO-TEACHING

Throughout the semester we will have co-teachings on a variety of topics focusing on the use of technology in the classroom. Each of you will be required work with a partner to do one. The objective of the co-teaching is
1) to increase your collaboration skills,
2) to provide micro-teaching opportunities,
3) to introduce a variety of technologies and topics, and
4) to encourage you to think about using the technology/concept in your classroom to enhance student understanding of your subject matter.

The following is a list of co-teaching topics and the date each is to be taught in class. See FORMS Section for evaluation form for your co-teaching.

Week 2 Jan. 25-29	Google Docs, presentations and sharing
Week 3 Feb. 1-5	Concept Mapping - Inspiration
Week 4 Feb 8-12	WebQuests- internet research activity >>. zunal.com
Week 5 Feb. 15-18	Free teacher tools on the web- assessment and reinforcement
Week 5 Feb. 15-18	Free Multimedia Tools for MAC and PC
Week 6 Feb 22-26	Digital storytelling in the classroom
Week 8 March 8-12	Using spreadsheets in the classroom
	Spring Break
Week 10 March 22-26	Extending PowerPoint- non-linear applications
Week 10 March 22-26	Differentiated Instruction and Adaptive Assistive Devices
Week 11Mar 29-Apr. 2	SmartBoard
Week 12 April 5-9	Indian Education for All (Only if needed)

Co-Teaching Guidelines

Sign-up for Co- Teaching ------ Sign up as pairs
All student teams must meet/talk with instructor the week before their presentation. If unable to meet due to absence, email or meet 2 weeks prior to discuss the objectives and goals of the teaching.
Plan for the teaching to take 15-20 minutes

Week 2: Google Docs
A. Use PowerPoint or Google presentation to enhance your teaching.
B. Teach the following:

Introduce technology or topic.
Do a quick pre-assessment: Ask what students what they already know about the topic and probe for answers to what it is, how they have used it, and learn about any misconceptions for the topic. You could also do a quick survey, written quiz, discussion, etc. to assess prior knowledge.
Provide at least three measurable learning objectives for this lesson and present them to the class.
Teach what it is.
Present/share a hypothetical teaching scenario in which you would use the technology. Walk the class through the scenario, showing how to use the technology.
Demonstrate how to create a GoogleDoc and why use it.
Demonstrate how to create a Presentation and basic procedures and describe why use it?
Demonstrate how to Share
Lead Class discussion: How could teachers adapt these for use in their subject area?
Do a quick post-assessment on your learning objectives. As a teacher, what would you do differently to enhance student learning?

Week 3: Inspiration- Concept Maps (Mind Mapping, etc)
Use PowerPoint or Google presentation to enhance your teaching.
Teach the following:

Introduce technology or topic.
Do a quick pre-assessment: Ask what students what they already know about the topic and probe for answers to what it is, how they have used it, and learn about any misconceptions for the topic. You could also do a quick survey, written quiz, discussion, etc. to assess prior knowledge.
Provide at least three measurable learning objectives for this lesson and present them to the class.
Teach what it is and why it is an important learning tool.
Present/share a hypothetical teaching scenario in which you would use the technology. Walk the class through the scenario, showing how to use the technology.
Demonstrate how to use Inspiration. Teach students to create a basic concept map using Inspiration.
Lead Class discussion: How could teachers adapt these for use in their subject area?
Do a quick post-assessment on your learning objectives. As a teacher, what would you do differently to enhance student learning?

Week 4: WebQuests and zunal.com
Use PowerPoint or Google presentation to enhance your teaching.
Teach the following:

Introduce technology or topic.
Do a quick pre-assessment: Ask what students what they already know about the topic and probe for answers to what it is, how they have used it, and learn about any misconceptions for the topic. You could also do a quick survey, written quiz, discussion, etc. to assess prior knowledge.
Provide at least three measurable learning objectives for this lesson and present them to the class.
Teach what it is and why it is an important learning tool. Show the parts of a webquest and explain what goes into each part.
Present/share a hypothetical teaching scenario in which you would use the technology. Walk the class through the scenario, showing how to use a WebQuest for internet research on any topic.
Show where teachers find pre-made WebQuests on different topics and grade levels?
Where do you find a template to make it easier to create one?
Demonstrate how to create a WebQuest using zunal.com.
Lead Class discussion: How could teachers adapt these for use in their subject area?
Do a quick post-assessment on your learning objectives. As a teacher, what would you do differently to enhance student learning?

Week 5: Free Teacher Tools
Use PowerPoint or Google presentation to enhance your teaching.
Teach the following:

1.    Introduce technology or topic.
2.    Do a quick pre-assessment: Ask what students what they already know about the topic and probe for answers to what it is, how they have used it, and learn about any misconceptions for the topic. You could also do a quick survey, written quiz, discussion, etc. to assess prior knowledge.
3.    Provide at least three measurable learning objectives for this lesson and present them to the class.
4.    Teach what free tools are and why it is important for teachers.
5.    Show where to find free teacher tools.
6.    Present/share a hypothetical teaching scenario in which you would use the technology. Walk the class through the scenario, showing--
a.    How to use them to create a test/quiz
b.    How to create a rubricãrubistar at 4teachers.org
c.    How to create a PBL checklist (4teachers.org)
7.    Lead Class discussion: How could teachers adapt these for use in their subject area?
8.    Do a quick post-assessment on your learning objectives. As a teacher, what would you do differently to enhance student learning?

Week 5: Free Multimedia Development Tools
Use PowerPoint or Google presentation to enhance your teaching.
Teach the following:

1.    Introduce technology or topic.
2.    Do a quick pre-assessment: Ask what students what they already know about the topic and probe for answers to what it is, how they have used it, and learn about any misconceptions for the topic. You could also do a quick survey, written quiz, discussion, etc. to assess prior knowledge.
3.    Provide at least three measurable learning objectives for this lesson and present them to the class.
4.    Introduce each tool by sharing what the tool does and where to find it.
5.    Provide brief demonstration or explanation of each: Gimp, Seashore, Picassa, Jing, Sketchup, OpenOffice, Microsoft Photo Story
6.    Make sure that the applications are loaded on the computer from which you teach or take screen shots of the program and use the photos in your presentation to teach about the program. Most of these are for pc.
7.    Present/share a hypothetical teaching scenario in which you would use the technology. Walk the class through the scenario describing how you would use it in the classroom.
8.    Lead Class discussion: How could teachers adapt these for use in their subject area?
9.    Do a quick post-assessment on your learning objectives. As a teacher, what would you do differently to enhance student learning?

Week 6: Digital Storytelling
Use PowerPoint or Google presentation to enhance your teaching.
Teach the following:

1.    Introduce technology or topic.
2.    Do a quick pre-assessment: Ask what students what they already know about the topic and probe for answers to what it is, how they have used it, and learn about any misconceptions for the topic. You could also do a quick survey, written quiz, discussion, etc. to assess prior knowledge.
3.    Provide at least three measurable learning objectives for this lesson and present them to the class.
4.    Teach what it is and why it is an important learning toolãDigital Storytelling.
5.    Show some great examples of ≥digital storytelling≤ being used as student projects.
6.    Present/share a hypothetical teaching scenario in which you would use the technology. Walk the class through the scenario describing how you would use it in the classroom.
7.    Lead Class discussion: How could teachers adapt these for use in their subject area?
8.    Do a quick post-assessment on your learning objectives. As a teacher, what would you do differently to enhance student learning?

Week 8: Spreadsheets for Classroom Use
Use PowerPoint or Google presentation to enhance your teaching.
Teach the following:

1.    Introduce technology or topic.
2.    Do a quick pre-assessment: Ask what students what they already know about the topic and probe for answers to what it is, how they have used it, and learn about any misconceptions for the topic. You could also do a quick survey, written quiz, discussion, etc. to assess prior knowledge.
3.    Provide at least three measurable learning objectives for this lesson and present them to the class.
4.    Teach what it is and why it is an important learning tool and productivity tool.
5.    Show/explain at least 10 great examples of spreadsheet lessons being used as student projects in a variety of content areas and grade levels.
6.    Present/share a hypothetical teaching scenario in which you would use the technology. Walk the class through the scenario as you have students use the spreadsheet for that one lesson that you choose to teach- example-- M&M lesson.
7.    Lead Class discussion: How could teachers adapt these for use in their subject area?
8.    Do a quick post-assessment on your learning objectives. As a teacher, what would you do differently to enhance student learning?

Week 10: Extending Powerpoint- Non-linear Uses: Jeopardy Game and others
Use PowerPoint or Google presentation to enhance your teaching.
Teach the following:

1.    Introduce technology or topic.
2.    Do a quick pre-assessment: Ask what students what they already know about the topic and probe for answers to what it is, how they have used it, and learn about any misconceptions for the topic. You could also do a quick survey, written quiz, discussion, etc. to assess prior knowledge.
3.    Provide at least three measurable learning objectives for this lesson and present them to the class.
4.    Describe uses of non-linear PowerPoint presentations/tools.
5.    Present/share a hypothetical teaching scenario in which you would use the technology. Walk the class through the scenario describing how you would use it in the classroom.
6.    Teach the class how to:
a.    add animation to text and graphics
b.    add slide transitions
c.    use action buttons (hyperlinks) for non-linear presentations--Teach how to create a Jeopardy game or similar tool using action buttons or hyperlinks.
7.    Lead Class discussion: How could teachers adapt these for use in their subject area?
8.    Do a quick post-assessment on your learning objectives. As a teacher, what would you do differently to enhance student learning?

Week 10 Adaptive Assistive Devices and also Differentiated Instruction
Use PowerPoint or Google presentation to enhance your teaching.
Teach the following:

1.    Introduce technology or topic.
2.    Do a quick pre-assessment: Ask what students what they already know about the topic and probe for answers to what it is, how they have used it, and learn about any misconceptions for the topic. You could also do a quick survey, written quiz, discussion, etc. to assess prior knowledge.
3.    Provide at least three measurable learning objectives for this lesson and present them to the class.
4.    Describe the topic and its value for teachers and students.
5.    Present/share a hypothetical teaching scenario in which you would use the technology or topic. Walk the class through the scenario describing how you would use it in the classroom.
6.    Show and explain 5 different devices
7.    Present/share a hypothetical teaching scenario in which you would use the adaptive assistive technology and then, differentiated instruction.
8.    Lead Class discussion: How could teachers adapt these for use in their subject area?
9.    Do a quick post-assessment on your learning objectives. As a teacher, what would you do differently to enhance student learning?

Week 11 SmartBoard
Use PowerPoint or Google presentation to enhance your teaching.
Teach the following:

1.    Introduce technology or topic.
2.    Do a quick pre-assessment: Ask what students what they already know about the topic and probe for answers to what it is, how they have used it, and learn about any misconceptions for the topic. You could also do a quick survey, written quiz, discussion, etc. to assess prior knowledge.
3.    Provide at least three measurable learning objectives for this lesson and present them to the class.
4.    Teach how to prepare the SmartBoard for teaching- calibration tool.
5.    Present/share a hypothetical teaching scenario in which you would use the technology. Walk the class through the scenario, showing us how to use the technology by presenting one interactive lesson using the SmartBoard.
6.    Show where to find lesson plans using the SmartBoard for different grade levels and content.
7.    Teach how to use the Notebook software and where to find pre-designed lesson plans that use Notebook software on the SmartBoardã http://education.smarttech.com
8.    Teach how to control PowerPoint and web browsers.
9.    Teach how to download a web image, capture, draw, save.
10.    Lead Class discussion: How could teachers adapt these for use in their subject area?
11.    Do a quick post-assessment on your learning objectives. As a teacher, what would you do differently to enhance student learning?

Week 11: extranomral.com text to movie project.
Use PowerPoint or Google presentation to enhance your teaching.
http://www.xtranormal.com/watch/5823645 for a sample
You will need to sign-up for an account- if free. Read the copyright info and share this information during your teaching. If the account is not free, talk to your lab instructor for alternate topic.
Teach the following:

1.    Introduce technology or topic.
2.    Do a quick pre-assessment: Ask what students what they already know about the topic and probe for answers to what it is, how they have used it, and learn about any misconceptions for the topic. You could also do a quick survey, written quiz, discussion, etc. to assess prior knowledge.
3.    Provide at least three measurable learning objectives for this lesson and present them to the class.
4.    Introduce the application by sharing what the tool does, where to find it and provide examples of using it in the classroom for different topics and grade levels. Start with
5.    Provide a demonstration showing how to use the application.
6.    Make sure that the application is loaded on the computer from which you teach and also on classroom computers if necessary.
7.    Lead Class discussion: How could teachers adapt these for use in their subject area?
8.    Do a quick post-assessment on your learning objectives. As a teacher, what would you do differently to enhance student learning?

Week 12 Indian Education for All - only for use if needed due to class size.
Use PowerPoint or Google presentation to enhance your teaching.
Teach the following:

1.    Introduce technology or topic.
2.    Do a quick pre-assessment: Ask what students what they already know about the topic and probe for answers to what it is, how they have used it, and learn about any misconceptions for the topic. You could also do a quick survey, written quiz, discussion, etc. to assess prior knowledge.
3.    Provide at least three measurable learning objectives for this lesson and present them to the class.
4.    Introduce Indian Education for All and the Essential Understandings. (All teachers, all subjects are required by law to incorporate IEFA.)
5.    Present/share a hypothetical teaching scenario in which you would use the technology. Walk the class through the scenario. Show at six lesson ideas that integrate IEFA into different content areas and grade levels.
6.    Show where teachers find lesson plans and free resources for IEFA. See OPI website and talk to your instructor about DVDs.
7.    Lead Class discussion: How could teachers adapt these for use in their subject area?
8.    Do a quick post-assessment on your learning objectives. As a teacher, what would you do differently to enhance student learning?

COMPLETE THE FOLLOWING FOR YOUR RECORDS

My Co-teaching topic is _______________________ and is scheduled for _______________! My team memberπs phone and email are:

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What Have We Learned Today?
Once we get started, you will be adding to your professional website-- google sites >>>>> WIKI. We will be reflecting on what we learned that day and recording them in the WIKI so at the end of the semester you will have documentation in your electronic portfolio (WIKI) as evidence that you have met the INTASC Standard #6 on Technology and Communications.
For today:
What things have we learned that we need to teach our students about:
- effectively searching the internet
- evaluating internet resources
We will start your WIKI "Down the road."
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Essential Understanding for Chapter 1 Teaching in the Twenty-first Century.
≥ As a pre-service teacher your task will be to learn about different technologies, but more importantly to learn how to learn with these different technologies. This understanding does not automatically happen by learning how the technology works. This understanding requires that you think about what you plan to teach and that you look for ways that technology supports that subject, with careful attention to the ways that your students learn and can use the technology as a tool for their own learning≤ (Niess, p.12).
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The Importance of Reading Before Class

The textbook provides a framework to help you learn strategies for guiding learning with technology. Each week is focused around a technology capability and how those capabilities can be integrated with teaching your subject area content and grade level.
1.    Each week you will need to read a chapter from the textbook ≥Guiding Learning with Technology.≤
2.    Your assignment from the reading is to add your reflection to your blog. We will set up your blog next week.

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Homework:
1. Do This: Assignment #1 a- 10 points Read chapters 1 (5 points) and 2 (5 points) in textbook. Type a reflection on your reading. Bring your reflection to class next week-- We will use this in class. You could also send it to yourself as an attachment in your email so you have it.
a.    Reflection Content:

Respond to one chapter objective from ch. 1 and one from ch 2.
Provide 1 question you have about the material covered
Provide 1 quick connection to your own teaching and how this will be useful to you.
Total length of blog reflection should be at least 3 paragraphs
Emphasis on grading will be on:

1. Responding to the requirements
2. Grammar, spelling, and composition

2.    BEFORE next class! Set up a z account if you do not have one already. This is your MSU student computer account. Go to Reid 306 for assistance. This takes approximately 3 minutes of your time. Remember your username and password-write them down somewhere safe.

3.    Set up a google account- you will need your email address that you signed up with and password.

4.    Co-teaching Reminder for next week: Google Docs/Presentations

5.    Bring your lab manual and USB flash drive with you to class each day.

Do This: Assignment #1b- 20 points Co-Teaching Specified Lesson to Class