*Student Choice for Technology
Related METs:
SOCIAL, ETHICAL, AND HUMAN ISSUES
2. discuss how information and communication technology supports collaboration, productivity, and lifelong learning
10. explore various technology resources that could assist in pursuing personal goals
11. identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help achieve personal goals
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
TECHNOLOGY COMMUNICATIONS TOOLS
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
3. identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents)
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
6. compare and contrast the functions and capabilities of the word processor, database, and spreadsheet for gathering data, processing data, performing calculations, and reporting results
Tuesday, April 28, 2009
Skype
Technology Used: www.Skype.com
Related METs:
TECHNOLOGY PRODUCTIVITY TOOLS
11. identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help achieve personal goals
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
Related METs:
TECHNOLOGY PRODUCTIVITY TOOLS
11. identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help achieve personal goals
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
Classroom Typing Software and Technology Discussions
Technology Used: Typing Softward
Related METs:
BASIC OPERATIONS AND CONCEPTS
5. know proper keyboarding positions and touch-typing techniques
TECHNOLOGY RESEARCH TOOLS
2. describe basic guidelines for determining the validity of information accessed from various sources (e.g., web site, dictionary, on-line newspaper, CD-ROM)
3. know how to independently use existing databases (e.g., library catalogs, electronic dictionaries, encyclopedias) to locate, sort, and interpret information on an assigned topic
4. perform simple queries on existing databases and report results on an assigned topic
5. identify appropriate technology tools and resources by evaluating the accuracy, appropriateness, and bias of the resource
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
1. use technology resources to access information that can assist in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase)
Related METs:
BASIC OPERATIONS AND CONCEPTS
5. know proper keyboarding positions and touch-typing techniques
TECHNOLOGY RESEARCH TOOLS
2. describe basic guidelines for determining the validity of information accessed from various sources (e.g., web site, dictionary, on-line newspaper, CD-ROM)
3. know how to independently use existing databases (e.g., library catalogs, electronic dictionaries, encyclopedias) to locate, sort, and interpret information on an assigned topic
4. perform simple queries on existing databases and report results on an assigned topic
5. identify appropriate technology tools and resources by evaluating the accuracy, appropriateness, and bias of the resource
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
1. use technology resources to access information that can assist in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase)
Student Inquiries
*Student Choice for Technology
Related METs:
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
2. use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational software) to collect, organize, and evaluate information to assist with solving real-life problems (personal or community)
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
9. identify which types of software can be used most effectively for different types of data, for different information needs, or for conveying results to different audiences
10. identify search strategies for locating needed information on the internet
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
SOCIAL, ETHICAL, AND HUMAN ISSUES
4. discuss the accuracy, relevance, appropriateness, and bias of electronic information sources
7. use age-appropriate citing of sources for electronic reports
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
TECHNOLOGY COMMUNICATIONS TOOLS
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
3. identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents)
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
Related METs:
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
2. use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational software) to collect, organize, and evaluate information to assist with solving real-life problems (personal or community)
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
9. identify which types of software can be used most effectively for different types of data, for different information needs, or for conveying results to different audiences
10. identify search strategies for locating needed information on the internet
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
SOCIAL, ETHICAL, AND HUMAN ISSUES
4. discuss the accuracy, relevance, appropriateness, and bias of electronic information sources
7. use age-appropriate citing of sources for electronic reports
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
TECHNOLOGY COMMUNICATIONS TOOLS
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
3. identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents)
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
Map Mashup
Technology Used: Google Maps
Related METs:
BASIC OPERATIONS AND CONCEPTS
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
Related METs:
BASIC OPERATIONS AND CONCEPTS
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
Scrapblog
Technology Used: www.scrapblog.com
Related METs:
BASIC OPERATIONS AND CONCEPTS
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
Related METs:
BASIC OPERATIONS AND CONCEPTS
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
Google Docs
Technology Used: Google Docs
Related METs:
BASIC OPERATIONS AND CONCEPTS
1. discuss ways technology has changed life at school and at home
2. discuss ways technology has changed business and government over the years
3. recognize and discuss the need for security applications (e.g., virus detection, spam defense, popup blockers, firewalls) to help protect information and to keep the system functioning properly
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
SOCIAL, ETHICAL, AND HUMAN ISSUES
1. identify cultural and societal issues relating to technology
3. discuss how various assistive technologies can benefit individuals with disabilities
SOCIAL, ETHICAL, AND HUMAN ISSUES
7. use age-appropriate citing of sources for electronic reports
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
3. identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents)
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
6. compare and contrast the functions and capabilities of the word processor, database, and spreadsheet for gathering data, processing data, performing calculations, and reporting results
Related METs:
BASIC OPERATIONS AND CONCEPTS
1. discuss ways technology has changed life at school and at home
2. discuss ways technology has changed business and government over the years
3. recognize and discuss the need for security applications (e.g., virus detection, spam defense, popup blockers, firewalls) to help protect information and to keep the system functioning properly
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
SOCIAL, ETHICAL, AND HUMAN ISSUES
1. identify cultural and societal issues relating to technology
3. discuss how various assistive technologies can benefit individuals with disabilities
SOCIAL, ETHICAL, AND HUMAN ISSUES
7. use age-appropriate citing of sources for electronic reports
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
3. identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents)
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
6. compare and contrast the functions and capabilities of the word processor, database, and spreadsheet for gathering data, processing data, performing calculations, and reporting results
Wiki
Technology Used: www.pbwiki.com
Related METs:
BASIC OPERATIONS AND CONCEPTS
1. discuss ways technology has changed life at school and at home
2. discuss ways technology has changed business and government over the years
3. recognize and discuss the need for security applications (e.g., virus detection, spam defense, popup blockers, firewalls) to help protect information and to keep the system functioning properly
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
SOCIAL, ETHICAL, AND HUMAN ISSUES
1. identify cultural and societal issues relating to technology
3. discuss how various assistive technologies can benefit individuals with disabilities
SOCIAL, ETHICAL, AND HUMAN ISSUES
7. use age-appropriate citing of sources for electronic reports
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
3. identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents)
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
6. compare and contrast the functions and capabilities of the word processor, database, and spreadsheet for gathering data, processing data, performing calculations, and reporting results
Related METs:
BASIC OPERATIONS AND CONCEPTS
1. discuss ways technology has changed life at school and at home
2. discuss ways technology has changed business and government over the years
3. recognize and discuss the need for security applications (e.g., virus detection, spam defense, popup blockers, firewalls) to help protect information and to keep the system functioning properly
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
SOCIAL, ETHICAL, AND HUMAN ISSUES
1. identify cultural and societal issues relating to technology
3. discuss how various assistive technologies can benefit individuals with disabilities
SOCIAL, ETHICAL, AND HUMAN ISSUES
7. use age-appropriate citing of sources for electronic reports
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
3. identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents)
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
6. compare and contrast the functions and capabilities of the word processor, database, and spreadsheet for gathering data, processing data, performing calculations, and reporting results
PowerPoint
Technology Used: Microsoft PowerPoint
Related METs:
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
TECHNOLOGY COMMUNICATIONS TOOLS
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
Related METs:
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
TECHNOLOGY COMMUNICATIONS TOOLS
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
Student Portfolios
Technology Used: www.weebly.com
Related METs:
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
4. know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
SOCIAL, ETHICAL, AND HUMAN ISSUES
10. explore various technology resources that could assist in pursuing personal goals
11. identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help achieve personal goals
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
TECHNOLOGY COMMUNICATIONS TOOLS
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
Related METs:
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
4. know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
SOCIAL, ETHICAL, AND HUMAN ISSUES
10. explore various technology resources that could assist in pursuing personal goals
11. identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help achieve personal goals
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
TECHNOLOGY COMMUNICATIONS TOOLS
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
Creative Commons
Technology Used: www.creativecommons.com
Related METs:
BASIC OPERATIONS AND CONCEPTS
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, flash drives)
SOCIAL, ETHICAL, AND HUMAN ISSUES
5. discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cell- phones, PDAs, wireless connectivity) and describe consequences of inappropriate use
6. discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws
7. use age-appropriate citing of sources for electronic reports
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
Related METs:
BASIC OPERATIONS AND CONCEPTS
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, flash drives)
SOCIAL, ETHICAL, AND HUMAN ISSUES
5. discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cell- phones, PDAs, wireless connectivity) and describe consequences of inappropriate use
6. discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws
7. use age-appropriate citing of sources for electronic reports
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
Digital Story
Technology Used: www.voicethread.com
Related METs:
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
4. know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
Related METs:
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
4. know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
Digital Photography
Technology Used: www.picnik.com
Related METs:
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
4. know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
Related METs:
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
4. know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
Student Blogs
Technology Used: www.blogger.com
Related METs:
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
4. know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
SOCIAL, ETHICAL, AND HUMAN ISSUES
5. discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cell- phones, PDAs, wireless connectivity) and describe consequences of inappropriate us
TECHNOLOGY PRODUCTIVITY TOOLS
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
Related METs:
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
4. know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
SOCIAL, ETHICAL, AND HUMAN ISSUES
5. discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cell- phones, PDAs, wireless connectivity) and describe consequences of inappropriate us
TECHNOLOGY PRODUCTIVITY TOOLS
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
Classroom Blog
Technology Used: www.blogger.com
Related METs:
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
4. know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
TECHNOLOGY PRODUCTIVITY TOOLS
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
Related METs:
TECHNOLOGY PROBLEM-SOLVING AND DECISION-MAKING TOOLS
4. know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)
BASIC OPERATIONS AND CONCEPTS
6. manage and maintain files on a hard drive or the network
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
TECHNOLOGY PRODUCTIVITY TOOLS
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
5. collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
iGoogle/ RSS Feeds
Technology Used: iGoogle/ RSS Feeds
METs:
BASIC OPERATIONS AND CONCEPTS
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
10. identify search strategies for locating needed information on the internet
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
METs:
BASIC OPERATIONS AND CONCEPTS
7. demonstrate proper care in the use of hardware, software, peripherals, and storage media
10. identify search strategies for locating needed information on the internet
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
Gmail
Technology Used: Google Mail- www.gmail.com
METs:
BASIC OPERATIONS AND CONCEPTS
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
SOCIAL, ETHICAL, AND HUMAN ISSUES
10. explore various technology resources that could assist in pursuing personal goals
11. identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help achieve personal goals
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
METs:
BASIC OPERATIONS AND CONCEPTS
8. know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, fl ash drives)
SOCIAL, ETHICAL, AND HUMAN ISSUES
10. explore various technology resources that could assist in pursuing personal goals
11. identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help achieve personal goals
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
Wordle
Technology Used:
www.wordle.net
METs:
BASIC OPERATIONS AND CONCEPTS
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
SOCIAL, ETHICAL, AND HUMAN ISSUES
6. discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws
7. use age-appropriate citing of sources for electronic reports
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
TECHNOLOGY PRODUCTIVITY TOOLS
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
www.wordle.net
METs:
BASIC OPERATIONS AND CONCEPTS
11. proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups
SOCIAL, ETHICAL, AND HUMAN ISSUES
6. discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws
7. use age-appropriate citing of sources for electronic reports
TECHNOLOGY PRODUCTIVITY TOOLS
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
TECHNOLOGY PRODUCTIVITY TOOLS
3. use a variety of technology tools and applications to promote creativity
4. understand that existing (and future) technologies are the result of human creativity
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information
Sunday, April 26, 2009
Scavenger Hunt
The Internet can be a great tool for conducting research and locating information. Through the use of search engines, information can be found using keywords related to the topic. It is critical for students to have strong research skills, and learn how to effectively locate information on the Internet.
What is a search engine?
Wikipedia says, "A Web search engine is a tool designed to search for information on the World Wide Web. The search results are usually presented in a list and are commonly called hits. The information may consist of web pages, images, information and other types of files. Some search engines also mine data available in newsbooks, databases, or open directories. Unlike Web directories, which are maintained by human editors, search engines operate algorithmically or are a mixture of algorithmic."
Our class defnition of search engine...
What is a Keyword?
Wikipedia says, "In computer programming, a keyword is a word or identifier that has a particular meaning to the programming language. The meaning of keywords — and, indeed, the meaning of the notion of keyword — differs widely from language to language.
Our class definition of keyword...
What search engines are available?
What tips can we create to locating information on the Internet?
Our class reccommends...
The Task:
* Spend some time exploring these search engines.
* "Google" your name or someone you know.
* Search for something you are interested in.
* Find out which search engine your prefer.
* Think about some of the reasons that make it your favorite.
* Complete the Scavenger Hunt: Scavenger Hunt.doc
* Use the search engines explored to find the answers.
* We are trying to locate the most efficient search methods to use in the Internet, so record the time that it takes you so that we can figure out as a class which search engine we would reccommend to others.
* We will share our results in small groups, and then as a class to work on our tips for locating information in the Internet.
(5) References
- Search Engines
- BASIC OPERATIONS AND CONCEPTS
10. identify search strategies for locating needed information on the internet
SOCIAL, ETHICAL, AND HUMAN ISSUES
4. discuss the accuracy, relevance, appropriateness, and bias of electronic information sources
TECHNOLOGY RESEARCH TOOLS
1. use Web search engines and built-in search functions of other various resources to locate information - Search Engines to locate information on the Internet.
- When describing each steps, insert links to your artifacts or examples
What is a search engine?
Wikipedia says, "A Web search engine is a tool designed to search for information on the World Wide Web. The search results are usually presented in a list and are commonly called hits. The information may consist of web pages, images, information and other types of files. Some search engines also mine data available in newsbooks, databases, or open directories. Unlike Web directories, which are maintained by human editors, search engines operate algorithmically or are a mixture of algorithmic."
Our class defnition of search engine...
What is a Keyword?
Wikipedia says, "In computer programming, a keyword is a word or identifier that has a particular meaning to the programming language. The meaning of keywords — and, indeed, the meaning of the notion of keyword — differs widely from language to language.
Our class definition of keyword...
What search engines are available?
What tips can we create to locating information on the Internet?
Our class reccommends...
The Task:
* Spend some time exploring these search engines.
* "Google" your name or someone you know.
* Search for something you are interested in.
* Find out which search engine your prefer.
* Think about some of the reasons that make it your favorite.
* Complete the Scavenger Hunt: Scavenger Hunt.doc
* Use the search engines explored to find the answers.
* We are trying to locate the most efficient search methods to use in the Internet, so record the time that it takes you so that we can figure out as a class which search engine we would reccommend to others.
* We will share our results in small groups, and then as a class to work on our tips for locating information in the Internet.
(5) References
- Jane Rice, Michigan State University SME 120
Student Contract
Student Contract: "Your safety is our #1 concern. The Student Contract is created to give you the tools and knowledge to use the Internet in a safe and professional manner. It is important to remember that the use of technology is not a right, but a privilege. Once signed this contract is active, and allows you to utilize technology to the full extent in our classroom. At any time this contract can be revoked if you break any of the guidelines."
METs:
SOCIAL, ETHICAL, AND HUMAN ISSUES
By the end of Grade 5 each student will:
5. discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cell-
phones, PDAs, wireless connectivity) and describe consequences of inappropriate use
6. discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, fi le sharing, spam,
viruses, plagiarism) and related laws
8. identify appropriate kinds of information that should be shared in public chat rooms
9. identify safety precautions that should be taken while on-line
10. explore various technology resources that could assist in pursuing personal goals
11. identify technology resources and describe how those resources improve the ability to communicate, increase
productivity, or help achieve personal goals
TECHNOLOGY PRODUCTIVITY TOOLS
By the end of Grade 5 each student will:
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage fi les; and
use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
Technology Used:
Microsoft Word- document formatting pre-assessment
pbWiki- Class Collaboration- acts as outline of lesson storing related files and instructions
Google Doc- Classroom Gallery- Great place to organize lessons, while exposing students to another technology that is similar in formatting to Microsoft Word, but has the advantage of being able to access online
(3) The Lesson Plan: Using Frontpage of Wiki as visual aid:
METs:
SOCIAL, ETHICAL, AND HUMAN ISSUES
By the end of Grade 5 each student will:
5. discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cell-
phones, PDAs, wireless connectivity) and describe consequences of inappropriate use
6. discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, fi le sharing, spam,
viruses, plagiarism) and related laws
8. identify appropriate kinds of information that should be shared in public chat rooms
9. identify safety precautions that should be taken while on-line
10. explore various technology resources that could assist in pursuing personal goals
11. identify technology resources and describe how those resources improve the ability to communicate, increase
productivity, or help achieve personal goals
TECHNOLOGY PRODUCTIVITY TOOLS
By the end of Grade 5 each student will:
1. know how to use menu options in applications to print, format, add multimedia features; open, save, manage fi les; and
use various grammar tools (e.g., dictionary, thesaurus, spell-checker)
Technology Used:
Microsoft Word- document formatting pre-assessment
pbWiki- Class Collaboration- acts as outline of lesson storing related files and instructions
Google Doc- Classroom Gallery- Great place to organize lessons, while exposing students to another technology that is similar in formatting to Microsoft Word, but has the advantage of being able to access online
(3) The Lesson Plan: Using Frontpage of Wiki as visual aid:
- Share the mission, discuss safety and professionalism expected.
- THE PAST: Watch "The History of Technology" Video.
- Discuss age of technology, what it means for this era of students. (5 min)
- THE PRESENT: Walk through the Classroom Gallery, discussing different projects, what a Google doc is, and how they will use the Gallery to link to their projects. (5 min.)
- Discuss the first task: the Student Contract
- Walk through the guidline, sharing experiences, and soliciting student involvement in the discussion. (10 min)
- Get started on the project- student work time 20-25 minutes.
- *Remainder of work will be completed during alloted center times later in the week.
- I think this is a great way to set the expectations of proper use and safety early in the semester. This activity will offer a means of pre-assessing the students, as I keep a running record of their skills, how they work with their peers, and how they utilize the time.
- As the teacher, I would write a cover letter to send home with this Student Contract. I think it is very important to keep communication open with parents about what is going on with their students. A classroom blog, and website, will be a tool to share what the students are learning, and also the steps that can be taken in terms of privacy online.
- Technology in the Classroom Wiki
- pbWiki.com
- www.creativecommons.com
- www.picnik.com
- Student Internet Contract: Glencoe/ McGraw Hill
Thursday, April 16, 2009
Technology Integration Plan
I see technology playing an increasingly important role in education in America. To be active as world citizens, and competitive in a global marketplace, students will continue to find technology used as a method of research, as a form of interactive communication and as a means of making our way of life more efficient and creative. It is my goal to make technology accessible, and an integrated part of the classroom routine and the educational experiences in my classroom. As we explore new technologies, I think that one of the most important roles of the teacher is to model appropriate Internet use practices. We all know that a lot of bad things can happen online, and I want my students to be equipped with the skills of how to use the Internet in a safe, non-destructive and appropriate manner.
My goal with this plan, is to create a Student Project Gallery, outline basic skills and technologies to address these skills along the way. One of the most exciting things about technology is that it can be used to connect with many types of learners, and can co-incide with the development of literacy skills, including read, writing, listening, viewing and speaking. All of these can be addressed, created and assessed through various technologies, along with research and communication skills for science and social studies, and math as well. I plan to create an outline of technologies to be taught, using both the METs and GLCEs for 4th grade as that is the grade that I will be teaching next year for my internship. For this project I will develop a few of the lessons, but the entire project will be fully developed by me this summer, and into next fall as I enter the classroom.
I have learned of the technologies available to me next year, and will be incorporating their use into the lessons. I understand that plans may change, and as I get to know my students certain skills may need to be addressed or developed. Also some students may know/ or learn these technologies at a different place, so some may be completed as a whole class, in small groups, individually in centers, and some even after school, or at home.
Many of these technologies will be used as a presentation medium for student research and inquiries, and also for reflections via blogs, and wikis. The expectations will be outlined for each lesson, however I would really encourage students to be creative and think outside of the box in terms of their use. The student gallery will act as the storage place for the project as they are developed, but I would eventually like the students to create their own web portfolio to house their work. This gallery can be accessed and shared at parent- teacher conferences, teacher evaluations, as well as future job interviews to demonstrate how I am integrating technology in my lessons, and how my students respond.
My plan is to scaffold the technologies as we go, building upon our skills as we go.
Student Contract: Terms of Use Policy
(this will be developed for the plan)
Scavenger Hunt
(Using Search Engines Pre-Assessment to be developed)
Wordle
(A form of word poetry. Students will complete a list of at least twenty words to describe their personalities, hobbies, and interest. They will create their Wordle, and then engage in a sharing with fellow classmates as a community building activity.)
Gmail Account
(Creating Professional and safe email addresses)
iGoogle-RSS Feed
(Create own home page, discuss RSS and locate feeds of interest for their iGoolge)
Classroom Blog
(Established as a class, to model and prepare them for building their own/ group blogs)
Student Blog
(Group or individual to be decided, as a place for forum, reflection and discussion)
Digital Photography and Photo Editing- Uploading a Photo
(The classroom just got a few new cameras, practice taking pictures, and using Picnik.com to edit, and then upload their image to student blogs)
Digital Stoy- Uploading an HTML
(Voicethread.com, group story of field trip, hike, project, plan, etc. upload the Voicethread to group/ student blogs/ or class Wiki for the project)
Creative Commons
(Learn the concept of Free Use, and how to properly cite others' work, as well as licensing their own.)
Book Club- Shelfari
(Learn to read and write book reviews, establish their own shelves
Student Portfolios
(One of the culminating technologies. To connect, and store students projects, a reflection of them as individuals)
Power Point
Wiki/ Google Docs
Scrapblog
Map Mashup
(Thinking Michigan History related)
Inquiry Project
This would be a student choice project to explore, try out one of these, and see what other students can do with it. They can choose from one that we have done, or find a new technology to share.)
My plan is to create my outline of technologies, incorporating the METs and GLCEs to build a introduction for the whole class and then allow time in the computer lab and during centers to complete the projects.
My goal with this plan, is to create a Student Project Gallery, outline basic skills and technologies to address these skills along the way. One of the most exciting things about technology is that it can be used to connect with many types of learners, and can co-incide with the development of literacy skills, including read, writing, listening, viewing and speaking. All of these can be addressed, created and assessed through various technologies, along with research and communication skills for science and social studies, and math as well. I plan to create an outline of technologies to be taught, using both the METs and GLCEs for 4th grade as that is the grade that I will be teaching next year for my internship. For this project I will develop a few of the lessons, but the entire project will be fully developed by me this summer, and into next fall as I enter the classroom.
I have learned of the technologies available to me next year, and will be incorporating their use into the lessons. I understand that plans may change, and as I get to know my students certain skills may need to be addressed or developed. Also some students may know/ or learn these technologies at a different place, so some may be completed as a whole class, in small groups, individually in centers, and some even after school, or at home.
Many of these technologies will be used as a presentation medium for student research and inquiries, and also for reflections via blogs, and wikis. The expectations will be outlined for each lesson, however I would really encourage students to be creative and think outside of the box in terms of their use. The student gallery will act as the storage place for the project as they are developed, but I would eventually like the students to create their own web portfolio to house their work. This gallery can be accessed and shared at parent- teacher conferences, teacher evaluations, as well as future job interviews to demonstrate how I am integrating technology in my lessons, and how my students respond.
My plan is to scaffold the technologies as we go, building upon our skills as we go.
Student Contract: Terms of Use Policy
(this will be developed for the plan)
Scavenger Hunt
(Using Search Engines Pre-Assessment to be developed)
Wordle
(A form of word poetry. Students will complete a list of at least twenty words to describe their personalities, hobbies, and interest. They will create their Wordle, and then engage in a sharing with fellow classmates as a community building activity.)
Gmail Account
(Creating Professional and safe email addresses)
iGoogle-RSS Feed
(Create own home page, discuss RSS and locate feeds of interest for their iGoolge)
Classroom Blog
(Established as a class, to model and prepare them for building their own/ group blogs)
Student Blog
(Group or individual to be decided, as a place for forum, reflection and discussion)
Digital Photography and Photo Editing- Uploading a Photo
(The classroom just got a few new cameras, practice taking pictures, and using Picnik.com to edit, and then upload their image to student blogs)
Digital Stoy- Uploading an HTML
(Voicethread.com, group story of field trip, hike, project, plan, etc. upload the Voicethread to group/ student blogs/ or class Wiki for the project)
Creative Commons
(Learn the concept of Free Use, and how to properly cite others' work, as well as licensing their own.)
Book Club- Shelfari
(Learn to read and write book reviews, establish their own shelves
Student Portfolios
(One of the culminating technologies. To connect, and store students projects, a reflection of them as individuals)
Power Point
Wiki/ Google Docs
Scrapblog
Map Mashup
(Thinking Michigan History related)
Inquiry Project
This would be a student choice project to explore, try out one of these, and see what other students can do with it. They can choose from one that we have done, or find a new technology to share.)
My plan is to create my outline of technologies, incorporating the METs and GLCEs to build a introduction for the whole class and then allow time in the computer lab and during centers to complete the projects.
Friday, April 10, 2009
Saturday, April 4, 2009
Ms. Sharp's Technology Podcasts
Welcome to Ms. Sharp's Technology Podcast!
Episode 1: HTML
Episode one is all about HTMLs. I will be discussing what the acronym stands for, what an HTML is, and how we can start to use HTMLs in our Technology Integration Projects.
Episode 2: Uploading HTMLs
This podcast offers step-by-step instructions for presentations, newsletters, brochures, web pages)
to communicate information and ideas to various audiences
METs
TECHNOLOGY PRODUCTIVITY TOOLS
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations,or web documents
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative
projects with other students
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
3. identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents)
For my internship next year I am going to be in a 4th grade classroom. I am preparing a Student Gallery of the related technologies that I would like to teach. These podcasts are intended to aid students as they complete the Digital Story project, as they use their photos to create a digital story, and will then learn how to upload their story to their blogs via an HTML.
I used the MAC program Garageband to create these podcasts. I found the program to be very manageable, and found the video tutorials on Apple.com to be very helpful. I would use this technology in the future. I can see the idea of creating "radio" broadcasts to be appealing to students, but I don't think that I would include it on a must-do for my technology integration. Rather, I may have it for a self-exploration, or introduce it to students interested in doing a class message, or broadcasts. I found it to be very difficult, and time consuming and confusing, so I really want to improve my skills at podcasting before I expect students to create one.
Episode 1: HTML
Episode one is all about HTMLs. I will be discussing what the acronym stands for, what an HTML is, and how we can start to use HTMLs in our Technology Integration Projects.
Episode 2: Uploading HTMLs
This podcast offers step-by-step instructions for presentations, newsletters, brochures, web pages)
to communicate information and ideas to various audiences
METs
TECHNOLOGY PRODUCTIVITY TOOLS
2. know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations,or web documents
TECHNOLOGY COMMUNICATIONS TOOLS
1. use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative
projects with other students
2. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences
3. identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents)
For my internship next year I am going to be in a 4th grade classroom. I am preparing a Student Gallery of the related technologies that I would like to teach. These podcasts are intended to aid students as they complete the Digital Story project, as they use their photos to create a digital story, and will then learn how to upload their story to their blogs via an HTML.
I used the MAC program Garageband to create these podcasts. I found the program to be very manageable, and found the video tutorials on Apple.com to be very helpful. I would use this technology in the future. I can see the idea of creating "radio" broadcasts to be appealing to students, but I don't think that I would include it on a must-do for my technology integration. Rather, I may have it for a self-exploration, or introduce it to students interested in doing a class message, or broadcasts. I found it to be very difficult, and time consuming and confusing, so I really want to improve my skills at podcasting before I expect students to create one.
Saturday, March 7, 2009
Lake Michigan Sunset
Photo Attribution:
Original Image: "Lake Michigan Sunset"
Given Verbal Permission, 2-14-09
Lake Michigan Sunset by Dillon Olsen is licensed under a Creative Commons Attribution 3.0 United States License.
Original Image: "Lake Michigan Sunset"
Given Verbal Permission, 2-14-09
Lake Michigan Sunset by Dillon Olsen is licensed under a Creative Commons Attribution 3.0 United States License.
Thursday, March 5, 2009
Digital Images and Copyright Protocol
***Prior Knowledge***
With the prompt of having to share a way of locating images from the Internet for student use in presentations, I would recommend to the student to try a Google image search. To use the image, copy and paste onto the document. If it is a live page, I would link the photo to the original source, and include the photo, photo name and URL. I would encourage the student to add as much information, and always give as much credit to the artist as possible.
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Digital Photography Tools:
Picnic.com
-A great free digital photo editing program online. Using iPhoto, I found I was unable to resize an image on my computer. After many failed attempts trying to re-size the photo for my blog header, a friend recommended Picnic.com. This site is so easy to use, and results in great quality and creative finishes to photos. The sunset on my blog was resized using Picnic, and the header image on my portfolio was edited as well.
Photbucket.com:
-After seeing a slideshow as one of the blog gadget options, I wanted to share some of my favorite photos. I did a Google search for a "how-to create" this, and found one that recommended using Photobucket. I uploaded the photos, and used the feed to share photos on my blog, and recently added to my portfolio.
To My Students:
I will strongly emphasize the need to give source credit, to the greatest capacity. They can either, use their own work, get permission, use a CC licensed work and give as much information as possible or follow the guidelines according to fair use. I found this week's discussion to be difficult to understand, scary and am still unclear. I would like to find some additional information, that could explain this to children, and made the requirements more clear. Besides the fear of a lawsuit, I would recommend that the student, get creative with their technology use, but to proceed with caution and cite the sources as much as possible.
With the prompt of having to share a way of locating images from the Internet for student use in presentations, I would recommend to the student to try a Google image search. To use the image, copy and paste onto the document. If it is a live page, I would link the photo to the original source, and include the photo, photo name and URL. I would encourage the student to add as much information, and always give as much credit to the artist as possible.
_______________________________________________________________________________________
Digital Photography Tools:
Picnic.com
-A great free digital photo editing program online. Using iPhoto, I found I was unable to resize an image on my computer. After many failed attempts trying to re-size the photo for my blog header, a friend recommended Picnic.com. This site is so easy to use, and results in great quality and creative finishes to photos. The sunset on my blog was resized using Picnic, and the header image on my portfolio was edited as well.
Photbucket.com:
-After seeing a slideshow as one of the blog gadget options, I wanted to share some of my favorite photos. I did a Google search for a "how-to create" this, and found one that recommended using Photobucket. I uploaded the photos, and used the feed to share photos on my blog, and recently added to my portfolio.
To My Students:
I will strongly emphasize the need to give source credit, to the greatest capacity. They can either, use their own work, get permission, use a CC licensed work and give as much information as possible or follow the guidelines according to fair use. I found this week's discussion to be difficult to understand, scary and am still unclear. I would like to find some additional information, that could explain this to children, and made the requirements more clear. Besides the fear of a lawsuit, I would recommend that the student, get creative with their technology use, but to proceed with caution and cite the sources as much as possible.
Sunday, March 1, 2009
The Lifecycle of a Frog- Digital Story
This story was created to use as an example for students. After completing a lifecycle Inquiry, I would have students use their notes, drawing, photographs, and research to create a Digital Story of their study. I found this program to be very straightforward and easy to use. CreativeCommons.org was a great tool to use for locating images, and I have it bookmarked for future use.
I can see application for all subjects, and is a great way to integrate music and art in your classroom. For Social Studies, I created a digital story of a field trip to the Michigan Historical Society. For math, I can see if used to show the steps, and different methods of solving a problem. The story I created was intended for science, but I can also see it used to show step by step instructions, or for presenting a digital lab report. For Language Arts, students could create stories, alternate endings, similar themes, class stories, class collections of works, etc.
Sunday, February 22, 2009
Map Mashup... What I did over Spring Break
View Larger Map
For this particular assignment, I saw connection with some of the third grade Language Arts GLCEs, and saw it as a piece where students could create a narrative texts, using their "voice" to tell the story of a family vacation, or trip they would like to take. It could be applied to places near and far. When I was in school, I would often take trips with my grandparents, and have to miss a week or so of school. My teachers would have me create a presentation, from pictures, artifacts and my journal entries and I can see a Map Mashup as a great way to integrate technology into a similar assignment. I am really excited about the Mashups, and have enjoyed looking over what my peers have created. I see tremendous application to Language Arts- literature trips, writing, presenting- Social Studies- immigration, war, historical landmarks, maps, cardinal directions- Math- estimating distance and time, gas mileage, budget- Science- geographical features, climate, habitat, migration patterns, and am excited about seeing what students could create with this particular technology. The possibilities are endless, and it is a great tool for an integrated lesson.
Saturday, February 7, 2009
RSS feeds for Parents
I chose the task of locating RSS feeds for parents. The Google search for "parent RSS feeds/ parents tips/ ideas for kids, children's math RSS etc. really didn't provide what I was looking for. I can see these being available in the future, they would be useful. I found one that I set-up that provides articles for parents about technology. There is a variety of topics, but the central theme is that technology can be safe and used as a great tool for learning. There is a vast divide in technology ability and attitudes today. I know many that have never been on the Internet, and have no desire to do so. With not knowing, and possibly even knowing, there is a certain level of fear and nervousness about connecting yourself to anyone in the world online. This RSS feed may help to keep parents posted with technology updates and the many great ways they can be used in education.
The second feed I added was recommended by a friend and I spent some time getting familiar with this week. I can see Shelfari being used to record the books that students read at school during the year. It is pretty neat to see the books you have read displayed with their actual covers on the screen. For me it was like looking at old friends, and fun trying to remember the books that I read in school. By having students add books to their shelf, they can share their progress and create discussion about what they read. There could be a connection with some of those books, with the students taking them home to read with their families, or add books that they read at home with their parents. If homes do not have access to the Internet, the shelf could be printed off throughout the year to share the progress- or students could show their parents when they are at the school, parent-teacher conferences etc, and students can add the books that they read at home in class.
The third feed I subscribed to was for the Word of the Day. This could be a great thing to add to a classroom blog that parents and students could talk about and learn together, when they check out the blog. It could be incorporated into classroom discussion and then become included into a classroom dictionary/ vocabulary log.
I actually prefer to add RSS feeds through Blogger. If you go to Customize, add a Gadget, and then choose Feed, you can customize the layout of the feed, and I think it makes it look more cohesive with the blog. It has the same options and I prefer the look of it rather than going through Google Reader.
The second feed I added was recommended by a friend and I spent some time getting familiar with this week. I can see Shelfari being used to record the books that students read at school during the year. It is pretty neat to see the books you have read displayed with their actual covers on the screen. For me it was like looking at old friends, and fun trying to remember the books that I read in school. By having students add books to their shelf, they can share their progress and create discussion about what they read. There could be a connection with some of those books, with the students taking them home to read with their families, or add books that they read at home with their parents. If homes do not have access to the Internet, the shelf could be printed off throughout the year to share the progress- or students could show their parents when they are at the school, parent-teacher conferences etc, and students can add the books that they read at home in class.
The third feed I subscribed to was for the Word of the Day. This could be a great thing to add to a classroom blog that parents and students could talk about and learn together, when they check out the blog. It could be incorporated into classroom discussion and then become included into a classroom dictionary/ vocabulary log.
I actually prefer to add RSS feeds through Blogger. If you go to Customize, add a Gadget, and then choose Feed, you can customize the layout of the feed, and I think it makes it look more cohesive with the blog. It has the same options and I prefer the look of it rather than going through Google Reader.
Friday, February 6, 2009
Personalizing the Internet
RSS Feeds
I started using an RSS feed on my blog for NPR- Politics and Society, U.S. Department of Education and The Record Eagle- a newspaper based in Traverse City to keep me updated with news in my home region. I have since moved the U.S. Department of Education feed to my online portfolio, and I continue to organize myself on the Internet. I found that almost any topic/ and most websites are now offering RSS feeds. I found everything from cooking to education, to a Rhianna feed for music.
I can see these being included on a classroom blog, keeping the class updated with local news from their towns, or really any topic of interest or study. There could be a pair of students that are responsible for choosing an article daily to report to the class, as a part of the morning routine.
iGoogle
I set up iGoogle as my homepage, and like that it offers a quick view of the weather, new emails and updates from my feeds. It is an instant update for me when I get online.
This could be done for the class computers as well, set up by/ with students.
Google Reader
This seems like just one more place that I would have to go to check out. I can this used as an either/ or for news, however will keep it included in my "toolbox" for future use in the classroom.
I started using an RSS feed on my blog for NPR- Politics and Society, U.S. Department of Education and The Record Eagle- a newspaper based in Traverse City to keep me updated with news in my home region. I have since moved the U.S. Department of Education feed to my online portfolio, and I continue to organize myself on the Internet. I found that almost any topic/ and most websites are now offering RSS feeds. I found everything from cooking to education, to a Rhianna feed for music.
I can see these being included on a classroom blog, keeping the class updated with local news from their towns, or really any topic of interest or study. There could be a pair of students that are responsible for choosing an article daily to report to the class, as a part of the morning routine.
iGoogle
I set up iGoogle as my homepage, and like that it offers a quick view of the weather, new emails and updates from my feeds. It is an instant update for me when I get online.
This could be done for the class computers as well, set up by/ with students.
Google Reader
This seems like just one more place that I would have to go to check out. I can this used as an either/ or for news, however will keep it included in my "toolbox" for future use in the classroom.
Saturday, January 31, 2009
Online Portfolios
For my web portfolio I chose to use weebly.com. The sight is both professionally looking and EXTREMELY frustrating. It takes a lot of trial and error and a ton of patience. It seems that the steps change, and things dissapear and reappear for no reason.
Besides all of that, it is a nice free site for constructing web portfolios. I think it sets a high bar visually for web portfolios. I found it to be a great place to sort my notes and ideas, but I am at a point where I am wondering if I should start a second. Having one more as an online resume, and another for more specific classroom activities. In a way I see a need for both, but at the same time I think there is value in sharing your plans for the classroom as well. I will work on this in the weeks to come.
I can see students building something of this nature for themselves in relation to school work and personal achievements. Time will definitely be an issue in the classroom, and I think it is the type of thing that would also be developed during free time and at home/ library, etc. as well. It is my hope, that by sharing my portfolio and great examples of others, that students would choose to portray themselves to the world in a manner that is professional and classy. I think that the lack of building these in schools, can create some of the negative and inappropriate portrayals on sites like myspace.com and facebook.com that are literally ruining peoples lives.
Besides all of that, it is a nice free site for constructing web portfolios. I think it sets a high bar visually for web portfolios. I found it to be a great place to sort my notes and ideas, but I am at a point where I am wondering if I should start a second. Having one more as an online resume, and another for more specific classroom activities. In a way I see a need for both, but at the same time I think there is value in sharing your plans for the classroom as well. I will work on this in the weeks to come.
I can see students building something of this nature for themselves in relation to school work and personal achievements. Time will definitely be an issue in the classroom, and I think it is the type of thing that would also be developed during free time and at home/ library, etc. as well. It is my hope, that by sharing my portfolio and great examples of others, that students would choose to portray themselves to the world in a manner that is professional and classy. I think that the lack of building these in schools, can create some of the negative and inappropriate portrayals on sites like myspace.com and facebook.com that are literally ruining peoples lives.
Google Yourself
Interesting. I have done this before this assignment, and knew that most were from newspaper clippings and announcements from high school, that I didn't mind people seeing. However, I didn't like the facebook.com and facebook.com to your friends links and was frustrated with the annoying reuinion.com and classmates.com links. I don't use this, why is my name here? I am wondering if there is a way to remove yourself from these?
Saturday, January 24, 2009
95 Reasons...
While searching for educational blogs, I came across Spotty Banana Homeschool. The blog is attractive and well done. It offers perspective on educational news, and acts an incredible source for learning that can take place in the traditional classroom, outdoors as well as in the home. Teachers and families would find this site useful, it shows how the activites that you do, and the many places you go, can provide valuable learning opportunities. The blog has ideas for lessons, links to current topics in education and tips from people who devote their time to teaching chilldren.
Under the links at Spotty Banana, one name caught my eye, Little Blue School. This mom is homeschooling her two children, and captures these experiences in a way that will leave you inspired. She is ORGANIZED, and has a major list of lessons and activities for children. Her latest "95 Reasons I Love T-Bone" post was great! I can see sharing this example with students, and asking them to complete similar statement, "95 Reasons..." This could be used in all subject areas, during holidays or special occasions: THiNK: Valentine's Day, Mother's Day-Father's Day, elections, favorite/particular: season, book, food, color, activity, on and on and on. Causing students to find 95 ways to represent their statement would create an expansion of thought, use a great deal of vocabulary and act as a a great means of getting to know your students.
As I was creating this blog, a friend of mine began one as well. The premise of The Staggering Lummox is political. He finds an article and provides his take on the situation via the blog. The ability to research a topic, including images, video, song, newspaper, etc, and then describe, support, elaborate would be a great method for students to organize a subject studied. I can see this being used for an on-going student inquiry on a topic of their choice, (or a set topic). Specific Tasks or Expectations would be provided along the way to guide the process, but the final outcome would be largely up to the students. The blog would act as a journal, as a a visual representation of the topic and as a source for communication at multiple levels including: teacher to student- student to student- and student to experts around the world.
Under the links at Spotty Banana, one name caught my eye, Little Blue School. This mom is homeschooling her two children, and captures these experiences in a way that will leave you inspired. She is ORGANIZED, and has a major list of lessons and activities for children. Her latest "95 Reasons I Love T-Bone" post was great! I can see sharing this example with students, and asking them to complete similar statement, "95 Reasons..." This could be used in all subject areas, during holidays or special occasions: THiNK: Valentine's Day, Mother's Day-Father's Day, elections, favorite/particular: season, book, food, color, activity, on and on and on. Causing students to find 95 ways to represent their statement would create an expansion of thought, use a great deal of vocabulary and act as a a great means of getting to know your students.
As I was creating this blog, a friend of mine began one as well. The premise of The Staggering Lummox is political. He finds an article and provides his take on the situation via the blog. The ability to research a topic, including images, video, song, newspaper, etc, and then describe, support, elaborate would be a great method for students to organize a subject studied. I can see this being used for an on-going student inquiry on a topic of their choice, (or a set topic). Specific Tasks or Expectations would be provided along the way to guide the process, but the final outcome would be largely up to the students. The blog would act as a journal, as a a visual representation of the topic and as a source for communication at multiple levels including: teacher to student- student to student- and student to experts around the world.
Thursday, January 22, 2009
Take a deep breath...
I have to admit I was skeptical of joining the blogging world. I pictured someone sitting solo, ranting and raving about some obscure cause. I was intimidated and afraid of the unknown. However, I have realized a new resource of information, a way to organize online and an outlet for creativity. As a future teacher, I'm excited about the many ways that blogs can be incorporated into the classroom. From giving parent a means of keeping up with classroom activities and announcements, to offering students an opportunity to communicate with their peers both in their classroom and around the world. Blogs can be used to enhance student learning and I look forward to finding ways to utilizing them in lessons.
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