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ASSIGNMENTS:
1. Technology
Autobiography:
In several paragraphs, please share your views and experiences about technology
and computers, both in the classroom and in your experiences as a “user.”
Be sure to include a discussion of your views on computers in the classroom.
What role (if any) do you think computers should play in K-12 education?
Why? Post your statement to your blog,
and bring a printed copy to our next class.
2. Reading
Recovery PowerPoint:
With a partner, create a presentation offering a minimum of 10 slides
that work to either tell the story of a reader, provide a "top 10
list" like the ones we discussed in class, or that relay your own
experiences/understanding about reading to your future students. Your
slide show must include sound, animation, and transitions. (Bonus for
including digital video). See the evaluatory rubric
for additional information.
3.
Literacy Narrative or Teaching Narrative Digital Story:
The process of building your digital story will require that you complete
a storyboard and script as pre-writing activities, locate and digitize
several visual artifacts, import these into a digital video editor, record
a narration, add soundtrack, and burn a final cut of your 2-3 minute movie
to a CD. The topic of your story either will address your work/experiences
as a reader/writer or your experiences/insights about teaching. See the
evaluatory rubric
for additional information.
4. Midterm:
Complete a minimum of 5 squares of the matrix template. Be sure to write
descriptions for each of the teaching ideas.
5. WebQuest:
Using your web design skills alongside your content and pedagogical knowledge,
create either a WebQuest that leads students through higher-order activities
that use resources and primary sources that are unique to the web. See
the evaluatory rubric for additional information.
6. Class
Literature Circle:
In class-assigned small groups, you will conduct a literature circle that
addresses instructional ideas from pedagogical journals unique to your
field. We’ll use tapped in as our
class discussion area. You are required to make a minimum of 5 substantive
postings to the discussion over the course of the week.
7. Wiki
Lesson:
In class-assigned small groups, you will design a lesson that uses a wiki
to meet unique instructional goals in a content-specific instructional
lesson. Specific criteria and an evaluatory rubric will be posted.
8. Online
Interactive Debate:
In class-assigned small groups, you will participate in an online interactive
debate addressing issues presented throughout the professional literature.
Specific criteria and an evaluatory rubric will be posted.
9. Grand
Challenge:
The purpose of this assignment is for you to demonstrate both what you’ve
learned in terms of effective technology integration and meaningful, purposeful
instructional planning.
Option One:
The lesson you write will be a revision to
the lesson you wrote at the start of the class. You need to integrate
at least one of the technology tools explored this semester, and provide
a rational for the instructional value added. The assignment involves
multiple components:
1. Lesson Plan: Write a lesson plan on a topic in your content area that
you find interesting. Assume that you are writing a lesson for a 45 minute
class period with 25 students. You’ll want to use the template provided.
2. Video-taped Lesson: You will videotape yourself teaching a minimum
of 20 minutes of this lesson. There will be a video camera available through
your instructor that you can sign out. There are also video cameras the
might be available for you to sign out from the resources office outside
of the Ruffner 209 lab or from the Clemons Digital Media Lab. It is recommended
that you complete this in teams, signing out the video camera and then
using it within a group “block” of time. Submit the completed
recording burned onto a CDR (see the class t.a., instructor, or Ruffner
209 lab consultants for support if needed).
3. Video Annotation:
Using imovie or windows moviemaker, import the video and create a 3-5
minute digital video in which you annotate select segments of the video,
focusing on:
- Instructional goals
- Evidence of student learning
- Value added by instructional technology
- Issues presented by the use of technology (class management, lab configuration,
pre-teaching specific technology skills, etc.)
- Demonstrate the gains that you see in your planning and practice throughout
the course.
-OR-
Option Two:
1. Completed matrix - Using the matrix from
the midterm, complete a minimum of 10 squares and descriptions.
2. Develop supplemental materials (i.e., webquest,
website, digital story, presentation or exemplar) to accompany one activity
or lesson idea. It is recommended that this product go beyond the course
requirements and demonstrate that you've spend time mastering the tool...
No matter which option you select, I will be
looking for:
• Evidence of creativity and challenge in your lesson ideas.
• Clarity of thought and organization of lesson plan.
• Rationale for the integration and use of technology in the lesson.
• Ideas about student learning.
Click here for the rubric.
10. Weblog Reading Responses:
Throughout the semester, a variety of readings will be assigned. You will
be expected to come to class with the weekly readings completed and reflective
weblog posts sharing your ideas and responses as both a student and a
teacher.
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