Assessment

Your assignment:

  1. Read/explore links below.
  2. Create an assessment page in your wiki.
  3. Ideas: Find two articles/videos/blogs telling how real teachers are using these types of assessment tools in their classroom.
    Summarize articles and post links to articles on your wiki or embed videos.
  4. Google Form Sample:
    1. Create a 3-5 question survey or quiz using Google Forms.
      Include a variety of question types.
      Have at least 7 people take your assessment.
      Embed both survey and responses in your wiki.
      Remember to set your permissions/sharing to public so everyone can see your form. http://docs.google.com
      (Language Arts folks, go Above and Beyond, transform some of your assessment pieces into an electronic format for easier use.) Watch the overview video and help page if you haven't created a form before. See more video resources below including how to create a self-grading quiz.
    2. Briefly describe what app you used, any special notes you wish to remember (these are for you), and links to useful resources on how to use this tool.

  1. Poll Everywhere Sample:
    1. Create 2 surveys using Poll Everywhere (or similar app). http://www.polleverywhere.com/
      One survey should use words, the other pictures.Have at least 7 people complete your surveys.
      Post both the poll and results of poll to your wiki (jpg and link).
      Also include the web link to your surveys.
    2. Briefly describe what app you used, any special notes you wish to remember (these are for you), and links to useful resources on how to use this tool.

  1. Thoughts: Based on what you have discovered in your reading and sample creation, on your wiki page tell how you and your students might use this tool to support learning.

    Polls Everywhere
    https://www.youtube.com/watch?v=PrZBneuWApU&feature=youtu.be
    http://teachbytes.com/2012/03/21/polleverywhere-and-5-classroom-uses-2/
    http://www.educatorstechnology.com/2012/11/81-ways-teachers-can-use-google-forms.html
    https://www.youtube.com/watch?v=OSKyOIoRvt0&feature=youtu.be
    Cell Phones as Classroom Tools

Thoughts: I love the idea of assessments. When I was in a general education pit-class the professor took a poll at the end of each section. It helped her keep track of attendance with 100+ students, and it help us figure out if we were on the right track before exam time.



Posters and Books

Your assignment:

  1. Examine the resources and samples I've made below to understand what I'm calling posters.
  2. Create a posters webpage in your wiki.
  3. Ideas: Find two articles or videos where teachers talk about how they use posters with their students.
    Summarize articles/videos (2-3 sentences) and hyperlink to article or video on your wiki page.
  4. Samples:
    1. Create a multimedia poster or timeline that includes text, graphics and a video then post on your wiki. Glogster used to be very popular, they now have made this a paid tool so select something else. Go on the web to see what you can find. Some students have used Lucid Press. Or, make an Infographic using Piktochart or another tool.
    2. Create a word cloud poster using either Wordle or Tagxedo (or other word cloud app) and post on your wiki.
    3. Create a book. It can be a comic book/graphic novel or any type of book you wish. {High school teachers, check out Comic Life and iBooks Author.}
      A few easy to use apps include:
      • http://www.storyjumper.com/ (print story as a pdf then post pdf, grab a screenshot of the cover of the story and post that as a jpg to jazz up your wiki page)
      • http://storybird.com/(make your story public then post the link to it, grab a screenshot of the cover then post as a jpg to make your story sound interesting)
      • http://comiclife.com/ or ComicMaster -- social studies group, try this one to create graphic novels or comics.
        Middle-school students learn math through comic books
        Students at a middle school in Indiana are using comic books to learn math concepts. The "Solution Squad" superheroes, invented by math teacher Jim McClain, incorporates math problems in the stories and adheres to Common Core State Standards and Indiana standards. "Kids will read comics," McClain said. "One of the things that's hobbled teachers in recent years are the books we have to use -- it's very scripted." The Elkhart Truth (Ind.)
      • http://goanimate.com/ This one actually creates a video but in my mind equates to writing a book.
      • ZooBurst -- 3-d pop up books
      • Seussville Story Maker -- Probably okay for Dr Seuss' Birthday, but didn't thrill me as much.
      • iBooksAuthor Write a text book chapter with this one.
      • find another one you like
      • Note: You can also use PPT or Google Draw to make books. One page equals one slide. Make slides in either landscape or portrait direction. Print then staple or use electronically. With PPT you could also add audio and video if you wished. Or, make interactive. Your creativity is the limiting factor.
    4. Tell the name of each app you used and any special notes about their use or posting them on your site.

  1. Thoughts: Based on what you have discovered in your reading and sample creation, on your wiki page tell how you and your students might use this tool to support learning.

    Wordle
    https://www.youtube.com/watch?v=kqfLNGHZRGc&feature=youtu.be
    http://www.edudemic.com/45-interesting-ways-to-use-wordle-in-the-classroom/
    Tagxedo.
    Glogster
    Storybird
    .
    https://www.youtube.com/watch?v=F6t8tz9zZfI&feature=youtu.be
    PosterMyWall
    Story Jumper Book
    http://www.educatorstechnology.com/2012/07/story-jumper-easily-create-and-publish.html




Concept Maps

Your assignment:

  1. Read/explore links below.
  2. Create a concept map wiki page. Tell what concept maps are.
  3. Ideas: Find two additional articles or videos where teachers talk about how they use concept maps with their students.
    Summarize articles/videos (2-3 sentences) and hyperlink to article or video on your wiki page.
  4. Sample:
    1. Create a silly concept map with graphics using Inspiration or a similar application. Use at least 2 graphics from Inspiration and 2 from the web. Be sure to hyperlink your web photo to its address (see video below).
    2. Turn your concept map into an outline.
    3. Post your concept map and outline on your wiki (jpg, MS Word, and pdf).
    4. Briefly describe what app you used, any special notes you wish to remember (these are for you), and links to useful resources on how to use this tool.

  1. Thoughts: Based on what you have discovered in your reading and sample creation, on your wiki page tell how you and your students might use this tool to support learning.

Thoughts: When children are learning First, next, Then, etc. It can help to see a visual representation. I would use a concept map when telling a story to help students sequence events .



Rubrics

Your assignment:
  1. Create a Rubric page. Tell what rubrics are and why use them.
  2. Ideas: No need to locate two articles/videos. Your methods courses should be discussing rubric use.
  3. Sample: Create a sample rubric with a minimum of 4 criteria you will evaluate to see how tool works.
    Use Rubistar -- an online rubric development tool http://rubistar.4teachers.org/ Post rubric on page as a jpg and pdf along with Rubistar website address.
  4. Optional: Check out For All Rubrics -- they have rubrics aligned to the Common Core
  5. Thoughts: Use this tool when you plan your unit to create rubrics to go with each technology rich assignment you create.




Podcasts and Audio Files

Assignments

  1. Examine the samples I've made below to understand what podcasts and audio files are.
  2. Create a Podcasts and Audio Files page in your wiki.
  3. Ideas: Find two articles or videos where teachers talk about how they use podcasting and/or audio files with their students.
    Summarize articles/videos (2-3 sentences) and hyperlink to article or video on your wiki page.
  4. Samples:
    1. Create a sample audio podcast and post on your wiki (include music and narration).
    2. Create another audio podcast (use AudioBoo or similar app, not audacity) and post on your wiki .
    3. Create a welcome podcast and post on your wiki homepage (include music and narration).
    4. Create a one minute lecture to accompany a unit/lesson you are creating. Post on your unit/lesson page (include music and narration).
    5. Tell the name of each app you used and any special notes about their use and/or posting them on your site.

  1. Thoughts: Based on what you have discovered in your reading and sample creation, on your wiki page tell how you and your students might use this tool to support learning.




Instructional Videos

Your assignment:

  1. Read/explore links listed above and below.
  2. Create an Instructional Video webpage in your wiki. Tell what instructional videos are.
  3. Ideas: Find two articles or videos where teachers talk about how they use screencasting and/or instructional videos with their students.
    Summarize articles/videos (2-3 sentences) and hyperlink to article or video on your instructional videos webpage.
  4. Samples:
    1. Create a sample screencast telling how to do something. (see resource list below, there are many options)
      If one browser in the lab doesn't work, try another one. Some browsers in the lab have Java issues.
      Post screencast your your wiki.Swart Lab: Windows side - browsers seem to work, Java is out of date but can be updated later.
      Mac side - only use Firefox, others need too many plugins. Read these instructions then quit Firefox if it is open. Update Java by going to Finder - Apple - System Preferences - Java (bottom row of icons) - Update Now - Install (keep installing) (password is your campus password). Now you are ready to make screencast.
      Making screencast - Open Firefox, go to Screencastomatic.com, create an account (make open to public if that option is available), create a screencast, publish to Screencastomatic, click on link, screencast should show - don't worry if plugin is needed you won't need it on your wiki - scroll down page and copy embed code, paste as widget into wiki.
    2. (optional for Fall 2014) Use EDpuzzle to edit your instructional video adding a quiz, notes, commentary or other information to it.
    3. If you don't already have one, create a YouTube (or other) account so you will have a place to host your movies. Share it in such a way that we can view your movies without signing in as you. Set permissions making sure others can not leave comments on your videos.
      Note: Did you know you can get to your YouTube account via GoogleDocs? Log in to GoogleDocs then click on More and select YouTube.
      Think YouTube is too dangerous? Then why does WI DPI have their own channel? http://www.youtube.com/WisconsinDPI As a teacher you could elect to use YouTube for Schools. Check it out if you wish. I like YouTube because it makes videos easier to view on a variety of different devises. It all has to do with how the video/movie is encoded for playing on the web.
    4. Make a brief video (10-15 seconds) using Photobooth on the Macs in our lab. Include a section where you hold up a piece of paper with writing on it for your audience to read. (Can you read the message in your final movie?) Post to your YouTube account then embed on your wiki.
    5. Make a brief video using the built in recorder on YouTube. Include a section where you hold up a piece of paper with writing on it for your audience to read. (Can you read the message in your final movie?) Post to your account then embed in your wiki.
      Note: Once you are in YouTube click on Upload to access the WebCam to make your video. If Photobooth happens to be open, close it to access the camera through YouTube. Embed your video into your wiki.

  • Thoughts: Based on what you have discovered in your reading and sample creation, on your wiki page tell how you and your students might use this tool to support learning.



Learning Objects

What are they and why use them?
Learning Objects are instructional materials used by both teachers and students to learn. They are digital and found on the internet. Some would call them digital content. They tend to fall into three categories --
(1) Instructional materials including readings, maps, movies, and etc. They are designed to provide content. Compile them to create your own digital textbooks and/or resource packets for student use.
(2) Drill and practice sites where students practice skills such as math facts and identifying verbs. These types of tools involve students learning from technology.
(3) Games and simulations where students interact with their learning trying different strategies to improve their score or influence the outcome of the game or simulation. These tools involve learning with technology.

Assignment
  1. Explore the resources listed on this page.
  2. Create an instructional unit where students explore at least 10 content focused learning objects to learn about a topic. Be sure to provide hyperlinks for your students. Not all students have to use all the links. Think differentiated learning and provide links at a variety of different levels for your students. You do not need to create a separate learning objects page.

(Games and Simulations)

http://www.fishsmarty.com/
http://www.learninggamesforkids.com/
https://www.abcmouse.com/



Interactive Whiteboards

Your assignment:

  1. Explore what interactive whiteboards are.
  2. Create an Interactive Whiteboards webpage in your wiki. Tell what interactive whiteboards are.
  3. Ideas: Find two articles or videos where teachers talk about how they use interactive whiteboards with their students.
    Summarize articles/videos (2-3 sentences) and hyperlink to article or video on your wiki page.
  4. Samples: Find a classroom with an interactive whiteboard and use it. Bonus points if you use it in front of a class! On your wiki tell what you have done. While you are at it, make a movie to show you using it. (Polk library has a room on the 3rd floor that you reserve and use. They keep the key at the Checkout Desk on first floor, check it out!)
  5. Thoughts: Based on what you have discovered in your reading and sample use, on your wiki page tell how you and your students might use this tool to support learning.
  6. Bonus points if you teach another teacher (pk-12 or university) how to use it.
  7. Bonus points if you use the SmartBoard software in the Swart Lab to create lessons for use on the SmartBoard.




Communication Tools


What are they and why use them?

A variety of tools exist to help you communicate with others across the web. Skype is one such tool. Others also exist. Even Facebook has a built in Skype-like tool. These tools are great to use for guest speakers, "pen pals," and even local students who can't make it to school for a variety of reasons. I've had students who attended class via Skype. It works! Friends and families also use Skype or similar apps to stay in touch. If you haven't joined this revolution yet, now is the time.

Determine what your communication needs are, the level of internet accessibility of the person you need to communicate with, and then select an appropriate tool.

Your assignment:

  1. Read/explore links below.
  2. Create a communications page in your wiki.
  3. Ideas: Find two articles/videos/blogs telling how real teachers are using these types of tools in their classroom.
    Summarize articles and post links to articles on your wiki or embed videos.
  4. Sample: Use Skype or similar tool to talk with someone. Tell what app you used, who you talked with and when. Or, check out Google Hangouts (Google Hangouts Guide for Teachers)
  5. Push yourself: Explore Skype in the Classroom, identify two lessons or speakers that would work well in the classroom where you hope to teach. Tell what the lesson/collaboration is all about and what you find interesting about it.
  6. Ideas: Based on what you have discovered in your reading and sample creation, on your wiki page tell how you and your students might use this tool to support learning.



Maps

Assignment
  1. Explore the above links.
  2. Create a maps page.
  3. Ideas: Find two articles or videos where teachers talk about how they use any of these tools with their students. Summarize articles/videos (2-3 sentences) and hyperlink to article or video on your wiki page.
  4. Samples: Tell what you explored, what you discovered. Include at least 6 screen shots and 1 embedded map to document and illustrate your findings. (forgot how to do a screenshot? Check out Handy Tools page in this wiki.)
  5. Thoughts: Based on what you have discovered in your reading and sample creation, on your wiki page tell how you and your students might use this tool to support learning.



e-Safety and Fair Use

Assignments

  1. Adhere to copyright and fair use rules in the development of all course materials. (cite all graphics you didn't create, only use music from royalty free sites such as FreePlayMusic.com, using hyperlinks tell where you obtained resources.
  2. Explore internet safety websites and issues surrounding internet safety.
  3. Create a wiki page identifying (5 minimum) age/grade appropriate websites and lessons related to internet safety, digital citizenship, and/or copyright/fair use. Tell when, why, and how you would use each.




Units and Lessons


Planning for Instruction
Your methods courses should be giving you lots of direction and information related to lesson and unit planning. They will also have a specific way they wish to see your lesson plans. You can use their format or my format which is MUCH briefer than what your methods instructors expect. These plans will provide the unit's context then show where you are weaving in technology. I only want to see the instructional/activity sequence, not everything you are going to say. You will however need to include samples of the technology projects your students create and the scoring rubrics you might use to assess them. You may select any topic to teach and any grade level. You may tie all your plans around one teaching topic or multiple topics, the choice is yours. If you can tie these plans to what you are doing in your methods courses, please do! If not, at least select topics you are passionate about and hopefully know something about. This isn't about mastering new content, it's about organizing technology rich instruction. At the bottom of the page are a variety of additional resources associated with planning. Use them if you wish.

Include a minimum of:
  • 10 learning objects
  • 10 technology projects (not all students have to complete each project)
  • samples of the technology projects
  • rubrics for the technology rich assignments (if one rubric addresses more than one sample, great! Use RubiStar to help make rubrics)
  • One minute lecture (audio podcast, narration and music)
  • A justification for the plan's design
  • Look at the SAMR Model below, push yourself to move to the M and R levels

Scroll down for a sample unit....


Include the following

  • Instructional Context (Be brief!! Paste text directly onto your wiki page so I can see it.)
    • Grade Level (4th grade)
    • Content Area/Course (science)
    • Unit Title (Photosynthesis)
    • Length of Unit (3 weeks)
    • Time of Year/Month (end Sept - October)
    • Essential Question(s) around which unit is focused (Precisely why do we study photosynthesis? Who cares, especially 4th graders? How does knowing this information impact the lives of 4th graders? Answer these questions then "do a Jeopardy" and turn your answer into 1-3 questions around which you focus your plans and student products.)
    • Optional: Call for Action -- How about pushing your students to create something that calls for action? Tell what that action will be. (in keeping with the theme of fall, colored leaves and photosynthesis maybe students could talk about how leaves keep homes cooler in the summer so plant them around your house or colorful leaves create beauty so plant a variety of tree types or mulch fallen leaves to enrich your soils. Students would create a 30 second commercial (movie) to make their call for action.)
    • Content area and Technology (ISTE Student) Standards (see Technology Standards page for standards) Standards can be placed here or after the instructional activities. The choice is yours.

  • Instructional Activities and Samples (One page maximum, be brief!! Paste text directly onto your wiki page so I can see it.)
    • List the activities in your plan sequentially. Start with an action verb talking directly to the student telling the student what to do. (ie say Hear Lecture on photosynthesis as opposed to saying Give Lecture on photosynthesis. The student is listening to the lecture not giving it. Don't tell me what you will say in the lecture.)
    • Provide hyperlinked learning objects you expect students to use. Include additional detail telling what student is to do at site if it isn't obvious. Check out the learning objects page for how many to include. You may include more if you wish.
    • Include samples of all technology rich assignments students might create. Don't be afraid to give students choices of projects. Include samples of each project. (ie. create a 3-fold brochure or a newspaper or a movie showing the life cycle of a leaf, include a sample of each)
    • Attach rubrics for all graded, technology rich assignments (post as jpg)
    • Example of instructional activity listing:
      • Read pages 5-10 in your science textbook (no more detail needed here, yeah, I made up the page numbers)
      • Hear lecture on photosynthesis (no more detail needed here)
      • Visit http://library.thinkquest.org/3715/photo3.html to... (detail needed here, tell what students are to do at this website, you might include a variety of websites to differentiate your lesson for different student abilities)
      • Using your digital camera, take photos of 6 trees ... (only give me more detail here if you think I need it, attach sample of what you would expect student to produce, sample should be age/grade appropriate)
      • Create a slideshow.... (tell me what the slideshow is about, include a sample of the show)
      • Create a 30 second commercial related to some aspect of photosynthesis calling for action of some type