Edlt 573 Group 1 Final Presentation


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Edlt 573 Group 1 Final Presentation

  1. 1. EDLT 573 Technology & Critical Thinking Spring 2010 Final Project Presentation May 1, 2010 Group 1 Adam Cavotta, Miriam Maske, & Sam Stichter
  2. 2. Mindtools <ul><li>“ Mindtools are computer-based tools and learning environments that have been adapted or developed to enable learners to represent what they know” (Jonassen, 2006, p. 20). </li></ul>Wiki A wiki is a hypermedia mindtool that is designed for multiple people to collaborate by adding and editing content (text, graphics, sounds, video, etc.)
  3. 3. Instructional Goal Statement <ul><li>The purpose of this project is to showcase wiki tools (PBWorks) and provide some guidance for how to transform the use of this technology into classroom activities that support model building and critical thinking skills. </li></ul><ul><li>Wikis are hypermedia Mindtools. </li></ul>
  4. 4. Theoretical Framework <ul><li>Wikis foster critical thinking by allowing students to : </li></ul><ul><li>Collaborate in the process of gathering information </li></ul><ul><li>Construct knowledge and place it within a central location </li></ul><ul><li>Design their own learning community </li></ul>
  5. 5. Target Audience <ul><li>While wikis can be used by any K-20 teacher to facilitate student learning, generally they are used with students from grades 4-20 in a face-to-face, online, or blended learning environment. </li></ul>
  6. 6. National Education Technology Standards (NETS) <ul><li>Creativity and Innovation </li></ul><ul><li>Communication and Collaboration </li></ul><ul><li>Research and Information Fluency </li></ul><ul><li>Critical Thinking, Problem Solving, and </li></ul><ul><li>Decision Making </li></ul><ul><li>Digital Citizenship </li></ul><ul><li>Technology Operations and Concepts </li></ul>
  7. 7. Instructional Objectives <ul><li>The students will create a wiki that recognizes the important information needed in the form of text, audio, and video production. </li></ul><ul><li>Based on research and interviews, the students will be able to summarize and explain information to included in the wiki pages. </li></ul><ul><li>The students will also be able to plan and organize the wiki through the use of topics/subgroups. </li></ul><ul><li>Using a teacher-provided rubric, the students will be able to utilize established criteria to evaluate and critique their individual performance on the project and the performance of their peers. </li></ul>
  8. 8. Prerequisite Skills <ul><li>Basic computer composition skills (understand how to draft a document using a Word processor) </li></ul><ul><li>Basic reading skills </li></ul><ul><li>Ability to use a Web browser </li></ul><ul><li>Basic research skills (including use of Web-based resources) </li></ul>
  9. 9. Technology Resources <ul><li>Access to computer </li></ul><ul><li>Internet connection </li></ul><ul><li>Web browser </li></ul><ul><li>Account on PBWorks </li></ul><ul><li>Email Account required (for teacher and participants) </li></ul>
  10. 10. Instructional Procedure <ul><li>The purpose of this lesson plan is to provide teachers with a basic structure for how to use a wiki space for a collaborative class assignment. </li></ul><ul><li>The assignment will incorporate cooperative, inquiry, and problem based learning activities. Different levels of scaffolding for projects will be discussed as well as methods used by students to link associated content to create connections to factual references and opinions. In addition, teachers will learn how to organize working groups within the wikispace in order to optimize interaction among students. </li></ul><ul><li>As part of this tutorial, several instructional videos will be used in order to train teachers about how to perform procedures within the PBWorks program in order to accomplish the design and instructional objectives of this lesson. </li></ul>
  11. 11. Main Wiki Activity <ul><li>This lesson employs a problem-based instructional design model where students will be asked to draft a legislative proposal to implement a more robust recycling program in their community. </li></ul><ul><li>Activities in the lesson will be conducted through the following phases: </li></ul><ul><li>Introduction to the problem </li></ul><ul><li>Division of labor </li></ul><ul><li>Research and collaboration </li></ul><ul><li>Writing </li></ul><ul><li>Reviewing </li></ul><ul><li>Publishing </li></ul>
  12. 12. Conclusion <ul><li>Carver, Lehrer, Connell, and Erickson (1992) list five major thinking skills that learners need to use as designers of knowledge: </li></ul><ul><li>Project Management Skills </li></ul><ul><li>Research Skills </li></ul><ul><li>Organization and Representation Skills </li></ul><ul><li>Presentation Skills </li></ul><ul><li>Reflection Skills </li></ul>
  13. 13. Assessment Procedure <ul><li>A rubric will be utilized to determine the quality of posts and interconnections (i.e., links). </li></ul><ul><li>Each student will be assessed by the teacher, their peers and via self-assessment using the rubric. For criteria with multiple raters, the average value will be used. </li></ul>