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Final Atm Pp

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Final draft of ATM WebQuest assignment.

Final draft of ATM WebQuest assignment.

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    Final Atm Pp Final Atm Pp Presentation Transcript

    • “ The World Through a Different Pair of Eyes” Evaluating an effective ATM Casey Block, Theodore Clunie, Megan Cushman, Jamie Garwood, Danielle Monks, Kyle Scott EDUC 214
    • Introduction: Why are we doing this?
    • Introduction
      • Paraphrasing Albert Einstein, it is the goal for teachers to engage their students in worthwhile assignments to stimulate their creativity, knowledge and love of learning in each subject in education.
      • Using these ideas, how can we provide our students and classrooms with effective technology integration?
      • “ It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
    • Introduction
      • Goals are essential in any classroom, and the following information will identify lesson content goals as well as student cognitive goals.
      • The National Educational Technology Standards (NETS) will then be discussed to provide information on specific curriculum components.
      • When constructing a lesson, teachers should always ask themselves specific questions about what is going into their lesson and what students should get out of their work and studies.
      • To address this, guiding questions will be identified concerning components such as technology use and information accuracy.
    • Introduction
      • To assess whether a lesson is truly beneficial and effective, at least three lesson assessments should be given.
        • Pre-assessment
        • Assignment assessment
        • Post-assessment
      • Student learning connections will also be identified along with the activity tasks such as student exploration phases, assignments and projects.
      • To supplement this information, effective teaching strategies will be discussed as well as classroom management procedures.
      • As one can see, many ideas go into effective lessons; planning, implementing and reviewing integration components are key for both the success of the student and the teacher.
    • Why do we bother?
      • Purpose : for teachers to integrate technology into their teaching methods so that it is effective and enhances learning.
      • While using technology in the classroom, teachers will instruct students on how to remain ethical while covering several different ways in which technology can be used in the classroom and the real world.
      • Visit edict lesson:
      • www.iwillfollow.com
    • Why do we bother?
      • Teachers will also show students how to search for information with technology.
      • Multiple forms of assessment will be given in order to make sure students are learning, and adjustments to each individual’s education will be made as necessary.
      • Most importantly, students will complete authentic tasks in which technology will play an integrating role to promote higher learning.
    • How do we begin?
      • How should this lesson be tailored to the particular learner group?
        • Design lessons to be more involved for older students.
        • Encourage metacognition, or “thinking about thinking.”
        • Tasks should demonstrate student awareness, planning, goal setting and monitoring.
        • More capable students should be able to describe their thinking, planning and problem solving process.
    • How do we begin?
      • In what way could current student technological knowledge be identified?
        • A basic exam, pre-assessment or introduction into the lesson should be given to assess current knowledge.
    • How do we begin?
      • Should students work together to complete their tasks?
        • Encourage working collaboratively.
        • Group students according to their varying experience levels/technological boundaries to help each other succeed.
        • Allow students to learn from a teaching perspective by allowing them to assist their classmates.
    • How do we begin?
      • How can we keep students engaged, motivated and interested?
        • The tasks should relate to the students and their interests.
        • Assignments should be involved and challenging, but not to the point of frustration.
        • More advanced students should be able to avoid boredom by having slightly more experienced and involved activities.
    • “ Through a Different Pair of Eyes”: Unit for Grades 6-8 (Ages 11-13) View Lesson: The World Through a Different Pair of Eyes
    • Our Unit
      • “ The World Through a Different Pair of Eyes” is a unit designed for 6th-8th graders.
        • This unit involves establishing a link through “ePALS” with students from different countries.
        • Visit the ePALS website: www.epals.com
        • The students send emails to one another in which they discuss various subjects regarding the culture and history of their home countries.
    • Our Unit
        • Students keep a journal in which they assess themselves and keep track of their discussion.
        • The ATM is designed to widen the students’ perspectives of the world and other cultures.
        • Students use technology and their previous knowledge to gain worthwhile understanding of another culture that may have been previously inaccessible.
    • Pedagogy: How do we share what we know so that they will know it too?
    • Pedagogy
      • Teacher Roles
        • Facilitator
          • Provide comfortable environment
          • Develop engaging activities
        • Guide
          • Mediate, coach and monitor students and learning
        • Co-Learner
          • Allow students to become teachers
          • Encourage life-long learning
      • Student Roles
        • Explorers
          • Discover concepts, apply skills and become self-oriented
        • Producers of Knowledge
          • Make contributions to the world through technology
        • Cognitive Apprentices
          • Achieved through observing, applying and refining knowledge, skills and studies
    • Pedagogy
      • To implement, monitor and encourage engaged learning:
        • Teachers must provide interactive and interesting tasks to keep students on track.
          • Involved, challenging assignments must be utilized
        • Students are responsible for their own learning.
          • They are self-regulated and in charge of their assignments, tasks and timeline
    • Pedagogy: Conclusions and Benefits
      • Effective technology integration should encourage:
        • Bonds between the roles of the teacher and student.
          • These should be closely regulated in order to achieve success in the classroom.
        • A love of life-long learning should be instilled in the administrator and the students.
          • When students become more driven and self-oriented, they should develop an appreciation for being both instructed and self-taught.
    • Educational Theory: How can we do what will work?
    • Educational Theory
      • Behaviorism – the educational theory based on the idea that learners are an empty vessel into which knowledge is poured.
        • Operates on the basis of stimulus-response.
        • Assumes learner is passive in the learning process
      • Famous Behaviorists:
        • Pavlov
        • Skinner (shown)
        • Bandura
    • Educational Theory
      • Constructivism – educational theory that views learners as “information constructors” who use prior experiences to help them construct new knowledge.
        • New information is linked to prior knowledge
        • Learning is an active process
      • Famous Constructivists:
        • Vygotsky
        • Piaget (shown)
        • Dewey
    • Educational Theory: Comparison of theories .
      • Behaviorism
      • Students primarily work alone
      • Teachers look for correct answers to validate lessons
      • Students viewed as blank slates
      • Assessment mainly through tests
      • Constructivism
      • Students primarily work in groups
      • Teachers look for students’ points-of-view to better understand how to teach them the next time.
      • Students viewed as thinkers with prior knowledge to build on
      • Assessment through observation, projects, and portfolios
    • Educational Theory: How does our unit measure up?
          • Criteria:
            • Constructivist Approach
              • Build on previous knowledge
              • Group work
              • Thought-provoking questions
      • Critique:
        • Constructivist Approach
          • Students use their previous knowledge of foreign countries and what they learn from their ePAL to connect facts and gain understanding.
          • Students must collaborate with ePALS and discuss their findings with classmates
          • Encourages deep thought by giving students the opportunity to broaden their perspectives
      • Criteria:
        • Behaviorist Approach
          • Students viewed as blank slates
          • Mainly individual work
          • Focus on facts
      • Critique:
        • Behaviorist Approach
          • For the most part, students must rely on previous knowledge
          • Most work is interactive between students, but the journal allows for individual reflection
          • Focus is mainly on understanding and points-of-view rather than facts.
      Educational Theory: How does our unit measure up?
      • Summing it up:
        • Both theories have their benefits and drawbacks
        • The Intel Unit follows more of a constructivist approach rather than a behaviorist approach
          • ATM format leans toward constructivism as well
      Educational Theory: How does our unit measure up?
    • Educational Psychology: Why does what we do work?
    • Educational Psychology
      • Left Brain/ Right Brain
        • Being left or right brained influences the way we learn.
        • Left Brain Students
          • Prefer to work alone
          • Use research in completing assignments
          • Prefer quiet classrooms with few disruptions
    • Educational Psychology
      • Right Brain Students
        • Like hands-on activities
        • Use manipulatives and visuals to learn
        • Can learn in an active, noisy classroom
        • Prefer group work
    • Educational Psychology
      • Concrete and Abstract Perceivers…
        • Learn through direct experience
        • Use analysis, observation, and thinking
      • Active and Reflective Processors…
        • Quickly use new information
        • Reflect as they learn
    • Educational Psychology: Here’s an idea…
      • 4MAT Curriculum
        • Uses four different learning styles cyclically to teach
        • First, WHY?
          • Gives students motivation. Allows for brainstorming, questioning, and listening.
        • Second, WHAT?
          • Students analyze, observe, and reflect.
        • Third, HOW?
          • Students use hands-on activities to experiment and gain life-skills.
        • Fourth, IF?
          • Students create or adapt and can share their experiences.
    • Educational Psychology: How does our Unit measure up?
      • Criteria:
        • Variety of teaching strategies used
        • Assignment allows for “whole-brained” thinking
        • Senses, imagination, and traditional techniques are used
      • Critique:
        • Lecture, email, journals, and technology visuals are used in the Intel unit
        • Students work alone at times, have group discussion, use critical thinking, and are allowed time for reflection
        • Students use imagination to create solutions to world problems. Creativity comes from journal writing and presentation. The lecture over Virtual UN allows for traditional techniques to be used as well.
    • Instructional Design: How can we make what we do more effective?
    • Instructional Design
      • Develops curriculum content and instructional tools that most effectively facilitate student learning.
      • Understands educational theories, psychology, and pedagogy.
      • Focuses on the outcomes that are desired after the instruction has been completed.
    • Instructional Design
      • Role of Teacher
      • - Introduce and use resources (authentic)
      • Technology
      • Authority
      • -Good role model
      • Ethical behavior
      • Organization
      • -Evaluate and adjust
      • Pre-assess
      • Know level of knowledge
      • Know student history
      • Post-assess
      • Reflect on work
      • Role of Students
      • -Work collaboratively
      • Small group work
      • Class discussions
      • Know expectations
      • -Recall previous knowledge and apply
      • -Demonstrate learning
      • Journals
      • Self-assessments
      • Presentations
    • Instructional Design
      • Role of Teacher
      • -Promote opportunities for thinking (six facets)*
      • Jump start exploration
      • Essential questions
      • Emphasize important info
      • -Set and maintain criteria
      • -Engage Students
      • Role of Students
      • - Explore
      • Alternative solutions
      • Answer own questions
      • Work beyond classroom
      • -Use resources
      • Communication
      • Process data and report results
      • Troubleshoot
      • Show ethical use
    • Instructional Design
      • -Role of Environment
      • Student-centered
      • Safe and accepting
      • Flexible
      • Exemplifies students’ accomplishments
      • Productive
      • Criteria and rules posted
      • Unlimited use of resources
    • Instructional Design
      • Role of Assignments and Activities
      • -Enacts critical thinking
      • Asking questions
      • Answering questions
      • Introducing ideas
      • -Uses relatable concepts
      • -Engaging
      • Responsible for own learning
      • Strategic
      • Collaborative
      • Energetic
      • -Technology Integration
      • -Meets Standards
      • Technology Integration
      • -Uses several programs
      • More that just word processing
      • Web design
      • Access
      • Internet
      • Databases
      • -Communication (email)
      • -Lecture (more interesting)
      • -Organization
      • -Ethics
      • -Research
    • Instructional Design: How does our unit measure up?
      • Criteria
        • Role of Educator:
          • Motivator- creates an enthusiastic environment that approaches learning from a useful and joyous perspective.
          • Facilitator- guides students along their learning journey, providing options (not answers) and allowing students to construct useful learning.
      • Critique
        • Role of Educator:
          • Teacher was established as a motivator, and the project carried some intrinsic motivation.
          • Teacher facilitated learning by creating the opportunity for students to interact cross-nationally and cross- culturally.
    • Instructional Design: How does our unit measure up?
      • Criteria
        • Role of Educator:
          • Being proactive- speaks to educators’ attitudes and their ability to influence the attitude of students.
          • Proficient- in other words, be able to use the technology being taught.
      • Critique
        • Role of Educator:
          • Cannot evaluate whether or not the teacher would be proactive during the interaction with the students while completing the assignment.
          • Obviously, prior to presenting this unit, the educator had to be proficient.
    • Instructional Design: How does our unit measure up?
      • Criteria
        • Role of Educator:
          • Must be open minded- in other words be able to see multiple solutions for each assignment and grade students based on completion vice conformity to a particular model.
          • Listen well- one can't guide if not listening to discussions that are occurring.
      • Critique
        • Role of Educator:
          • Simply from the design of the ATM, we can see an open-mindedness, requiring students to think outside of their cultural box.
          • This cannot be evaluated as we have not observed this lesson being taught, but it is expected that the educator listens to the discussions as part of the evaluation.
    • Instructional Design: How does our unit measure up?
      • Criteria
        • Role of Educator:
          • Practical- provide real world exercises for students to practice and learn mastery of the skill set.
          • Evaluator- set fair, measurable goals for success. Assess each student individually and as a part of the whole.
      • Critique
        • Role of Educator:
          • This ATM is a real world exercise that provides children with an opportunity to use technology for learning.
          • The assessment rubric for the assignment seems fair and equitable. Goals are easily measures and allow variety.
    • Instructional Design: How does our unit measure up?
      • Criteria
        • Role of Student:
          • Co-operative- willing to participate in the discussion.
          • Be receptive- when teachers can engage a student and the student is receptive to learning, the process flows more smoothly and leads to great retention.
          • Active & Attentive- be involved in the hands-on portions of the assignment. Ask questions for clarification as needed.
      • Critique
        • Role of Student:
          • By making discussion a part of the assessment rubric it is more likely to encourage student cooperativeness.
          • To complete this ATM, students have to be receptive to the communication of new and differing ideas.
          • By requiring the students to keep a journal and maintain email correspondence with their partner, they are being kept active. journal checklist
    • Instructional Design: How does our unit measure up?
      • Criteria
        • Environmental Factors:
          • Safe- allows students to become receptive to learning once safety concerns are addressed.
          • Equipped- students need to be able to access the technology being presented to learn proficiency.
      • Critique
        • Environmental Factors:
          • Current laws have made this pretty much standard; however, we haven’t viewed the classroom.
          • Since the assignment requires the use of computers it is safe to assume that there is some form of computer lab for the execution of this ATM.
    • Instructional Design: How does our unit measure up?
      • Criteria
        • Environmental Factors:
          • Dedicated- having a space which is dedicated to any particular subject. In this case, technology creates an imprint on the students which can aid in focusing the mind and increasing receptivity.
      • Criteria
        • Environmental Factors:
          • As previously mentioned, the computer lab creates a designated space which can enhance the learning experience.
    • Instructional Design: How does our unit measure up?
      • In the creation of this unit designed for the high school student, the use of color and shape are not the major factors. The unit is designed toward gaining knowledge based on interpersonal interactions and research.
      • One point I would add is that perhaps the introduction of a video component might increase the accessibility of those students with poor writing skills or for those who find writing an un-enjoyable chore. This can also cover those children with special needs who may be unable to write.
    • Assessment: How do we know what we’re doing is working?
    • Assessment: How does our unit measure up?
      • Criteria
        • Pre-Assessment
          • Students should have a basic proficiency in understanding of terms related to technology and technology integration.
          • We generate a list of terms related to the age-appropriate technology being used and ensure that our students are familiar with the terms and how they apply to instruction
      • Critique
        • Pre-Assessment
          • The pre-assignment assessment included evaluation of a skill set (i.e. being able to send email and basic functioning on a computer).
          • Included were the list of websites where students could find the information needed to accomplish the various steps of the ATM.
    • Assessment: How does our unit measure up?
      • Criteria
        • Pre-Assessment
          • Requiring students to not only demonstrate their understanding of the technology verbally but also giving them a practical assignment in which to use those skills.
            • Ex. Creating a Web Scavenger hunt based on the subject of the ATM to familiarize them with the information they will be using.
      • Critique
        • Pre-Assessment
          • There was no demonstration of ability to use the necessary skills.
          • Little technology integration in initial stages of assignment, could have created virtual or video journals vice simply writing them. Could also be something communicated with ePALS partner.
    • Assessment: How does our unit measure up?
      • Criteria
        • Assignment Assessment
          • The ATM provides thought-provoking questions geared toward the ATM subject. This serves two purposes: it allows for the assessing of student understanding and opens the doors for discussion.
          • Provides opportunity for students to revisit ideas and provide a point of comparison.
      • Critique
        • Assignment Assessment
          • Commences assignment with thought-provoking questions, and once the students have had an opportunity to respond, they are asked to change perspectives and view how their responses might change.
          • These questions are also constantly revisited through the ATM which gives the students the opportunity to compare and self-assess their ideas.
    • Assessment: How does our unit measure up?
      • Criteria
        • Assignment Assessment
          • Set milestones within the assignment to:
            • allow instructor to monitor the flow of the assignment and adjust timelines as needed.
            • Give students a tangible sign of progress, which can help them to better manage the assignment without falling behind.
      • Critique
        • Assignment Assessment
          • No milestones were set, assessment was mainly concentrated in final product.
            • Mid-assignment assessment was left in the hands of students through the use of the journal.
            • No ability for teacher to adjust assignment, possible damage to students.
    • Assessment: How does our unit measure up?
      • Criteria
        • Assignment Assessment
          • Set milestones within the assignment to:
            • allow instructor to monitor the flow of the assignment and adjust timelines as needed.
            • Give students a tangible sign of progress, which can help them to better manage the assignment without falling behind.
      • Critique
        • Assignment Assessment
          • No milestones were set, assessment was mainly concentrated in final product.
            • Mid assignment assessment was left in the hands of students through the use of the journal.
            • No ability for teacher to adjust assignment, possible damage to students.
    • Assessment: How does our unit measure up?
      • Criteria
        • Post-Assessment
          • Create a concrete task for students to display the knowledge gathered through the ATM.
          • Format of the task can be varied including essays, murals, books, presentations. Providing various outlets for those who are not always great writers.
      • Critique
        • Post-Assessment
          • Includes essay and review of journal.
          • Also includes some open class discussion.
          • Lacks a creativity outlet for students.
          • All assessment done through one channel possibly excluded the talents of students participating.
    • Assessment: How does our unit measure up?
      • Criteria
        • Post-Assessment
          • Ensure students are aware of method of assessment early enough that they know what is expected of them and the means in which they can display that knowledge.
      • Critique
        • Post-Assessment
          • Included grading rubric early in the ATM allowing students to see what criteria they were going to be graded on as well as providing them with the opportunity to ask questions before becoming engaged. project scoring guide
    • Standards: How we ensure a quality education!
    • Standards: How does our unit measure up?
      • Criteria
        • Standards and Learning Objectives
        • Curriculum Linking With Technology Usage
        • Cognitive Tasks
        • Assessment Practices
        • Preparation for Learning Tasks
        • Overall Focus of Technology Use
      • Critique
        • Specific Objectives given and use of technology is explicit (Score of 5/5)
        • Knowledge could be gained without technology however, technology ties into real life (Score of 4/5)
        • Allows for critical thinking, beneficial knowledge, and reflection (Score of 5/5)
        • Assessed through questioning, group discussion, journals, and essay or project. Technology necessary (Score of 5/5)
        • Outlining of assignment, introduction to email, finding locations on map (Score of 5/5)
        • Technology is in integral part of the assignment (Score of 4/5)
    • Standards: How does our unit measure up?
      • Criteria
        • Facilitate and Inspire Student Learning and Creativity
        • Design and Develop Digital-Age Learning Experiences and Assessments
        • Model Digital-Age Work and Learning
        • Promote and Model Digital Citizenship and Responsibility
        • NETS for General Preparation Teachers
        • NETS 2008 for Teachers
      • Critique
        • Creativity sparked by speaking with students from around the world. Learning through reflection.
        • Using available technologies to communicate with others around the world
        • Teachers show students how to use email and show virtual UN tour
        • Consent letter to parents sent home and e-etiquette is taught to students
    • Resources: Where you can go for more info.
      • Professor Sherry Allen
      • Assignments That Matter WebQuest
      • The World Through a Different Pair of Eyes
      • NETS 2008 for Teachers
      • NETS for General Preparation Teachers
      • www.epals.com
      • www.iwillfollow.com