Joshua Robert Curriculum, Teaching & Technology EDD 7914 http://www.nova.edu/~jrobert Learning occurs when the learner is able to manage the cognitive, physical and social resources to create new knowledge by integrating the new knowledge with the environment (Shuell, 1988).

Introduction Technology is a vehicle that can help instructors create life long learning as well as ignite the innate creative qualities that are presently lying dormant within students (Bitter & Legacy, 2006). Bedford noted that teaching a student a lesson does not create any measurable impact like teaching a lesson that creates curiosity that leads to a continuous life long learning.

Technology is a vehicle that can help instructors create life long learning as well as ignite the innate creative qualities that are presently lying dormant within students (Bitter & Legacy, 2006).

Bedford noted that teaching a student a lesson does not create any measurable impact like teaching a lesson that creates curiosity that leads to a continuous life long learning.

Rationale for Site Selections Increase personal knowledge and skill in the integration of technology to enhance the teaching and learning process. Evaluate online software resources Assess needs for technology integration in the learning process Develop classroom lessons that are inquiry- based to help raise and foster students’ interest in social Studies. Help build technology rich activities that foster cooperative learning. Help provide teachers, students, parents, administrators with educational resources that are fun, rich in substance and enjoyable for all.

Increase personal knowledge and skill in the integration of technology to enhance the teaching and learning process.

Evaluate online software resources

Assess needs for technology integration in the learning process

Develop classroom lessons that are inquiry- based to help raise and foster students’ interest in social Studies.

Help build technology rich activities that foster cooperative learning.

Help provide teachers, students, parents, administrators with educational resources that are fun, rich in substance and enjoyable for all.

Description of Site Selections Selection was based on course objectives for 7914 Based on individual need to stimulate teaching and learning in the writer’s classroom To create a positive instructional impact To assemble supportive curricular instruments To identify the best practice for teaching and learning To identify school-wide needs assessment

Selection was based on course objectives for 7914

Based on individual need to stimulate teaching and learning in the writer’s classroom

To create a positive instructional impact

To assemble supportive curricular instruments

To identify the best practice for teaching and learning

To identify school-wide needs assessment

Categories Selected Technology integration web sites Model lesson plan using technology Resources on the web Social Studies resources for teachers/inquiry-based activities for students Assessment rubrics Specific subject matter lesson plan links

Technology integration web sites

Model lesson plan using technology

Resources on the web

Social Studies resources for teachers/inquiry-based activities for students

Assessment rubrics

Specific subject matter lesson plan links

Conclusion The No Child Left Behind (NCLB) Act of 2001 detects that schools and teachers be held accountable for children’s progress in school. Institutions are therefore required to go beyond relying on incremental improvement that is based on past track records to questioning the existing way of doing things in order to move from being adaptive to having adaptability. Schools must remain in a state of frequent, nearly continuous change in structure, process, domain and goals even in the face of optional adaptation. This writer agrees that teachers must constantly question the appropriateness of situation but must engage themselves in those activities that promote as well as stimulate learning.

The No Child Left Behind (NCLB) Act of 2001 detects that schools and teachers be held accountable for children’s progress in school. Institutions are therefore required to go beyond relying on incremental improvement that is based on past track records to questioning the existing way of doing things in order to move from being adaptive to having adaptability. Schools must remain in a state of frequent, nearly continuous change in structure, process, domain and goals even in the face of optional adaptation. This writer agrees that teachers must constantly question the appropriateness of situation but must engage themselves in those activities that promote as well as stimulate learning.