1. Welcome to
Technology Enhanced North
Carolina History
Latorya Hedgepeth
EDU 649
Dr. Lawyer
February 18, 2010

2. Learning Setting
„ Class size: Twenty Students
„ Class Demographics:
‟ Ten Academically Gifted Students
‟ Ten Non-Academically Gifted Students
‟ High School Seniors
‟ Five African-American students
‟ Two Hispanic students
‟ Three Asian students

3. Learning Setting
„ Classroom Layout:
‟ Teacher Station
„ LCD Projector with drop down screen
„ Computer with Microsoft office Student Ed
and high speed Internet access
„ Wireless Printer
„ Student work inbox, outbox, and missed
worked
„ Software: CourseLab-Online & on CD ROM

4. Learning Setting
„ Classroom layout:
‟ Course Length: 18 Weeks Longs
‟ Student Stations
„ 20 computers with high speed internet
„ Microsoft office Student Ed. & CourseLab Software
„ Textbooks:
‟ Digital Textbook by LearnNC
http://www.learnnc.org/lp/projects/histor
y/
‟ North Carolina: A History by William S.
Powell
„ Class will be taught as an Advanced Placement
(AP) course- 3 college credit awarded

5. Learner Profile
„ Academically Gifted Students
‟ Five visual learners
‟ Three kinesthetic learners
‟ Two audio learners
„ Non Academically Gifted Students
‟ Five visual learners
‟ Four kinesthetic learners
‟ One audio learner

6. Teaching Style
Teaching Style Result
Expert- full understanding of the 3.265 (Moderate)
material should be passed to
students
Formal/Authority ‟ feels job is to 3.25 (High)
show the students the material and
explain how to understand it
Personal Model- like to model 3.125 (Moderate)
examples, hands on approach to
getting students to learn
Facilitator ‟ prefers group projects 2.75 (Low)
and students should be responsible
for their own learning
Delegator ‟ Puts emphasis on 4 (High)
student independence; allows
students to choose what types of
assessments and projects to do on
their own with little or no input

7. Learning Objectives
„ Students will learn the history of North Carolina
‟ specifically the history of its founding, the demographics and
population makeup, key important dates in North Carolina history
and historical figures
„ Expose students to technology in a controlled learning
environment
„ Students will begin to think more actively about history
and learn it in context to how the past affects the
outcome of the future by developing critical thinking
skills
„ Immerse students to history in an active way via field
trips and educational and technological tools.

8. Learning Event/Lesson
„ Lesson Overview:
‟ Student will be exposed to North Carolina history by
completing a group project that will be a brief
overview of the local history of the surrounding
areas via a MiniQuest Activity
‟ Students will be assigned to five groups of
fours based
‟ Each group will be assigned a local
town/city in North Carolina to research and
present in front of the class

9. MiniQuest Activity
„ Directions:
‟ Complete all parts of ‟ Students will be
the assignments graded by a rubric
‟ Students at the end
‟ Each student will
of the project
chose a role from the
list provided will complete a H-
Chart, compare
‟ Create a presentation; and contrast
choice & style of graphic
presentation will be organizer, that
left up to the group compares all four
area

10. Group Roles
• Reporter/Recorder
‟ Transcribes all group work
„ Technology Coordinator
‟ Helps group find helpful websites, facts, and
data
„ Content Creator
‟ Generates all the overall creative elements on
the project with support from the group
through brainstorming
„ Presenter/Speaker
‟ Present finished presentation before the class
but maybe assisted by other members of their
group

11. MiniQuest Activity
„ Introduction:
‟ Hello (Group Name) I would like to congratulate you on
joining the National Geographic family. We think that you
will be perfect for this assignment that we have been
working on. We are creating an article and television show
on some of the local history of North Carolina. There will
be four teams sent out to a town or city in North Carolina
and each town or city will have its own special article that
will run as part of the entire series but will be compiled in
the television version. Please be advised that each article
needs to be as detailed as possible as that the television
version of production is slated for a hour and a half long.

12. Task
„ Your team will be assigned to „ This includes but not limited
(______________) for one week.
You must work as a team and
to:
each member of the team must „ Map of the area
document each day of the trip in
„ Climate
their individual log book.
Please note that all individual „ Local
log books must be compiled at foodstuffs, recipes, restaur
the end of the trip, and that all ants
arrangements for room and
board will not be provided so „ Founding of the town
plan the trip as cost effectively „ Special
as possible.
events, celebrations, hobbie
„ On this trip your mission is to
ask as researchers and find out
s, and town heroes
about all the local history of „ Political & Social Culture
your assigned area as
„ Town/City
possible.
scandals, demographics, and
population.

13. Log Book
„ Keep track of all dates on which your group meets
„ Each member must keep a log
„ Should be used to keep track of all progress of each member
of the group
‟ All data found on your town or city assigned
‟ What day the data was found on and who did the research;
all dates and data must correspond appropriately
‟ All brainstorming session by the group must be recorded
„ One complied log book should be turned in at the end of the
trip
„ Must be free of errors, well written and reflects the amount
of work of each members efforts with there chosen role

14. The Process
„ Find a map of the North Carolina online & place a copy of
it your log book
„ Find at least two maps of the locale that you are
traveling to and fine a state map that shows where
‟ If your team is flying to your locale please note which airport that
your team used, flight company, the number of miles flown, total
fight time and cost to fly
‟ If your team chooses to drive to their locale please note if you
rented cars, how the total cost of the rental, the type of car, and
total amount of money spend on gas and food to your trip
„ Use the internet, library, and your textbooks to help you
find this data

15. The Progress Continued.
„ Climate
‟ Find the all local news station in the area
‟ Note the names and channel numbers of each
one
‟ Note the five day forecast for your assigned
locale
‟ If all local news forecast are different then
please note that, check them daily if they
change
‟ Find at least one to two other local climate
sources and note where you found them from

16. More on the Process
„ Culinary Delights
‟ Locate at least five non-fast food
restaurants in the area
„ Place a map of where the it is located and
a picture of each one in the log book
„ Note the types of food served
‟ Find recipes of local foods and place
them and a picture in your log book

17. Just a Few More….
„ Local History
‟ Find the local history of your locale
„ Founding your assigned area
„ Local economic conditions
„ Political and Social Culture
„ Schools and number of school districts, jail and prisions
„ Demographics of the area
„ Area geographical location in the area, county location
„ Area historical events and figures, important history events
or town scandals
„ List local news media outlets; radio, TV., and print
journalism

18. Example Log Book

19. Example of H-Chart

20. Starter Websites
• www.visitnc.com
„ www.raleigh-nc.org
• www.ncgov.com
„ www.visitraleigh.com
• www.tripadvisor.com
„ www.citydata.com
• www.tripcalculator.org
„ www.rockymountnc.gov
• www.fuelcostcalculator.com
„ www.americantowns.com
• www.gasbuddy.com
„ www.roanokerapidsnc.co
m • www.priceline.com
„ www.durham-nc.com • www.hotwire.com
„ www.durham.nc.us • www.travelocity.com
„ www.ci.chapel-hill.nc.us
„ www.epodunk.com

21. Category
Rubric
Unacceptable Acceptabl Admirable Exceptional Score
e Point
Scale
Effort Actively avoids Reluctantl Willingly Volunteers 1
job when y works takes on jobs for jobs no
possible. when when asked. matter how
2
Complains asked. Works to difficult. 3
about others. Seeks completion. Always works 4
Has large set easiest Will work to
of excuses. duties. long hours completion.
Sometimes when Willing to
works to required. work long
completion hours.
Engagemen Waits for
direction. Knows
Seeks Sometimes Enthusiastical 1
t/Particip direction, initiates ly initiates
little of what is
but does action and action.
2
ation going on or 3
objectives. not initiate always Personalizes
Cannot describe action. works well the task and 4
where group is in Objectives with takes
process seen as direction. ownership of
poorly Generally the
defined knows the objectives.
external specific Always knows
requiremen objectives where group
ts. May and where is.
know group is.
where

22. Rubric
Category Unacceptabl Acceptabl Admirable Exceptiona Score
e e l Point
Scale
Intellectual Has little to Aware of Usually Understands 1
Contribution no grasp of overall understands overall
context. Sees context, but overall context of
2
task as makes no context of the task. 3
isolated with connections task and Contributes 4
no connection on own. Can asks ideas and
to past or recite questions proposals.
future ideas. connections about Connects to
of others context. ideas past
but rarely Makes and future.
can support connections
them. on own and
understands
overall
goal.
Organization Always Begins work Will begin Begins 1
& time postpones early when work early immediately.
work until required to in process, Connects
2
Management 3
deadline. Has do so, but but tends to work to
no usually increase assignment 4
organization postpones. effort not to
for files or May lose toward deadline. Has

23. Category Unacceptable Rubric
Acceptable Admirable Exceptional Score
Point
Scale
Planning Has no plan, Plan Makes plan, Conceptualizes 1
notion of the dominated by but does not task and plans
magnitude of an early always execution as a
2
the work. Is postponement follow it. rational, 3
always late. and deadline May need sequenced 4
Often a “no related push. help process. Almost
show” for May be “no allotting always meets the
group work show” at start time. May set intermediate
session. of task. Rarely miss deadlines,
meets intermediate overcomes
intermediate deadlines; problems.
deadlines work may
pile up
toward end
of allotted
time
Understanding Avoids Sees task as Sees task as a Sees 1
of the teacher. Sees burden, but is school
process task as somewhat requirement
opportunity 2
burden to fill invested in to be filled, in task for 3
class time process. Asks, “ but sees some doing and 4
with no value. Do we have value in work. learning. Sees
Sees group as to…?” Sees teacher
free ride as evaluator value in the
work. Sees

24. Category Unacceptable
Rubric
Acceptable Admirable Exceptional Scor
e
Point
Scal
e
Creativity Project is Seeks the Inspired and Goes above 1
incomplete and easiest way to original well and beyond
little time and complete put together . project
2
effort is put task. Shows an objectives. 3
towards the Uninspired, effort and a Reflects real 4
task. Produces but shows willingness world work
Uninspired and attempt at to complete effort and
uncreative some tasks. see task and
work. originally an
opportunity
to express
themselves.
Presentatio Presentation is Presentation Presentation Presentation 1
incomplete, all is complete is well put reflects a
n or parts of and but together and degree of
2
their work appears to shows a lot professionali 3
maybe missing have put of effort on sm and is 4
or not done. little effort the part of well
Has a lot into how they the group; presented.;
excuses about will present demonstrates Demonstrates
why there is the an acquisition an acquisition
work information of knowledge of knowledge

25. References
„ Clark Colvin, R. M. (2008). e-Learning And The Science of
Instruction: Proven Guidelines for consumers and
designers of Multimedia Learning (2nd ed.). San Francisco,
CA: Pfeiffer.
„ Clark, C. C. (2003, July). The Declaration of Independence
WebQuest. Retrieved February 15, 2010, from
WebQuest.org:
http://imet.csus.edu/imet2/clarkc/webquest/
„ Dodge, D. B. (2009, July 31). What is a WebQuest? Retrieved
February 15, 2010, from YouTube:
http://www.youtube.com/watch?v=v7UynehA_l0
„ Shank, P. (2007). The Online Learning Idea Book: 95 Proven
Ways to Enhance Technology Based and Blended Learning.
San Francisco, CA: Pfeiffer.
•

26. References
„ Grasha, F. A.-H. (1996). Teaching Style Survey. Retrieved
February 15, 2010, from LongLeaf:
http://longleaf.net/teachingstyle.html
„ Stein, J. S.-M. (2001, April 13). Teaching Styles. Retrieved
February 15, 2010, from Shaw Members:
http://members.shaw.ca/mdde615/tchstyles.htm
„ CourseLab Tutorial. (n.d.). Retrieved 01 27, 2010, from Learning Game:
http://learningame.org/tutorials/pages/CourseLab/index.htm
„ WebSoft. (2007-2009). CourseLab. Retrieved 01 27, 2009, from
CourseLab: http://www.courselab.com/db/cle/default.html