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Technology integration class #2 2011.ppt


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Class #2 Integrating Technology into Education

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Technology integration class #2 2011.ppt

  1. 1. Technology Integration<br />Beyond the Basic Tools<br />
  2. 2. 21st Century Skills<br />A Vision of K-12 Students<br />Creativity and Innovation<br />Communication and Collaboration<br />Research and Information Fluency<br />Critical Thinking, Problem Solving & Decision Making<br />Digital Citizenship<br />Technology Operations and Concepts<br />“I need my teachers to learn”<br />
  3. 3. Technology Operations and Concepts<br />Software support tools<br />Materials generators<br />Data collection and analysis tools<br />Graphics tools<br />Planning and organizing tools<br />Research and reference tools<br />Content area tools<br />
  4. 4. Materials Generator Software<br />Rubistar<br />Easy Test Maker<br />Worksheet and Puzzle Generator<br />IEPgenerators<br />
  5. 5. Graphics Tools<br />Draw / paint programs<br />Image editing tools<br />Charting / graphing tools<br />Clip art, animation, sound, video and font collections<br />Microsoft Publisher<br />
  6. 6. Effective Desktop Publishing<br />Use limited number fonts<br />Use different fonts for title and text<br />Use appropriate sizes for type<br />Avoid overuse of type styles<br />Match text and background colors<br />Use visual cues<br />Use white space well<br />Create and use graphics carefully<br />Avoid common text format errors<br />Avoid common text break errors<br />
  7. 7. Planning and Organizing Tools<br />Outlining Tools and Concept Mapping Tools<br />Lesson Planning Tools<br />Scheduling and Time Management Tools<br />
  8. 8. Tools for content Areas<br />CAD and 3-D modeling systems<br />Music editors and MIDI tools<br />Reading tools – Accelerated Reader<br />Graphing calculators – TI<br />Lab packages – science<br />GPSproducts and activities for educators<br />iPod Touch for education<br />iPad for education<br />
  9. 9. Multimedia vs. Hypermedia<br />Multimedia – multiple media or a combination of media: still pictures, motion video, animation, and/or text items combined to communicate information in multiple ways.<br />Hypermedia – linked media or interactive media. Media elements are linked with buttons or menus. A click takes the user to related items – text, video, sound. The Internet is hypermedia.<br />
  10. 10. Effective Multimedia Presentations<br />Large enough type<br />Contrast text and background<br />Minimize test on each frame<br />Too many different items on one frame<br />Avoid too many fancy fonts<br />Avoid gratuitous graphics<br />Avoid gratuitous sounds<br />Use graphics not just text<br />Present in a dark room<br />Avoid reading text aloud<br />
  11. 11. Research and Information Literacy<br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />
  12. 12. Critical Thinking<br />Reason Effectively<br />Use Systems Thinking<br />Make Judgments and Decisions<br />Solve Problems<br />
  13. 13. Visual Learning<br />Visual learning helps students:<br />Make abstract ideas visible and concrete <br />Connect prior knowledge and new concepts <br />Provide structure for thinking, writing, discussing, analyzing, planning and reporting <br />Focus thoughts and ideas, leading to understanding and interpretation<br />Inspiration<br />
  14. 14. Visual Learning<br />Visual learning is a proven method in which ideas, concepts, data and other information are associated with images and represented graphically. Some of the techniques used in visual learning to enhance thinking and learning skills are:<br />Webs<br />Idea Maps<br />Concept Maps<br />Plots<br />Mind Maps<br />
  15. 15. The WebQuest<br />What is WebQuest?<br />It is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. They are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of:<br />analysis, <br />synthesis <br />evaluation. <br />The model was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March.<br />
  16. 16. The WebQuest – Two Levels<br />Short Term WebQuests - The instructional goal is knowledge acquisition and integration. At the end of a short term WebQuest, a learner will have grappled with a significant amount of new information and made sense of it. <br />Time frame - completed in one to three class periods.<br />Longer Term WebQuest - The instructional goal of is extending and refining knowledge. After completing a longer term WebQuest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, on-line or off. <br />Time frame: one week to a month in a classroom setting.<br />
  17. 17. The WebQuest<br />Start with samples<br />The WebQuest Page <br />Best WebQuests <br />Tom March <br />Kathy Schrock’s WebQuest Archives <br />ThinkQuest – a different approach<br />Web-Based Projects<br />
  18. 18. The WebQuest – non-critical<br />WebQuests are most likely to be group activities, although solo quests are also fine. <br />WebQuests might be enhanced by wrapping motivational elements around the basic structure by giving the learners a role to play (e.g., scientist, detective, reporter), simulated personae to interact with via e-mail, and a scenario to work within.<br />WebQuests can be designed within a single discipline or they can be interdisciplinary. Given that designing effective interdisciplinary instruction is more of a challenge than designing for a single content area, WebQuest creators should probably start with one discipline until they are comfortable with the format. <br />
  19. 19. The WebQuest – critical attributes<br />Introduction- sets the stage and provides some background information. <br />Task - easily done by students and interesting. <br />Information sources- needed to complete the task. Many resources are embedded in the WebQuest document itself as anchors pointing to information on the Web. <br />Process- the learners should go through in accomplishing the task. The process should be broken out into clearly described steps. <br />Guidance - on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, concept maps, or cause-and-effect diagrams.<br />Conclusion- that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains. <br />
  20. 20. The WebQuest<br />Where can I post a WebQuest?<br />InstantWebQuest<br />Design Steps<br />
  21. 21. Task<br />Present a WebQuest that you found on the Internet …<br />Is it an effective project based learning tool?<br />
  22. 22. 3D Internet Virtual World community<br />Second Life Educational Uses<br />Science Learning in Second Life<br />Active Worlds<br />
  23. 23. Web 2.0<br />Slideshare – a tool for sharing learning<br />upload your presentations for display and/or comment<br />Diigo – a powerful social bookmarking sit<br />store all of your valuable educational Internet sites<br />