Ub d & technology integration plan frit 8530

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Ub d & technology integration plan frit 8530

  1. 1. Laura L. Lee Technology Integration Plan & PodcastsFRIT 8530: Applications of Instructional Technology Fall Semester 2011
  2. 2. Introduction and Demographics:The classroom I have selected is one that I will be teaching in January 2012, so I wantedto incorporate a lesson plan unit into this assignment that will be applicable to me in areal world setting in the very near future. The class is called GMC 101 and teachesfreshman students the basics in order to be successful in college. All of the objectives forthe course have been established by a curriculum committee made up of facultyrepresenting all of GMC’s campus. I will be leading my first one at the Warner Robinscampus at the beginning of the new year, 2012.Each section will include approximately 25 students, ranging from a healthy mix ofbackgrounds and ages. Most will be 18-year-old students who graduated high school in2011 and took a semester long break before enlisting in their term at college. Some willbe non-traditional students who have decided to enroll in school after a lengthy absencefrom the classroom. The average student population break down by class is about 70%traditional, 30% non-traditional.The class is a 3-credit hour section that meets one day per week. It is being taught in aformat known as a “hybrid,” meaning that the class will meet for 2 hours of its 3 contacthours in the traditional classroom setting, and the third hour is completed by thestudent on his/her own time using computer-based technology. The students maycomplete these assignments either from home or in the school’s computer lab during itsnormally scheduled hours (8:00 AM to 9:00 PM).
  3. 3. Unit:Chapters 1-4Objective:“Welcome to GMC.”Understandings:The student will study the history behind GMC. They will learn about the currenttechnology resources available to them and how to access these. There is a strongemphasis on GMC Online as this serves as each student’s lifeline to the school. They willread and understand the school’s honor code. All key campus resources will bediscussed to make each student aware of what extra academic boosts the college has tooffer them, i.e. free tutoring, academic alerts, advising, etc. Financial Aid resources willbe explained.Overarching and Topical Questions: 1. What is so special about GMC? a. What is the history of GMC and where does my campus fit into this? 2. What do I need to know about technology resources at GMC? a. How do I access GMC Online? 3. What resources can I take advantage of to be a success at GMC? a. Where can I find free tutoring? 4. What can I do to plan for my academic future? a. Who can assist me with this? 5. What financial aid resources are available to me at GMC? a. Where should I go for financial aid and scholarship information?Week 1 Activities: 1. Students will set-up and complete their profile’s through GMC Online through www.gmconline.edu. 2. One-Page Reflection (blog entry) Chapters 1-4 explore the particulars of Georgia Military College regarding technology, academic success, academic planning, and financial aid. Did anything that was covered in these chapters leave you with more questions than answers? 3. Introduce the “FYE Passport” and encourage students to complete each section. 4. Show a PowerPoint Presentation featuring the history of the school and other key facts about the school. (The actual presentation is created by the GMC 101
  4. 4. Coordinator in order to maintain this particular vein of consistency in each section). 5. Students form small groups to discuss the reasons they chose to attend GMC. In the groups, have students share the reasons that seem most relevant to them. Each group should compile a list of the most important reasons and discuss their lists as a class with you as the leader. What did each student learn about himself or herself? What did you learn about each student’s priorities? 6. Have the students respond to the following questions in class or in an e-mail to you: What was your biggest hurdle to overcome when it came to enrolling at GMC? What steps have you taken to solve it? Who, if anyone, assisted you in resolving the issue? (This will get them using their student e-mail account and will have them explore some of the classroom topics further on their own.) 7. Students will browse the GMC Glossary of the class textbook (pages 27-32). Direct them to find one or more entries that they find unfamiliar. Have various students volunteer to share one of these with the class and lead the class in a discussion on these.Unit:Chapter 5Objective:“Your College Experience: Justifications for Higher Education.”Understandings:The students will understand the purpose and rationale for attending college and whatthese expected outcomes can represent. They will be presented with commondifferences between the high school experience and the college experience as well as thedifferent expectations. Additionally, students will be advised and learn to registerthrough the school’s online program the 2nd week of this term.Week 2 Activities: 1. Show a PowerPoint Presentation over Chapter 5 (The actual presentation is created by the GMC 101 Coordinator in order to maintain this particular vein of consistency in each section). 2. Have the students complete a campus scavenger hunt that will allow them to become better acquainted with campus services, offices, staff, etc.
  5. 5. 3. One-Page Reflection (blog entry) Chapter 5 explores how deciding to go to college, experiencing college life and finding your own path can be a unique journey. Sometimes things that seem simple have more depth if they are given some thought. Take a minute (or several) to think about and note what you found most useful or meaningful during this class. Did anything that was covered in this chapter leave you with more questions than answers? 4. Develop the Skills Matrix (pages 49-51 in the textbook). 5. This chapter stresses the differences between a high school education and a college education. Ask students to imagine they are still trying to decide whether or not to attend college. Drawing from the material in this chapter as well as from their own ideas, have students make a list of reasons to earn a college degree and a list of reasons not to go to college. For example, pipe fitters earn impressive salaries, while librarians earn much less. How do students justify a college education on those terms? 6. Have students browse the table of contents of this book. Direct them to find one or more chapters that address their most important concerns. Before you assign those chapters, encourage students to read them and try to follow the advice found in the chapters. Take a brief look at the chapters your students have chosen; you will see the topics that concern them most, and you can design your class to appeal to their interests. 7. Students will view the Web Registration podcast lesson so that they will be prepared and ready to web register their classes for the following term during Week 3 (next week).Resources: 1. Georgia Military College http://www.gmc.cc.ga.us 2. GMC College Catalog http://www.gmc.cc.ga.us/catalog 3. FAFSA (Free Application for Federal Student Aid) http://www.fafsa.gov 4. Benefits of a College Education http://www.ericdigests.org/2003-3/value.htm
  6. 6. 5. About Goal Setting http://www.about-goal-setting.com 6. Goal-Setting for Academic Success http://www.siue.edu/SPIN/activity.html 7. Personal Goal Setting http://www.time-management-guide.com/personal-goal-setting.hWorksheet for Setting up GMC Online Accounts: “My Profile” in GMCOnline.edu In an effort to get to know you better (and to help you get to know one another a little better) we will create a profile in GMCOnline.edu. This profile will describe your general interests and will provide a photo of you.To get started:1. Log in to GMCOnline.edu using your username and password.2. Select “My Profile” from the upper menu, then click “Edit My Profile.”3. Scroll down the page and click “Edit This” for the different sections of the profile.4. A new window will open with a box for you to enter text.5. Fill in the information and click “Save Changes.”6. To add a photo, click on “My Profile” from the upper menu, then click “ChangeDefault Pic.”7. A new window will open which will include a “Browse” feature.8. Click “Browse,” then locate your picture file on your computer.9. Once you have selected the file, click “Upload.”10. Go back to the upper menu and click “My Profile,” then click “My Profile” again toview your profile.
  7. 7. Worksheet for the Campus Resources Scavenger Hunt Around the GMC:Name: _______________________________Due Date: ______________________ Student Handbook/ GMC Scavenger Hunt (5 points each)Use the information in the Student Handbook and College Catalog (found atGMCOnline.edu) to help you answer the following questions. You may also want to lookaround campus or talk to people on campus to get some of the answers. 1. How does the Student Handbook define plagiarism? 2. What is Drop / Add? When did it begin and end for this quarter? 3. What do the grades W and WF mean? 4. What is the minimum cumulative GPA for any student to be an active member in or run for office in a club?
  8. 8. 5. What does SGA stand for? What does it do?6. What is Phi Theta Kappa?7. Where is the main campus of GMC located?8. Who is the President of GMC?9. Give three examples of unacceptable clothing and / or accessories as defined by the Student Dress Code.
  9. 9. 10. In one sentence, state the Honor Code?11. According to the Student Handbook, a victim of a sexual assault should do what two things?12. List three Campus Safety Tips taken from the Student Handbook.13. When is registration for classes for next quarter?14. List four types of financial aid available to students at GMC
  10. 10. 15. Who is our local Director?16. Who is our local Bookstore Manager?17. Who is our local Financial Aid Representative?18. Who is our local Assistant Director?19. Who is our local Library Assistant?20. Where is the Tutoring Lab located? List two tutor names.

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