Fa12 w200-w12-part 8
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Several assignments are due for an EDUC W200 class in week 12, including a case analysis, individual career development reflection, and class preparation. Students must submit links to their e-portfolio pages for the case analysis and career reflection to the appropriate Oncourse assignment tabs by the specified due dates. An optional extra credit assignment is also due.
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8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the class preparation. It also recommends signing up for additional cloud storage on Box.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, practice creating online accounts and doing an introductory class discussion, and an overview of assignments due for the first week including creating a digital story.
Recommended
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the class preparation. It also recommends signing up for additional cloud storage on Box.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, practice creating online accounts and doing an introductory class discussion, and an overview of assignments due for the first week including creating a digital story.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
Shift 3
The document discusses adapting to technology changes in education. It provides two examples: Harrison Central High School which has a strong commitment to high tech tools for differentiated instruction, and an elementary school example where technology is fueling differentiated lessons. Readers are asked to consider their own technology experiences in previous schools and whether they would prefer to be a student in a highly technology-focused school.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo for compiling resources. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the first class preparation. It also recommends setting up storage on Box for future projects.
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, creating online accounts, an introductory class discussion, and an overview of assignments due for the first week of an education course. Technology integration and digital storytelling are also part of the planned activities.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
8. tip#15
This document provides guidance for an assignment to create an interactive activity using Smart Notebook software. Students are instructed to work in groups to design a matching, sorting, or categorizing activity, or a Smart response quiz. They should take a screenshot of their activity, attach the Smart Notebook file to their ePortfolio page, and explain how the interactive component meets educational standards. The document also references demonstrations of the Activity Builder tool and options for uploading Smart Notebook files through Smart Exchange or Box.
9. labs due dates
The document provides due dates and instructions for final assignments in an education course. Students must submit their teacher website by a certain date and time, their e-portfolio by another date and time, and meet for finals week at a specified date, time, and location for 2 hours. During finals, students will reflect on their learning and present their e-portfolios to the class as if in a job interview, with a time limit of 15 minutes to be professional.
7. intro to smart technology
This workshop introduces smart technology and covers the key features of the ULA demo. The ULA demo section explains how to set up the ULA system, calibrate it, and use the Smart Notebook interface, highlighting features like writing, typing, drawing, erasing, activity building, the smart response system, an integrated internet browser, and sound and screen recording.
8. tip#15
This document provides tips for an interactive activity assignment using Smart Notebook. Students will work in groups to create or adapt an interactive activity such as a matching, sorting, or categorizing activity or a Smart response quiz. They will take a screenshot of the activity and post it to their ePortfolio along with the .notebook file. In their post, students should guide viewers on how to download the file and address the educational value and how it meets educational technology standards. The document also provides an overview of interactive activities, examples from Smart Exchange, and how to upload notebook files to Smart Exchange or Box.
5. course evaluation
The document discusses completing course evaluations during an in-class break. It mentions ULA(s) will help students finish the evaluations right away. The document also notes it is for EDUC W200 in Week 15.
6. what we have learned
The document discusses things that students hopefully did not learn in an education class. It focuses on 5 myths about educational technology: 1) Technology is not necessary for education improvement. Formal education has improved without its help. 2) Technology alone does not make learning happen. 3) Lack of technology does not mean lack of engagement. Students can be engaged without technology. 4) Technology does not guarantee engagement. People are not always engaged with technology. 5) Taking one class does not make one up-to-date on educational technology, which is continually evolving.
2. e portfolio workshop
This document provides due dates and guidelines for submitting course assignments, including a teacher website, e-portfolio, and final exam. Students are encouraged to exceed basic expectations by creating high quality websites that demonstrate their skills and help them stand out from other applicants. The document instructs students to select their 5 best artifacts for the e-portfolio gallery page that demonstrate excellence in the course, and to revise artifact descriptions for a general audience.
4. teacher efforts
The document discusses ways that teachers can address the digital divide and make good use of existing technology in their classrooms. It suggests teachers consider access to devices through bring-your-own-device policies or working with libraries and universities. It also advises applying for grants to get funding for technology and provides tips for writing successful grant proposals. The document emphasizes being mindful of students' digital literacy and using open educational resources over proprietary ones.
Website workshops
This document provides checklists and guidance for students to create a teacher website and e-portfolio as part of an EDUC W200 class. The teacher website checklist awards points for consistency, writing mechanics, creativity, general information about the teacher, information for students, and information for parents, with a total of 150 points. The e-portfolio checklist awards points in similar categories, including consistency, writing mechanics, creativity, biographical information, examples of work, case projects, technology standards, and professional development, for a total of 100 points. Rubrics are provided in the class Canvas site. The document also provides guidance on completing the technology standards for the e-portfolio and revising websites to exceed basic requirements.
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4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
Shift 3
The document discusses adapting to technology changes in education. It provides two examples: Harrison Central High School which has a strong commitment to high tech tools for differentiated instruction, and an elementary school example where technology is fueling differentiated lessons. Readers are asked to consider their own technology experiences in previous schools and whether they would prefer to be a student in a highly technology-focused school.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo for compiling resources. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the first class preparation. It also recommends setting up storage on Box for future projects.
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, creating online accounts, an introductory class discussion, and an overview of assignments due for the first week of an education course. Technology integration and digital storytelling are also part of the planned activities.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
8. tip#15
This document provides guidance for an assignment to create an interactive activity using Smart Notebook software. Students are instructed to work in groups to design a matching, sorting, or categorizing activity, or a Smart response quiz. They should take a screenshot of their activity, attach the Smart Notebook file to their ePortfolio page, and explain how the interactive component meets educational standards. The document also references demonstrations of the Activity Builder tool and options for uploading Smart Notebook files through Smart Exchange or Box.
9. labs due dates
The document provides due dates and instructions for final assignments in an education course. Students must submit their teacher website by a certain date and time, their e-portfolio by another date and time, and meet for finals week at a specified date, time, and location for 2 hours. During finals, students will reflect on their learning and present their e-portfolios to the class as if in a job interview, with a time limit of 15 minutes to be professional.
7. intro to smart technology
This workshop introduces smart technology and covers the key features of the ULA demo. The ULA demo section explains how to set up the ULA system, calibrate it, and use the Smart Notebook interface, highlighting features like writing, typing, drawing, erasing, activity building, the smart response system, an integrated internet browser, and sound and screen recording.
8. tip#15
This document provides tips for an interactive activity assignment using Smart Notebook. Students will work in groups to create or adapt an interactive activity such as a matching, sorting, or categorizing activity or a Smart response quiz. They will take a screenshot of the activity and post it to their ePortfolio along with the .notebook file. In their post, students should guide viewers on how to download the file and address the educational value and how it meets educational technology standards. The document also provides an overview of interactive activities, examples from Smart Exchange, and how to upload notebook files to Smart Exchange or Box.
5. course evaluation
The document discusses completing course evaluations during an in-class break. It mentions ULA(s) will help students finish the evaluations right away. The document also notes it is for EDUC W200 in Week 15.
6. what we have learned
The document discusses things that students hopefully did not learn in an education class. It focuses on 5 myths about educational technology: 1) Technology is not necessary for education improvement. Formal education has improved without its help. 2) Technology alone does not make learning happen. 3) Lack of technology does not mean lack of engagement. Students can be engaged without technology. 4) Technology does not guarantee engagement. People are not always engaged with technology. 5) Taking one class does not make one up-to-date on educational technology, which is continually evolving.
2. e portfolio workshop
This document provides due dates and guidelines for submitting course assignments, including a teacher website, e-portfolio, and final exam. Students are encouraged to exceed basic expectations by creating high quality websites that demonstrate their skills and help them stand out from other applicants. The document instructs students to select their 5 best artifacts for the e-portfolio gallery page that demonstrate excellence in the course, and to revise artifact descriptions for a general audience.
4. teacher efforts
The document discusses ways that teachers can address the digital divide and make good use of existing technology in their classrooms. It suggests teachers consider access to devices through bring-your-own-device policies or working with libraries and universities. It also advises applying for grants to get funding for technology and provides tips for writing successful grant proposals. The document emphasizes being mindful of students' digital literacy and using open educational resources over proprietary ones.
Website workshops
This document provides checklists and guidance for students to create a teacher website and e-portfolio as part of an EDUC W200 class. The teacher website checklist awards points for consistency, writing mechanics, creativity, general information about the teacher, information for students, and information for parents, with a total of 150 points. The e-portfolio checklist awards points in similar categories, including consistency, writing mechanics, creativity, biographical information, examples of work, case projects, technology standards, and professional development, for a total of 100 points. Rubrics are provided in the class Canvas site. The document also provides guidance on completing the technology standards for the e-portfolio and revising websites to exceed basic requirements.
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Fa12 w200-w12-part 8
- 1. WHAT’S DUE, WHEN, WHERE • Case Analysis #2 due xxxx o Submit the link of your E-Portfolio-Case Projects – Case #2 page to Oncourse-Assignements-Case analysis#2 • ICW #12 due xxxx o Submit the link of your E-Portfolio-Professional Development page to Oncourse-Assignments-ICW#12 • Class Prep #13 due xxx • Extra Credit (Optional) due Nov. 9th (Friday), 5 p.m. EDUC W200 Week 12