Week 5. Part4 Hands on Activity
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This document provides instructions for students on completing a case analysis assignment in their EDUC W200 course. It includes links to the case analysis template Google Doc, an example case analysis, and introduces Google Docs as a tool for collaborating on the assignment. Students are instructed to form groups of up to 4 members, have one member set up a shared Google Doc using the template, title it "Case Analysis #1", add their names, share it with group members and the instructor for completing the first case analysis assignment.
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This document provides instructions for students to create a webquest using Google Sites during an in-class workout. It outlines the key components of a webquest to include an introduction, task, process, evaluation, conclusion, and credits. Students will work in groups of two to build out the introduction and task pages for their webquest on a provided topic using 4 resources from a previous assignment. They will also start the process and credits pages. The completed webquest will be posted for the class and submitted for the assignment.
Scenario Based Learning Workshop
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
Fa12 w200-w6-part 7
This document provides instructions for an in-class workout to create a webquest using Google Sites. Students will work in groups of two in the same subject area to build the layout and initial pages of the webquest, including the introduction and task pages. The document outlines the typical components of a webquest and provides guidance on completing additional pages for the process and credits in the current and next class. Students are directed to post their webquest to their teacher website and submit the URL for evaluation.
Mini lecture 1 week 6
This document provides information about content exploration tasks and tools for an education course. It defines content exploration tasks as helping students and teachers obtain knowledge in areas like exploring, reviewing, and applying content. It categorizes five types of educational tasks and explains content exploration tools can range from reference materials and drills to simulations and open-ended programs. The document then examines different types of content exploration tools in more detail and provides examples for each one. It encourages exploring content exploration apps and tools for a case analysis.
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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.
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.
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Week 5. Part4 Hands on Activity
- 1. EDUC W200 Week Case Analysis #1: What is it?
- 2. EDUC W200 Week WHAT ARE THESE “CASES?” • So, where are the cases that I will use for this project: o Here is where! • How will we use these cases this semester?
- 3. EDUC W200 Week CASE ANALYSIS TEMPLATE • Here is the case analysis template that we will use for this project (copy and paste the link) o https://docs.google.com/previewtemplate? id=164lVwWir61e3CXth6IfnyC1oEJOBgWPK0xn9QapnARs &mode=public o Let’s go through this template…
- 4. EDUC W200 Week CASE ANALYSIS EXAMPLE • Going over an Example: • Example • How can I create a document like this? o Google Docs… wordle.net
- 5. EDUC W200 Week GOOGLE DOCS – YOUR NEW BEST FRIEND
- 6. EDUC W200 Week GOOGLE DOCS INTRO • Why Google Docs? What can Google Docs do that MS Word cannot? • Google Docs in Plain English o http://www.youtube.com/watch?v=eRqUE6IHTEA • ULA Demonstration of Google Docs o Document o Spreadsheet o Presentation o Document • Share with others • Publish document • Download • Upload a document
- 7. EDUC W200 Week SETTING UP CASE ANALYSIS #1 • Get together with other students in your subject area (Max 4 students in a group). • Only one person in the group will do the following: 1. Go to Week 5 page, and look for the Case Analysis Template 2. Click on “Use This Template” 3. Change Title to “Case Analysis #1” 4. Write your group members’ names 5. Make the document public and publish it! 6. Share with the people in your group (use gmail accounts) 7. Share with me: XXX@gmail.com • You will be using this document for the Case Analysis #1
Editor's Notes
- Since we have not formally introduced Google Docs to this point, this is our formal introduction to it. We will be using the Case Analysis Template (on the Week 5 page), so we need to introduce them to it. I am leaving many of the specifics up to you – some of us have students publish the docs, some of us do not. But they need to know the basics – editing, sharing, publishing, using a template, etc. Enough to function for now.
- Video made by Common Craft for Google: http://www.youtube.com/watch?v=eRqUE6IHTEA ULA should be able to lead this – this should be an introduction to the Google Docs environment, mainly focusing on the Docs part. I would show the other types of docs (spreadsheet, presentation) but not focus on it. Students should create, show that the editing features are similar to Word, show uploading, but mainly focus on sharing (sharing to view, to edit, publishing – what are the differences)