6.3.10

Class 6

Chapter 9 - Technology in English and Language Arts Instruction

 TPACK = teacher knowledge resulting from synergy of three knowledge domains (technology, pedagogy, and content)

TPACK and English/Language Arts (see Figure 9.1, p.279)

NCTE/IRA Standards for English.Language Arts (see Table 9.1, p.278)

Adapting for Special Needs (p.281)
  • For Literature
  • For Writing
    • USB Handheld Digital Dictation Devices allow students who struggle with the physical process of handwriting, which interferes with development of their written expression skills, to dictate information to a handheld device and then upload the file to to a computer
    • Transcription Services allow students to submit information through telephone dictation to be transcribed and returned via email within 20 minutes to 24 hour for .0125 cents per word
Summary of Technology Integration Strategies for English and Language Arts (see Table 9.2, p.283 for complete list and links)


Top Ten Strategies for Technology on English/Language Arts (p.284)
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Class 5

Chapter 8 - Integrating the Internet into the Curriculum

Web-Based Learning Activities, also called WebQuests
  • Types and Examples of Web-Based Lessons and Projects (see Table 8.1, p.242 for complete list and links)
  • Sites with Collections of Web-Based Lessons and Projects (see Table 8.2, p.244 for complete list and links)
  • Website Support Functions (see Table 8.3, p.248 for complete list and links)
  • Rubric for Evaluating Webquests (see Table 8.4, p.254-256)
Top Ten Strategies for Integrating the Internet into the Curriculum (p.253): an overview of 10 established and proven web-based lessons and projects with corresponding links

Adapting for Special Needs (p.257)
     *Windows on the Universe, adjustable reading/interest levels (www.windows.ucar.edu)
     *TrackStar, alternative to report writing (trackstar.4teachers.org)
Web Page and Website Development
  •  Popular Programs to Download for Web Page Development and Use (see Table 8.5, p.261 for complete list and links)
  • Use Web Page Development Software to Avoid Programming in HTML
    • Adobe's Dreamweaver 
      • must be purchased
      • requires File Transfer Protocol (FTP) software to upload web pages to the desired server
    • Google's Google Sites (sites.google.com)
      • free
      • stores web pages on the Google server so no FTP software is needed
  • Recommended Eight-Step Website Development Sequence (see Figure 8.11, p.264)
  •  Evaluation of Web Pages
    • Web Page Evaluation Checklist (see Table 8.6, p.266)
    • Rubric for Assessing Young Learners' Web Pages (see Table 8.7, p.267)
    • Rubric for Evaluation of Older Learners' Web Pages (see Figure 8.14, p.267)
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Class 4

Chapter 7 - Distance Learning Tools and the Role of the Internet in Education

SearchEngineWatch (p.214)
information on all available search engines (e.g., filtered for kids, multimedia search engines)
Adapting for Special Needs (p.228)
     *Opera search engine (www.opera.com)

Criteria for Evaluating Website Content (see Figure 7.6, p.216)

Strategies to Increase Privacy and Safety on the Internet (see Figure 7.7, p.218)
Strategies to Prevent Computer Viruses (see Figure 7.8, p.219)

Strategies to Address Copyright and Plagiarism Problems (see Figure 7.9, p.219)
  •  Teach Copyright and Plagiarism
  • Check for and Prevent Plagiarism
    • Turn It In (www.turnitin.com): students can check their own writing for improperly used content, inadvertent plagiarism, or quotation errors
    • My Drop Box (www.mydropbox.com) is now SafeAssign by BlackBoard: plagiarism prevention tool for teachers
Resources for Communicating on the Internet (see Table 7.1, p.219)
  • Asynchronous (left message) Communications
  • Synchronous (live interaction) Communications
  • Cyber Communications
    • MUDs = Multiuser Dungeons/Dimensions/Domains for multiuser interactions from different sites at the same time via typed text
    • MOOs = Object Oriented MUDs meaning code is available so it is free
    • Avatar Spaces = interactions via avatars and typed text in a graphical, virtual reality like environment
Netiquette: Rules of Behavior on the Internet (see Figure 7.10, p.222)

DISTANCE LEARNING (DL)
The acquisition of knowledge and skills through mediated information and instruction, encompassing all froms of technology and other forms of learning at a distance (USDLA).

Classification System for Distance Learning Delivery (see Table 7.2, p.225)

Types of Distance Learning Activities (p.226-227)
  •  Student Research
    • Big Six (www.big6.com)
      • task definition
      • information-seeking strategies
      • location and access
      • use of information
      • synthesis
      • evaluation
  • Web-based Lessons
  • Virtual Courses and Programs
Summary of Research Findings and Major Reports on Distance Learning (see Table 7.3, p.229)
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Class 3

Chapter 5 - Teaching with Software Tools: Beyond the Pasic Programs

Types of Software Support Tools (overview in Table 5.1, p.140)
  • Materials Generator (see Table 5.2, p.142 for breakdown of types and online links)
  • Data Collection and Analysis (see Table 5.3, p.148 for breakdown of types and online links)
  • Graphics (see Table 5.4, p.150 for breakdown of types and online links)
  • Planning and Organizing (see Table 5.5, p.154 for breakdown of types and online links)
  • Research and Reference (see Table 5.6, p.156 for breakdown of types and online links)
  • Content-area (see Table 5.7, p.158 for breakdown of types and online links)
Top Ten Rules for Effective Desktop Publishing (p.144)


Chapter 6 - Teaching with Multimedia and Hypermedia

Multi vs. Hyper
Multimedia = "multiple media" or "combination of media" used to communicate information in multiple ways
Hypermedia = "linked media" or "interactive media" systematically connected information stored in various media (IVDs, CD-ROMs, DVDs, Blu-ray, etc.)

6 Kinds of Hypermedia Formats (introduction on p. 171): commercial hypermedia software packages, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments, Web 2.0

Products developed for and sold to educational consumers:
  • Commercial Hypermedia Software Packages (see Table 6.5, p.175-176 for breakdown of types and online links) 
    • Criteria for Evaluating Commercial Hypermedia Software Packages (see Table 6.2, p.178)
 Tools for educators and others to create their own multimedia and hypermedia products:

5 Multimedia Authoring Tools
  • Presentation (see Table 6.5, p.186 for breakdown of types and online links)
  • Video Production and Editing (see Table 6.6, p.189 for breakdown of types and online links)
  • Hypermedia Design and Development (see Table 6.7, p.193 for breakdown of types and online links)
  • Virtual Environments and Immersion (see Table 6.8, p.197 for breakdown of types and online links)
  • Web 2.0 (see Table 6.9, p.198 for breakdown of types and online links)
Adapting for Special Needs (p.171)
     *IntelliPics Studio (www.intellitools.com)

Top Ten Tips for Effective PowerPoint and Keynote Presentations (p.187)
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Class 2

Web 2.0 pdf

www.edublogs.org
blogging for people in the field of education

http://www.shambles.net/pages/learning/infolit/edupodcast/
list of podcasts related to education

http://www.shambles.net/pages/learning/infolit/podcastdir/
list of podcast directories

http://www.apple.com/itunes/podcasts/
iTunes podcast resource

Finding and subscribing to a podcast via iTunes
By Terry Freedman
1. Download and install iTunes from http://www.apple.com/itunes/
2. Go to the iTunes Music Store from within iTunes.
3. Click on Podcasts.
4. Browse through the category of your choice.
5. Find a podcast that seems interesting, listen to it, and, if you like it, subscribe
to it.
6. iTunes will update your podcasts automatically each time you run it, or you
can right-click on one and update it manually.
7. Enjoy listening to your selections!

Obtaining information about a podcast in iTunes
By Terry Freedman
1. Click on the title of the episode.
2. Right-click.
3. Select Get info.

http://www.epnweb.org/
Education Podcast Network

Benefits of podcasting for students
· Listen to past lectures / review for tests.
· Improve grades.
· Audio would allow better understanding than reading the PowerPoint slides
or worksheets.
· Remediation or clarification.
· Second chance to hear the information due to the speed the teacher speaks
or students inability to keep up while taking notes.
· When absent, audio would be better than trying to decipher a classmates
notes.
· It’s mobile and on demand.

http://www.rss-info.com
create an RSS feed for your podcasts

http://www.podcasting-tools.com/
resource for podcasting

http://www.feedburner.com/fb/a/home
Google feed burner

http://www.podcastingnews.com.
podcast related news

http://www.podcastalley.com/
podcast directory and podcasting resource

Uses of podcasting in schools
By Terry Freedman
This is not meant to be a definitive list!
· Record lessons for students (and parents!) to access in their own time.
· Enable students to do a presentation about themselves rather than only
sticking to PowerPoint!
· Create a short introduction to your school, or the course you run, for
potential students to access, and to let parents know what they can expect
their children to be doing – get student contributions too!
· Create a class or even a whole-school radio station.
· Enable students to submit work in the form of a podcast.
· Create audio resources for use by sight-impaired students.
· Find and use podcasts as part of project research materials.
· Use foreign language podcasts to improve linguistic skills.
· Use podcasts to get an insight into another country's culture, or another
person’s daily lifestyle.
· Enable students to create dynamic presentations without the complexity of
digital video.
· Subscribe to various podcasts in different subjects in order to provide extra
resources.
· Provide students with a different way of carrying out surveys in the local
area.
· Create an audio blog of a school field trip.
· Create an enhanced podcast entitled “My summer holiday”.
· Subscribe or listen to different podcasts in order to help students develop
their critical faculties.
· Ask students to create a podcast to meet a real need, as part of a
coursework project.

Web 2.0 link

http://www.ibo.org/ibap/conference/documents/LeeDavisandPaulFairbrother-WeavingWeb2.0intoClassroomPractice.pdf
online presentation on Web 2.0 and classroom implementation of RSS, blogs, wikis, pod/vodcasting, social bookmarking & networking, E-portfolios, and E-learning 2.0

Web 2.0 is the business revolution in the computer industry
caused by the move to the Internet as platform, and an
attempt to understand the rules for success on that new
platform. Chief among those rules is this: Build applications
that harness network effects to get better the more people use
them. (This is what I've elsewhere called "harnessing collective
intelligence)
/O'Reilly Radar definition updated October 2006

Web 2.0 is about the more human aspects of interactivity. It's
about conversations, interpersonal networking, personalization,
and individualism... In Web 2.0, information flows in multiple
directions, is user-generated, and is shared widely.
George Lorenzo, Diana Oblinger and Charles Dziuban (2007)
http://www.educause.edu/apps/eq/eqm07/eqm0711.asp?bhcp=1
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