|This is the talk page for discussing improvements to the Technology integration article.|
|WikiProject Technology||(Rated Start-class)|
- 1 Definition
- 2 Philosophy
- 3 Pedagogy
- 4 Tools
- 5 Installed Application
- 6 Web-based Applications/sites
- 7 Project Based Activities
- 8 Issues
- 9 Partnership for 21st Century skills
- 10 Future Technology
- 11 Possible Subtopics
- 12 Organization of Topics
- 13 Suggestions for Organizing Technology Integration Article
- 14 Topics organization
- 15 Topics Organization
- 16 Topic Organization
- 17 Topic Organization cont...
- 18 Mike's List
- 19 Technology Integration
- 20 Article Organization
- 21 Topic Organization
- 22 Question about Mike's List
- 23 Subtopic Suggestion
- 24 Stevens Thoughts
- 25 Toy sign up
- 26 Organization
- 27 Topic
- 28 Cyberhunt information for Article
- 29 TOPICS ORGANIZATION
- 30 TOPIC ORGANIZATION
- 31 blogs
- 32 blended learning
the definition/opening paragraph is horrible! (in my humble opinion :) ). First, technology integration does not just refer to the use of computers - it can encompass a wide variety of tools, hardware, and software. Second, technology integration is definitely NOT about learning computer skills! The technology is integrated into classroom teaching and learning for all content areas (math, science, language, history, etc).
-providing ways teachers can/should interact with students
I don't think it's appropriate to say that Constructivism is a crucial component of technology integration - and the claim is not backed up with the text here. Certainly, constructivism can be facilitated by technology integration, and technology integration can be constructivist in nature, but I don't think that either relies on the other.Lacbolg (talk) 14:34, 23 March 2010 (UTC)
In quiry-Based Learning is researching a question that is personally relevant and purposeful because of its direct correlation to the one investigating the knowledge. http://www.thirteen.org/edonline/concept2class/inquiry/ As stated by Piaget http://www.sk.com.br/sk-piage.html, learning is based on the four stages of cognitive development. In these stages, children must take an active role in their own learning and produce meaningful works in order to develop a clear understanding. These works are a reflection of the knowledge that has been achieved through active self-guided learning. One avenue children can express themselves is through technology. Technology used in the classroom provides children unlimited resources at their fingertips. Students are active leaders in their learning and the learning is student-led rather than teacher–directed. http://projects.coe.uga.edu/epltt/index.php?title=Piaget's_Stages http://cmch.typepad.com/cmch/2008/06/piaget-kids-and.html Examples of Inquiry-Based learning integrating technology would be: http://www.youthlearn.org/learning/activities/howto.asp http://www.readwritethink.org/lessons/lesson_view.asp?id=328
I'll take Project-Based learning 18.104.22.168 (talk) 00:03, 9 December 2008 (UTC) Inquiry- Based Learning is researching a question that is personally relevant and purposeful because of its direct correlation to the one investigating the knowledge. http://www.thirteen.org/edonline/concept2class/inquiry/
As stated by Piaget http://www.sk.com.br/sk-piage.html, learning is based on the four stages of cognitive development. In these stages, children must take an active role in their own learning and produce meaningful works in order to develop a clear understanding. These works are a reflection of the knowledge that has been achieved through active self-guided learning. One avenue children can express themselves is through technology. Technology used in the classroom provides children unlimited resources at their fingertips. Students are active leaders in their learning and the learning is student-led rather than teacher–directed. http://projects.coe.uga.edu/epltt/index.php?title=Piaget's_Stages http://cmch.typepad.com/cmch/2008/06/piaget-kids-and.html
Examples of Inquiry-Based learning integrating technology would be: http://www.youthlearn.org/learning/activities/howto.asp http://www.readwritethink.org/lessons/lesson_view.asp?id=328
student response systems
A scanner, or an image scanner is a device often used to create digital pictures from written and drawn two-dimensional images, as well as some three-dimensional items. This allows the image to be easily manipulated on a computer using other programs like Photoshop.
Student work can be scanned into the computer to create portfolios and enhance student computer projects. Students can draw a picture, scan it into the computer, and then color it and add it to a presentation. Cmfutrell (talk) 03:27, 10 December 2008 (UTC)
A web camera is a useful tool to improve a student's ability to learn from observation.Teachnshare (talk) 00:09, 16 December 2008 (UTC) Teachnshare (talk) 00:12, 16 December 2008 (UTC) To help students observe the habits of nocturnal creatures, set up a web camera opposite the animal habitat. The pictures captured by the web camera will allow students to observe from home and create a wealth of material for classroom activities. Teachnshare (talk) 00:08, 16 December 2008 (UTC) —Preceding unsigned comment added by Teachnshare (talk • contribs) 00:01, 16 December 2008 (UTC)
digital video camera
Headphones have proven to be useful tools in the classroom. They can be used along with the following applications:
iMovies and podcasts can be difficult when there is a classroom full of students who are listening and editing material at once. If each student is assigned to a set of headphones they can all stay in the same room to complete the editing on their projects without bothering their neighbors.
Streamed Video can be difficult to time if you have students who work at different paces. Headphones are useful in this situations because teachers can assign students to view videos while other students are silently working in the same space. Kthostetler (talk) 00:36, 10 December 2008 (UTC)
This is start -- and I think it needs a lot of work. I think I need a little more direction... feel free to edit.
Presentation software such as Microsoft PowerPoint and Apple Keynote can be used in a variety of ways in the classroom with great success. Presentation software allows the teacher to create slide shows that highlight the important information their students need to know. Notes, outlines, and reading guides can be generated to help the student focus on the most significant pieces of information. Creating meaningful presentations allows the teacher the ability to present the students with problem-based learning activities. Images are very effective in this format and can bring the curriculum to the student.
Presentation software can also be used by students to create mind maps, notes, timelines, or slide shows. These slide shows are easily shared by students through web sites such as Slideshare.net, which allow the user to share and find previously made slideshows on a multitude of topics. Jbrittle (talk) 04:50, 12 December 2008 (UTC)jbrittle
Jdstacy8076 (talk) 15:34, 4 December 2008
Video production is a powerful tool to engage, motivate, and peak the interests of students in their classroom curriculum. It is a tool that can incorporate curriculum from virtually any subject. If the following questions that are listed at Enhancing Education  are addressed when creating a video production, then the tool is extremely effective. Video production is created when camera footage is downloaded to a computer and then edited with proper software like iMovie . A few examples in which video production enhances classroom learning include morning announcements, and newscasts. Students can produce and write the morning announcements and film them for their school. This makes the announcements more entertaining for the students and staff. By allowing the students to record and edit the announcements they can add individual perspective, which in turn creates a sense of ownership over the information. An example of a newscast in a 4th grade social studies class could show reenactments of battles or interviews with a colonial and Indians.
Pholley and Dross
Web Page Development for Students and Teachers By Pamela Holley (Students) and Debbie Ross (Teachers)
The Advanced Research Projects Agency (ARPA) of the U.S. Department of Defense developed the first html page as a government site. In 1962, the ARPA developed to what is now known as the Internet. By 1992, the Internet has developed into the Internet as we know now with a multitude of sites, faster searches that is a globally entity. (http://www.computerhistory.org/internet_history/)
Traditionally, web pages have been used as sources for students to collect information. Web page design by the students incorporate technology skills within the content area and allow students to achieve higher level learning skills. In our society today, students need to be able to meet the 21st century skills not only to use the Internet as a tool for information but also to learn how to organize, assess and display information.
Students should be exposed to basic HTML (Hypertext Markup Language) so they will understand how a web page works in the background. Web Pages may be taught or as simple as showing the source (View/Source) or by learning the basics of HTML using notepad.
Regardless of the type of web page used, students can develop a lesson that consists of collecting and organizing information, pictures and then learn how to display the information using simple pages by utilizing software such as Microsoft Front Page, Microsoft Word, Microsoft Publisher, Adobe Dreamweaver, Blackboards or iWeb.
A typical web page consists of basic concepts: What is the purpose of the site, what visitors will be visiting the site, what information is needed for the visitors? http://library.albany.edu/imc/webdesign/index.html
Once the information is collected and a basic plan is developed for the page, students can create a basic page. In addition, they could learn how to add Flash Animation, Videos, Blogs, Calendars and many other dynamic items to enhance the page. http://www.grantasticdesigns.com/5rules.html http://webdesign.about.com/cs/beginninghtml/ht/htbasicwebpage.htm
Once the students complete the web page, peers may reflect and evaluate the web page design and assess whether each student completed the requirements designing the web page. Teacher and peer assessments will help the student reflect on and improve their web page design and content
The Internet has many web pages where students may learn how to design a web page or receive a web quest or cyber hunt from their teachers to search the Internet for tutorials and then design their own page.
Links: Purpose of Web Page: http://library.albany.edu/imc/webdesign/index.html
History of Computers http://www.computerhistory.org/
Using the 21st Century Skills with Technology: http://www.21stcenturyskills.org/route21/index.php?option=com_content&view=article&id=2&Itemid=8
Creating Web Pages by Teachers: By Debbie Ross
Start your web page design based on your objectives for your classroom. The web page can be a communication tool for students, parents, and colleagues. Think about how your web page can benefit each group and in turn, your classroom. The best way to determine your design is to look at other classroom web pages created by teachers.
Students will be able to view the class syllabus, calendar, and homework assignments. It can also provide links to resources for class projects and text book companion sites for practice quizzes and flashcards. Students will be able to access the web page from school or home which helps facilitate student centered learning.
Using your web page to publish student work can motivate them to submit quality work that can be shared with others.
Parents can view your web page to monitor student progress and upcoming events. It can provide classroom policies and learning objectives. Link your website to the school website for important communications such as school calendar, grades, and guidance counselors. Provide information for parents that want to volunteer in your classroom or school.
Ideas to involve parents: http://www.educationworld.com/a_curr/curr200.shtml
Classroom web pages can foster collaboration with other teachers and connect classrooms. Provide links to lesson plans that you have created or professional organizations that you participate in for professional development. Collaborate with other teachers on classroom projects that reinforce learning objectives across the curriculum.
Follow some simple guidelines that will help you design a professional website: http://www.urlsinternetcafe.com/classroom/features/index.html
Determine the structure of your webpage to include a home page, student page, parent page, and a teacher page to discuss your teaching philosophies and professional background. Follow with a design program then add backgrounds and images to make your web page appealing.
Structure and Guide: http://www.wmich.edu/teachenglish/subpages/technology/classwebsite.htm#online
Links: Web Design: Examples of Elementary Classroom Sites http://www.emints.org/ethemes/resources/S00000705.shtml Teaching with Technology http://www.wmich.edu/teachenglish/subpages/technology/classwebsite.htm#samples Education World http://www.educationworld.com/a_curr/curr200.shtml Url’s Internet Café Classroom http://www.urlsinternetcafe.com/classroom/features/index.html Pam Holley and Debbie Ross Final Project22.214.171.124 (talk) 13:39, 12 December 2008 (UTC)
swardAvsward (talk) 01:29, 11 December 2008 A wiki (or wiki page) is a web page, or group of linked web pages, that can be edited by any number of users. Users of the wiki can add to, modify, or delete a page’s contents, using only a web browser. Wiki pages are similar to, although less structured, than web logs (blogs) and represent an even more powerful collaborative tool in that all users have equal access to the content. Wikipedia, the collaborative web-based encyclopedia is the most well-known and frequently used wiki.
As a tool that facilitates collaboration, the wiki can support many progressive pedagogical approaches. It is obviously an ideal tool for collaborative learning and group project work, as students can work together in class as well as outside the classroom and receive immediate feedback from each other. It provides a forum for information-sharing and for the establishment of a knowledge repository that is both created and owned by the students. Wikis provide a forum for student-centered learning and exploration, and for the development of skills in consensus building and compromise.
As students engage each other in creating the actual content of the wiki, they develop both autonomy and interdependence among themselves, which are significant foci of constructivist learning approaches. Constructivist theory asserts that processing, rather than absorbing, information creates effective learning, and the wiki has the potential to engage students in genuine problem-solving while enabling them to build their own knowledge base and compile research through collaboration and peer review. Rather than absorb knowledge and ideas passively, students engage actively in processing ideas, developing research questions and strategies, gathering information, and drawing conclusions. By their nature, these types of learning activities engage students at the higher levels of Bloom’s taxonomy, as students must continually synthesize and evaluate information, think critically, develop their own analytical questions, and apply their knowledge.
Problem-based and inquiry learning models, which emphasize real-life problem solving and student-centered discovery, are also well-served by wikis. Students have the advantage of being able to work closely with others at great distances, accessing input from different cultures, environments, and perspectives, as well as input and critiques from business, government, and academia. Wikis can serve as a platform for a virtual classroom that is not just local, but global.
Among the more significant concerns regarding wiki use in classrooms are protecting students from online predators and ensuring that student posts are appropriate and nonthreatening to others. A number of sites, such as wetpaint, offer easy instructions for creating wikis, along with security protections whereby teachers can limit access to only their own students and block anonymous posts. Students who know that their identity will be connected to their posts will be responsible for any inappropriate use of the wiki, and generally this serves to ensure accountability and a degree of protection. However, because student security and bullying are important community issues, teachers should consult school administrators to find out the school’s policy before using wikis in the classroom.
Examples of potential uses for wiki pages in the classroom include group projects; class-created letters or editorials; student-created collections of resource materials, globally connected projects, community service projects, teacher collaboration, presentation tools, mock debates among political candidates, community collaboration, collaborative writing, collaborative critiques of student work, processing writing revisions, compiling research and resources, facilitating brainstorming, or creating an online newspaper.
References and External Links
You tube video on wikis http://www.youtube.com/watch?v=ZmByB0sIPog
Wikispaces for educators http://www.wikispaces.com/site/for/teachers
Wiki wiki web http://c2.com/cgi/wiki/
Online Class Management Tools
Online classroom management tools give the instructor and student a secure, direct connection to their learning inside and outside the classroom. It is a tool that gives students experience using the computer in a manner that prepares them for real-world uses and problems.
Blackboard Blackboard is a classroom management tool that allows teachers and students to interact and communicate outside of the classroom. In many cases, it allows classes to be delivered by the teacher and completed by the student online without direct classroom instruction. Blackboard is used primarily in the high school and college educational settings. Students access the site with a username and password assigned by their educational institution.
Blackboard is a “one stop shop” for all classroom needs. The teacher posts assignments, course documents, review materials, and grades. In turn, students communicate with their classmates and teachers using discussion forums, email, and a digital drop-box to turn in completed assignments.
To learn more about Blackboard, its functions, and services see their website. Blackboard Home Page
School Space is a classroom management tool that is very similar in nature to Blackboard. It allows students and teachers to interact inside and outside the classroom. The student gains access to classwork, homework, and review assignments without having to store and retrieve material through a local server connection that is not accessible outside the school building. School Space can be used in the college setting but is geared more toward grades K-12.
Web Page Development
User: Pamela Holley and Debbie Ross:
Project Based Activities
Jpkube and hclib (talk) 03:56, 5 December 2008 (UTC)
lsgulick (This topic was taken the first day by another member of the class and I said I would work with her. I no longer see that message on the board. Just curious who would take it off. I still plan to do cyberhunts. —Preceding unsigned comment added by Lsgulick (talk • contribs) 01:28, 7 December 2008 (UTC)
I did not hear from anyone to work together and there seems to be confusion about who is covering cyberhunts. I have completed the classroom management tools of Blackboard and School Space instead. Jpkube (talk) 02:20, 10 December 2008 (UTC)
Mullinmj (talk) 21:05, 4 December 2008 (UTC)
A webquest is an inquiry education activity where the students find most or all of their information on-line . The webquest model was developed in 1995, at San Diego State University by Bernie Dodge and Tom March. He named the concept while teaching a class of pre-service teachers on how to use the Internet effectively in the classroom .
Webquests are designed to use learner’s time well, to focus on using information rather than looking for the information, and to support learner’s thinking at the levels of analysis, synthesis, and evaluate. The activity should be designed to direct students to useful on-line resources with a clear task in mind. The five rules to a great webquest, as defined by its creator is: find great sites, orchestrate your learners and resources, challenge your learner to think, use the medium, and instructional scaffolding with high expectations .
The typical webquest model includes the following parts: Introduction, Task, Process, Resources, Evaluation, and Conclusion. The Introduction provides the background information and is typically the scenario that motivates the students to participate. The Task tells what the students must complete by the end of the activity. The Process tells the students how they are going to complete the task. Usually each student is placed in a group and assigned a specific role. After researching information related to their role, the students will collaborate and look at issues from differing points of view. The group will come up with some type of consensus about the task and create an authentic document, one that an adult would complete in a real-world setting. The Resources are the specific locations on the web that students can go to in order to gain information. The Evaluation, usually in rubric form, informs the students how they are to be grading and allows the students to self evaluate themselves prior to turning in their project. The Conclusion allows the student to reflect and discuss what they have learned .
When working with Web 2.0 tools, the webquest resources could be more interactive. Although, many of the tools like a podcast or blog may be use solely for gathering information, not as a communication tool. On the other hand, the projects could be completed and shared on a wiki or evaluated on a discussion board. The use of a wiki or a discussion board for evaluating a final project will allow students to reflect on what they have completed as well giving a student a means of evaluating how others completed the task on the same topic. Private boards can be used to publish the document to have students post reactions to the final product .
There are many webquest activities available on-line. The model has been part of many teacher in-service training activities in various school divisions for years. If a teacher wants to design a webquest, there are on-line resources that he/she can utilize to create their own .
(3) http://webquest.sdsu.edu/documents/focus.pdf or http://126.96.36.199/custom?q=cache:waWs38OOdU4J:webquest.sdsu.edu/documents/focus.pdf+focus&hl=en&ct=clnk&cd=1&gl=us&client=google-coop-np
Mullinmj (talk) 23:06, 9 December 2008 (UTC)
Mullinmj (talk) 00:33, 11 December 2008 (UTC) links to other wikis added
virtual field trips
Partnership for 21st Century skills
The Need for Web Site Evaluations
I am going to work on this section, as many of the other sections have been covered. The internet has many resources, but it takes time to decipher which resources are worthwhile. Also, at the elementary level, finding sites that are appropriate for this level can be challenging.--Wsdebordenave (talk) 01:09, 11 December 2008 (UTC)
Here are my additions to the post. I also put them on the wiki page, but wanted to make sure you would know, as I am unfamiliar with this process.
The amount of information being placed on the web is doubling every twelve months. Due to the rapid increase of information, it is essential that educators and students know how to discern valuable sources. To ensure that educators and students make valid educational choices, it is necessary to provide guidelines to help filter web sites. These seven steps are a helpful resource.
- Identify the right questions
- Organize the search
- Select appropriate search tools
- Analyze online resources
- Synthesize, sort, and sift
- Publishing new information
- Get feedback
Due to the plethora of web sites, educators and students face the difficult challenges of sorting to find web sites that are safe, credible, and reliable. This takes an incredible amount of time to do properly. An educator can use an entire planning session looking for one valuable resource to present in the classroom. A student can spend an entire evening researching a project using invalid sources. These problems will continue to persist as the web continues to grow.
To aid educators and students, there are more on-line resources available to help them evaluate the merit of websites. Kathy Schrock, http://school.discoveryeducation.com/schrockguide/eval.html, provides a comprehensive list to help educators evaluate a website for classroom use. Schrock’s website also provides different criteria for web site evaluation based on the level at which an educator instructs, ie. elementary, middle, or secondary. Other time-saving tools that Schrock’s site provides are links to pre-evaluated sites and handouts to help students evaluate websites independently. Another comprehensive tool for educators and secondary students is the University of California Berkley web site, http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html , which provides the reader with a strategic way to evaluate web sites. This site may also prove useful for middle school students based on their reading ability and background knowledge about computers.
A problem that educators face is the readability of a web site. There are many credible, safe, and reliable web sites that educators can use to find information on their topic of study. The problem that arises is whether their students will be able to glean any information independently from these sites based on their students’ ability to read. Many web sites for Science and Social Studies, although factually correct, are laden with content specific vocabulary that is challenging for poor readers. There are web sites that help educators find quality and appropriate sites for their students for a fee. For example, the netTrekker company provides educators and parents with a comprehensive evaluation of websites. Some of the helpful tips it offers are, overall rating from 1-5, readability ranking 1-5, and whether the link has a video or audio links. The web site does provide many other services, as well http://www.nettrekker.com/. Sites such as netTrekker, provide educators and students a safe, credible, and efficient way to search the internet. The downside to these types of web sites is that they are fee based.--Wsdebordenave (talk) 11:51, 11 December 2008 (UTC)
This could be a fabulous section - many educators need to see the substance behind the marketing of education products...
Suggest we split the "technology" from the "pedagogy"
The article could start with a definition for Technology Integration. Possible subtopics include: Constructivism, Technology Integration Tools for the Classroom (break this into subtopics)
Internet: Cyberhunt, Webquests, Online Databases, Podcasts, Web 2.0 ex: Blogs Interactive Whiteboards and Student Response Systems Copyright/ Plagarism Characteristics of a Good Technology Integration Lesson -- subtopics to include rubric sites as well as sites that have quality lesson plans
Organization of Topics
I agree that we can divide the topics into Issues and Tools. This is a solid idea; I would recommend that the Promise and Challenge section be improved as this is the core of the concept of Technology Integration. Jdodwyer (talk) 22:13, 7 December 2008 (UTC) James O'Dwyer
I would like to see the topics divided into Issues and Tools. Some of the "tools" could be podcasts, blogs, and virtual field trips. While plagiarism, purchasing technology, and copyright could be examples of "issues".
I love the idea of having virtual field trips in the article. I think they are an obvious way to integrate technology. After the students take a "trip" there are so many ways to extend the lessons. Instead of a one day trip, students could view webcams for a longer period of time to explain the conditions that they are seeing on their "trip".
I think that if we are going to include a "tools" section in the article we should provide examples of each of those tools. I also like the idea of the virtual field trip and I think that it would benefit a number of people if they could learn how to create one bu first using it. Once they have used one they can extend on it themselves and add it to the article. Kthostetler (talk) 01:04, 4 December 2008 (UTC)
Are we talking using Google Earth as a format then for a virtual field trip? I think we should add that to our list of "tools" as well. Maybe our "tools" should be divided into categories such as someone suggested-software and hardware. rltoy (talk) 20:53 4 December 2008 —Preceding undated comment was added at 01:55, 5 December 2008 (UTC).
Suggestions for Organizing Technology Integration Article
The organization of the technology integration article should begin with the first subtopic, "Promise and Challenge". It belongs up front, the promise of technology integration should be discussed up front and then the challenge(s) of technology integration should be highlighted. I would then follow the "New Teaching Methodologies are Needed", followed by "Consructivism" and "Paradigms". I would then go with "Interacting Themes" and the "Interactive White Boards" and "Student Response Systems". Finally, there should be some type of conclusion. Jdodwyer (talk) 22:21, 7 December 2008 (UTC)
Please disregard my first post.
I agree that the article should start with a definition of technology integration. It could also include the information from the International Society for Technology. I have never heard of that society but if it is a bonafide society,respected in educational technology circles, then that information should be included. If the International Society for Tech is not a recognized society,then, if it is available,some info on guidelines and criteria for TI in schools should be included in this section.
Then I would use Internet Learning (for lack of a better term) which would include subtopics such as project-based learning, cyberhunts, webquests, podcasts, and virtual field trips, WISE and Understanding by Design. The last two topics were in the article but more information needs to be included in the article on these topics.
Next topic: Tools with a subtopics to include promethean boards, student response systems and I was unsure if digital cameras should be included.
Next another topic entitled communication (?) that covers blogs, discussion boards.
Finally, I think there needs to be topic that covers issues to consider when using Technology in the classroom.
I think that the topics need to be organized, and they are not the way they are. The first should be Philosophy/Pedagogy/Theory, this explains the topic. I think that the next should be tools used to accomplish the integration of technology. This could include links to helpful sites, and could be divided by hardware, software, etc. Next should be troubleshooting, and problems; the negative, if there is, about integrating technology. Finally, the last topic should be about the future needs and/or directions of tech integration. This would close the article nicely and leave the reader with something to think about, as well as possibly inspire them to do more to help the integration of technology along.
I think the article needs to begin with instructional technology defined. This should then be followed by a Pedagogy section with subtopics of paradigms, constructivism, and understanding by design since these are all instructional methods.
I also agree that there should be a tools section with the following subtopics: interactive whiteboards, digital cameras, podcasts, blogs, cyberhunts, and Web Quests. I'd then suggest a "culminating projects"section that would include Virtual field trips, Wikipedia and ePortfolios as subtopics.
An issues topic with subtopics of plagiarism and copyright should come next followed by a References section with the Web Site Evaluation and Online Information subtopics. These are just my preliminary thoughts.
After reviewing the article i agree with what some of the others have said that there needs to be a clear definition of what technology is. Then follow it with paradigms, constructivism, and teaching methodologies. Having a tools topic and subtopics of interactive whiteboards, digital cameras, podcasts,webquests and blogs would be a better fit for them. At the end of the article plagiarism, and copyright would be best. Jdstacy8076 (talk) 23:53, 2 December 2008 (UTC)JDStacy
I am just trying to give an outline that may be easier to edit and create a map for our final project. These are my thoughts, with some recent additions based on other suggestions above.
4.1.5. digital cameras
188.8.131.52 digital camera
184.108.40.206 web camera
220.127.116.11 digital video camera
4.1.7. sound output
4.2. Installed Application
4.2.1. word processing
4.2.5. music - lhpreski
4.2.6. video productionJdstacy8076 (talk) 15:34, 4 December 2008
4.3. Web-based Applications/sites
4.3.3. blogs Sabesque09 (talk) 23:29, 4 December 2008 (UTC)
4.3.4. social networking
4.3.5. class management (Blackboard/School Space
I ended up doing this section! --Jpkube (talk) 20:26, 15 December 2008 (UTC) 4.3.6. ePortfolios--Stonecf (talk) 18:56, 4 December 2008 (UTC)Stonecf
4.4.Project Based Activities
s>Jpkube and hclib (talk) lsgulick03:56, 5 December 2008 (UTC)
4.4.2. webquest--Mullinmj (talk) 21:05, 4 December 2008 (UTC)
4.4.3. virtual field trips--Fjfitzpatrick (talk) 03:00, 4 December 2008 (UTC)
4.4.4. podcast Jcdeyo (talk) 13:26, 5 December 2008 (UTC)
6. Partnership for 21st Century skills
7. Future Technology
I think this a great outline for the topics and subtopics. As we finalize how we are listing what should be in and not I think the Tools topic should be near the end with the Issues topic and have the Future Technology before those two. JdProxy-Connection: keep-alive Cache-Control: max-age=0 acy8076 (talk) 15:58, 3 December 2008 (UTC)JDStacy
Thank you for the comments about my outline. Since it appears based on our assignment sheet that we need to start working on this as a group, I went ahead and edited my outline to be more specific. This may seem like a lot with the number of topics, but I do not think we need to address all of them nor do I think that I have it planned or organized to the liking of all. I am just trying to come up with something for us to use as a guide.
Please edit, add, delete, reorganize, etc. in areas needed. I am not so attached to it that you will hurt my feelings with changing it. I am thinking that maybe we could put our names next to topics that we would like to write about with the four tildes (~).Mullinmj (talk) 01:17, 4 December 2008 (UTC)
I think this list is what we should get started on. I would like to work on the virtual field trips section. This has been a major part of my PGP the last two years.--Fjfitzpatrick (talk) 03:00, 4 December 2008 (UTC)
I think the list is nice, I feel it is rather large, though it is a large topic as well. Were would podcasts go in the list. I see that you have cyberhunts, wikis, blogs, etc. I think either podcasts should be added, or all the types of projects that can be created using technology, like powerpoints, cyberhunts, and podcasts, should be clumped together.
Now the list really looks good. I can't think of anything else to add to it. Glad to see that podcasts got added. cmfutrell (talk) 16:59, 5 December 2008 (UTC) I agree that some of the items could possibly be lump together. For example, I was toying with the idea of lumping a suite of applications together (product examples: AppleWorks or Microsoft Office) instead of having Word Processing, Spreadsheet, etc... listed separately. Please treat this as a working outline and feel free to do what you want with the outline, especially if there is a topic that you want to address that is not currently listed.
I added podcast to list under project-based learning.Mullinmj (talk) 21:05, 4 December 2008 (UTC)
I really like Mike's outline as well and I like the suggestion of signing up for parts we'd like to explore. I'd really like to do ePortfolios if no one else has that as their first choice preference. --Stonecf (talk) 18:56, 4 December 2008 (UTC)Stonecf
Although, this is a very extensive list, I like the idea that we have addresses so many of the ideas and tools of instructional technology. Sbmayo18 (talk) 20:59, 4 December 2008 (UTC)Sbmayo18Sbmayo18 (talk) 20:59, 4 December 2008 (UTC)
I am going to begin working on Cyberhunts. If anyone is interested in helping out, please respond by editing in this section. :) By the way, does anyone have a clue why my comments are posting as December 5th when it's 11:00 on Thursday, December 4th?Jpkube (talk) 04:04, 5 December 2008 (UTC)
Topic Organization cont...
1. There needs to be a clear definition of what technology integration is at the very beginning of the article.
2. I think that the list that Mike created above is outstanding!
a. When adding the links to pedagogy section, case studies could be linked with the various theories b. The problem solving method should also be clearly listed subtopic of this section c. When listing and explaining hardware, remember that Promethean and Smart boards are brand names, steer clear of using hardware brand names.
I like Mike's list as well. Is there a way we can go ahead and break down the Pedagogy tab and list the different theories in his outline? For example, Constructivism, Inquiry-Based, Multiple Intelligences, By Design. Are there any others I am omitting? Jcdeyo (talk) 03:00, 3 December 2008 (UTC)
I totally agree that Mike's list is good. Tools should include the Blackboard and SchoolSpace mediums. I really feel the more exposure teachers can give to this kind of medium the better prepared students will be when they are required to take online formats in higher education. I have not seen anyone address assessment delivery systems. I feel under "tools" we should add things like Exam View or the like as ways to gather data quickly and effectively from students. Let's not forget we are responsible for this type of data in our current educational world so some focus should be placed there. rltoy (talk) 20:46 4 December 2008 (UTC)
I like Mike's List as well. It covers everything and is organized nicely. My vote is to go with his list so we can get started and get finished! Fewhite (talk) 02:32, 3 December 2008 (UTC)fewhite Dec. 2, 2008
I like the outline presented. It cuts the number of subtopics. When looking at the 27 subtopics, my first thought was that some of the subtopics needed to be combined or deleted. My thoughts were something like: 1. the basics of using technology, 2. using technology to support instruction, 3. integrating new technology into the classroom, 4. designing projects that combine multiple technologies, 5. Focus on collaboration and inquiry based learning activities that allows the students to have a say in their learning. Lsgulick (talk) 02:53, 3 December 2008 (UTC)
I also like Mike's list. I think the article needs to start off with a good definition of what technology integration (in the classroom) is as a leader for the rest of the article. Then we could organize our ideas about philosophy and pedagogy by discussing the contructivist and problem-based learning approaches to technology and education (subtopics). Then get into the specific types of lessons that are involved -- I guess this would be tools as a topic and then each type could be a subtopic. Overall, three main topics - 1. philosophy/pedagogy, 2. types of instruction, and 3. issues -- I think this would best address the article as a whole. Actually, looking back I'd add a fourth topic that Charles pointed out - 4. future needs -- as he suggested I think this would allow the reader to do further researching and editing to address those needs.Jbrittle (talk) 19:06, 6 December 2008 (UTC)Jbrittle
I agree that the editing would be a lot easier if the topics and subtopics were better define I like Mike’s outline. Don’t we also need to include Partnership for 21st Century skills since many states are working to incorporate these skills into their instructional models to ensure our students are ready to functions in today’s work environment.
Question about Mike's List
What is the difference between tools and hardware? I am trying to decide which subtopic I want to work on. I think I want to I think I want to research TI definition along with the philosophy as a subtopic. Fewhite (talk) 22:36, 3 December 2008 (UTC)fewhite Dec. 3, 2009
Hardware is a subcategory of Tools. There can be sub-levels to hardware to provide details about specific hardware used in technology integration. I was thinking we could do the same with the other subcategories of Tools (installed application, web-based applications/sites and project-based activities).Mullinmj (talk) 23:37, 3 December 2008 (UTC)
I too like the list that Mike created. Should we have sub topics under tools to keep hardware and software separate. The tools section looks rather long to me. The list is great and appears to very comprehensive, but do we need to include printers under hardware?lhpreski (talk) 20:58, 4 December 2008 (UTC)
I agree that we need a medium to stay in touch. There may be some problem with wikipedia being confusing because it is public. Maybe we could sign up for a free private wiki page like pbwiki.com so that it is easier to decipher our classmates from outside sources. 18.104.22.168 (talk) 02:26, 5 December 2008 (UTC)
I also agree that Communication Tools and Internet Safety need to be added as topics to the outline. I would like to work with someone on Cyberhunts or Promethean Boards. --Pine3needles (talk) 01:19, 5 December 2008 (UTC)
Toy sign up
I signed up for the student response systems. I have used this a little in my classroom and am anxious to learn more. If someone else would like that I could switch to the whiteboards. I was also wondering, what about delivery technology like the clickers you use to advance a Powerpoint or the remote boards that you can use to control your computer. Is that the same as the interactive whiteboards? CPS has them and I think it is a great resource if your classroom is set up. As I mentioned earlier, do we want to add assessment delivery like Exam View in the list? Maybe under installed applications? rltoy (talk) 21:14 4 December 2008 (UTC)
A clear definition of technology for all people, not just educators needs to be first and foremost. Obviously, many people outside of education and even educators are not familiar with the "buzz words". In defining everything, we need to be careful that we do not assume anyone has prior knowledge. So the article should be clear and concise and use terms all can understand. Do you know how long it took me how to figure out how to do the --Long44 (talk) 03:31, 5 December 2008 (UTC)????? I am late in getting in the game, but I feel like "tools" and "communication" would be good subtopics. It gives the reader a heads up for those who may never have heard of an interactive white board, etc.--Long44 (talk) 03:31, 5 December 2008 (UTC)
Cyberhunt information for Article
With three of us working on this information, I thought I would put out the following information for which we can begin editing. The current technology article does not have a cyberhunt section, however, there is one in wikipedia. Is our goal to edit the current cyberhunt article or to create a section in technology integration? Please feel free to edit, change, whatever you want to. I have provided two links (which relate to elementary school students) and will be glad to provide more. I have no previous knowledge on posting an wikipedia article. I will be working on trying to learn how to make links, etc as the day goes on. Our completed subtopic is due 12/9. Do either one of you have previous know how to edit, link, etc?
A Cyberhunt is a project based activity that can be integrated into classrooms of all levels. It is a teacher directed activity that incorporates the Internet into the student discovery process. It is an excellent way for beginning internet users (elementary) to explore worthwhile educational sites. This teacher controlled activity assures that students connect to and view reliable and informational internet sites that relate to the curriculum topic. Students are not responsible for searching the internet for applicable websites. A cyberhunt may ask students to interact with the site (ie: play a game or watch a video), record short answers to teacher questions, as well as read and write about a topic in depth. A cyberhunt differs from a web quest. Participating in the cyberhunt is the project based activity.
Cyberhunt, also known as Online Scavenger Hunts, helps students gain experience in exploring and browsing the internet. It is one example of how teachers can teach an academic subject and teach computer skills as well. Two types of cyberhunts: 1. The teacher develops a series of questions and gives the students a hypertext link to the URL that will give the answer. This type is ideal for younger students and ones not very experienced in internet exploration. 2. The focus is on computer skills. To increase and improve student internet search skills, teacher develops questions for students to answer using a search engine with appropriate search techniques to locate the information. This type of cyberhunt is for the more experienced computer user. While there are cyberhunts that deal mainly with factual knowledge gathering, a cyberhunt that is well developed can require higher order thinking skills in order to get students to use the information found at the web sites. For example, teachers may ask students to react to information gathered and to apply it to other scenarios. http://www.ccsdedtech.com/cc/projects/scavenger.htmLsgulick (talk) 23:03, 7 December 2008 (UTC)
Considerations 1. Internet sites are constantly changing so before including a cyberhunt into the educational day, teachers must check and make sure all links are currently working and the information presented is what they want students to view. 2. The lesson objective, grade level, student computer skills and time frame must all be considered when creating a cyberhunt. 3. Student software and teacher software must match. When the teacher creates the cyberhunt, the application used must be on the student computer in order for them to use it. Pine3needles (talk) 23:16, 7 December 2008 (UTC)
Lesson Ideas An internet search for cyberhunts offers many lesson plan ideas that are created by both teachers, school systems and companies. Some suggested links are Scholastic Publishers - http://teacher.scholastic.com/products/instructor/cyberhunt_kids.htm Dixie Elementary School: Mary Ann Rechfertig http://dixiesd.marin.k12.ca.us/dixieschool/Classrooms/Rechtfertig/cyberhunts/ Hclib (talk) 18:36, 7 December 2008 (UTC)hclib
The topics that should exist in this article are few in number. They are:
- One "Promise and Challenge" should remain, it is a great title, but is poorly written and screams for revision.
- Two "Paradigms" should remain.
- Three "Consructivism" is excellent and should remain.
- Four "Interacive White Boards" should be edited and I would remoe the second half of the topic.
- Five "Student Response Systems" is well written and should remain.
- Six "New Teaching Methodologies are Needed" is well written and should move near the top of the aricle.
- Seven "Interactin Themes" should remain. It highlights some crucial points on the concepts necessary to succeed with the integration of technology into the classroom.
Most topics should be removed. Specifics on the types of technology to be used in the classroom, such as digital cameras, podcasts, etc., should be referenced but not detailed in the article. Same with the topics of plagiarism, information literacy, etc., they can be referenced but do not belong in the article. —Preceding unsigned comment added by Jdodwyer (talk • contribs) 22:38, 7 December 2008 (UTC)
The topics that should be in the article are small in number. The introduction is fine, but I would get rid of everything after "The amount of information..". The topics that would remain would be organized as follows:
- One "Promise and Challenge"
- Two "Paradigms"
- Three "Constuctivism"
- Five "Interactive White Boards"
- Six "Student Response Systems"
- Seven "New Teaching Methodologies are Needed"
- Eight "Interacting Themes"
Most topics should be removed. Specifics on the types of technology to be used in the classroom, such as digital cameras, shoud be referenced byt not detailed in the article. The topics that deal with information literacy and plagiaiism should be referenced and not included. Jdodwyer (talk) 22:47, 7 December 2008 (UTC)
I agree that there are too many topics and items should be combined as to make it more readable. People who use wiki like that the articles are concise and brief. I think some of the extraneous information should be left out or combined to be shorter. For example, the sections on information literacy, online information, plagiarism, and copyright. Some of this information is repetitive. --Wsdebordenave (talk) 01:57, 8 December 2008 (UTC)wsdebordenave
I think some of the topics could be combined into 1 and given a more general topic name, for example, topic #5 interactive white boards and topic # 6 student response system could be put under a broader topic-such as technology tools used in classroom, or something like that. Lgmorris (talk) 21:15, 12 December 2008 (UTC)Lgmorris
The blog section of this article will be modified/updated to include blogging as it relates to the benefits of integrating this particular technology in the classroom.
as well as learning objects LOs