EDIT 2000 Spring 2006

The Last Day of Class

2006-04-26T21:29:00.000-04:00

Well - this is it! We just have a few things left to do. I've truly enjoyed getting to know each of you and look forward to hearing from you as you continue here at UGA.

1. We need to complete the end-of-course evaluations- please take these seriously - (as I -- and my department head -- certainly do).
2. We need to take a class picture.
3. We need to present our portfolios! Make sure to share your favorite project.
4. You have an opportunity to earn an additional 5 points on your portfolio: Attend the EDIT Studio Showcase tonight at 5:15 pm in rm 616 and send me an email telling me about 3 of the projects you viewed (in detail!). The email is due Friday by noon.
5. Please make sure you fill in the "Final Checkout" sheet before you leave - with your portfolio address and your contact information in case I am unable to access your work.
6. I will finish grading by next Thursday - your grade will be available in OASIS immediately after I post them. Please let me know if you have questions about your final grade.

Have a great summer - and please stop by and visit next semester!

Portfolios - Uploading

2006-04-25T09:22:00.000-04:00

**** If you want to upload from home - you can access a free download of WS_FTP for your PC at this site. (Scroll all they way to the bottom and select "WS_FTP LE 5.08 in the table)

Today is the last day for in-class work on your portfolios. Assuming all parts of your portfolio are complete, you'll upload your website in class today following the directions provided in class. If everything is complete and all links and images are working -- you'll leave your web address on the sign-in sheet before you leave class today. Do not upload until all of your content is complete! Double-check the portfolio checklist handout to ensure you have included all required components.

Showcase assignment: You will need to create a display for your work area for Thursday's class. This can consist of signs to place around your computer, a tri-board (as seen in our classroom), and/or food. You will be asked to give one reason why students should come and view your projects -- so your display should be enticing. You will be taking the display with you at the end of Thursday's class - so don't bring anything too large or difficult to carry.

Final Reflection: You will need to bring a printed copy of your final reflection to class on Thursday. To complete your final reflection, you can use readings from the beginning of the semester or you can look online for background information on different types of learning theories and teaching strategies (this is from your EPSY 2020 class if you've taken it yet):
Funderstanding: You'll find links to descriptions of several different learning theories
Teaching and Learning Strategies: You'll find descriptions of various teaching and learning strategies -- many of which we have discussed in class.

Please let me know if you have any additional questions about your reflections paper.

Absences: If you are planning on using your late pass to count as an absence - be prepared to turn in your late pass by Thursday, April 27.

Coming up:
Thursday, April 27- Final reflection due, Portfolio due, End-of-course evaluation, showcase of portfolios

Web-based Portfolio Handouts: Missing a handout? - print it out here:
Checklist for required components
Creating a menu page and an autobiographical page in Fireworks
Creating pages for your web-based portfolio
Linking to artifacts
Inserting images
Uploading your portfolio

Portfolios - Inserting Images

2006-04-20T09:16:00.000-04:00

This is a long blog posting - but it is important that you read all of it!

I will be in the office on Friday, April 21 - if you need to meet with me, please send me an email by this afternoon with the time that you would like to meet. I am available from 7:00-2:00 on Friday. I am checking email in the evenings - so feel free to contact me.

Please pick up your completed WebQuest rubrics, but leave the folders with Michael. I'll have your PowerPoint grades back to you on Tuesday. You all did a great job on your WebQuests and I really enjoyed looking at them.

Follow-up from Tuesday's class: Several of you had questions about the linking artifacts handout from Tuesday. There was a bullet-point that talked about "your other 7 files". There are not an additional 7 files - that was referring to the list of files that you had already organized. Confusing, yes! Just use your Portfolio checklist as you go through each page to make sure you are including the correct course projects (artifacts) to the correct pages.

Today's class:

The first thing we need to do is check the size of your portfolio folder. We are limited to 10 Mb of space in your Arches account. To check the size do one of the following at the beginning of class.
1. PC: Open your key drive and right-click on the portfolio folder. Choose "Properties". This will tell you the size of your folder.
2. Mac: Open your key drive. CTRL+Click on your portfolio folder. Choose "Get Info". This will tell you the size of your folder.
If your portfolio folder is larger that 8 Mb - please put your name, UGA ID, and actual size of your portfolio folder on the sign-in sheet before leaving class today. I will send in a request to have your account increased.

Today we will export the menu and autobiography pages that you created in Fireworks. We'll import them as images into the .htm pages that you created in Dreamweaver. We'll also talk about inserting other images that you might want to use on your web pages.

Showcase assignment: You will need to create a display for your work area for next Thursday's class. This can consist of signs to place around your computer, a tri-board , and/or food. On Thursday, you will be asked to give one reason why students should come and view your projects -- so your display should be enticing. You will be taking the display with you at the end of Thursday's class - so don't bring anything too large or difficult to carry.

Do not forget about the final reflection paper that is due at the beginning of class on Thursday, April 27. It must be printed out!

If you are planning on using your late pass to count as an absence - be prepared to turn in your late pass by Thursday, April 27.

Coming up:
Tuesday, April 25 - Uploading your portfolio to the web, time to work on individual portfolios
Thursday, April 27- Final reflection due, Portfolio due, End-of-course evaluation, showcase of portfolios

Web-based Portfolio Handouts: Missing a handout? - print it out here:

Portfolios - Linking to Artifacts

2006-04-18T09:57:00.000-04:00

It looks like I'll be on jury duty for at least Tuesday and Thursday of this week. I will be in the office on Wednesday, April 19 should you need to schedule an appointment to meet with me (I'll still be checking email). Thanks to Ernise Singleton for helping you with organizing your artifacts and to Michael Barbour who will be helping you export your Fireworks graphics on Thursday.

Today you'll prepare your course projects to be added to your web-based portfolio. You'll rename documents and copy them into your portfolio folder. You'll also save your Inspiration/Kidspiration projects as images and your resume as a .pdf.

After getting everything organized, you'll link to your individual artifacts/projects on the appropriate pages in your web-based portfolio. You may want to go ahead and link to all of your artifacts or you may want to work on content and then add the artifact links as you go. Remember to use this student portfolio as a reference for what is expected. Also, continue to refer to the checklist so you know what is required for each page in your portfolio.

***Did you know that Dreamweaver will allow you to spellcheck your work?! Go to Text>Spelling.
***Don't forget to save all web pages with the .html file extension!!

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We do not have a final exam in this class - we have a final project: the web-based portfolio and a final reflection paper. The purpose of the final reflection paper is to allow you the opportunity to reflect on what you've learned in EDIT 2000 this semester and to begin to think about how you will apply your new knowledge and skills in your future classroom. Because the end of the semester is so focused on technical skills, it is important to recall the theories and ideas behind K-12 technology integration. While the reflection paper is not a research paper - it is a summation of all that you have learned this semester. Before writing your paper, I recommend the following:
1. Review the assignment description - plan to organize your paper around the specific questions that are asked - no more, no less.
2. Review the blog postings from this semester - they are more than just links to resources.
3. Review the readings that were distributed at the beginning of the semester.
4. Take the reflection assignment seriously - it is worth 10% of your grade and I am looking for a synthesis of what you have learned this semester.

The reflection paper is due (in a printed copy) on Thursday, April 27. It will not be accepted late or as an email attachment.

Continue working on your Fireworks elements outside of class -- it is due on Thursday, April 20.

Coming up:
Thursday, April 20- 2 Fireworks graphics due, inserting images into your portfolio, showcase assignment
Tuesday, April 25 - Uploading your portfolio to the web
Thursday, April 27- Final reflection due, Portfolio due, End-of-course evaluation, showcase of portfolios

Web-based Portfolio Handouts: Missing a handout? - print it out here:

Portfolios - Creating Pages

2006-04-13T07:56:00.000-04:00

Using technology to enhance the learning experience for students with varied learning styles is important -- as is creating projects at a LoTi level of 3 or higher. We're going to step away from this today and work at a LoTi level 1 as we develop an environment to showcase the work you have done this semester.

We will begin to build your website today, you'll continue to add to it throughout the remainder of the semester. This website will allow you to connect all of your course projects together so that you will finish the semester with your own web-based portfolio.

Being able to communicate via the web to parents, co-workers, students, and the community is important -- building this website will help you to begin learning how to create an online presence that can ease you into those communications. As you work on your website -- think about what image you want to project, what ideas you want to get across, and what level of communication you want to have with your audience. View samples from previous semesters to get an idea of how you might organize your work. You also have a checklist to keep you on track with the requirements for the portfolio.

You'll probably want to download the 30-day trial of Dreamweaver and Fireworks so that you can work from home: Download trial There is also an online tutorial that may help you: Dreamweaver tutorial.

Continue working on your Fireworks elements outside of class -- it is due on Thursday, April 20.

Coming up:
Tuesday, April 18 - Adding all of your project work into your portfolio, final reflection assignment
Thursday, April 20- Menu page due, inserting images into your portfolio, showcase assignment
Tuesday, April 25 - Uploading your portfolio to the web
Thursday, April 27- Final reflection due, Portfolio due, End-of-course evaluation, showcase of portfolios

Web-based Portfolio Handouts: Missing a handout? - print it out here:

Portfolios - Preparing Images, Day 2

2006-04-11T07:08:00.000-04:00

I've changed the schedule around a bit so you'll have the opportunity to work on your 2 required graphic elements in Fireworks during today's class. I've also changed the due date for these elements to Thursday, April 20.

You are required to create 2 graphic elements using Fireworks:
1. A menu page that directs portfolio viewers to the 6 main elements of your portfolio:
Productivity Tools
Inspiration (or Kidspiration)
iMovie
WebQuest
PowerPoint Game
Autobiography

You will most likely use images and other graphic elements along with text to complete your menu page. This graphic should be 750 pixels x 550 pixels. You will save this graphic as menu.png in your assignments folder.

2. An autobiography page that will share information about you for future employers. You will want to include at least 4 personal pictures and captions for each picture. Do not include pictures that you would not want a future employer to see. This graphic should be 700 x 800 and you will save it as bio.png in your assignments folder.

See the handout from last Thursday's class for more detailed information about using Fireworks to create these graphics.

On Thursday we will begin creating your pages -- spend some time looking over student examples from previous semesters so you can begin to plan what your professional portfolio will look like.

Coming up:
Thursday, April 13 - Creating your web-based portfolio with Dreamweaver
Tuesday, April 18 - Adding all of your project work into your portfolio, final reflection assignment
Thursday, April 20- Menu page due, inserting images into your portfolio, showcase assignment
Tuesday, April 25 - Uploading your portfolio to the web
Thursday, April 27- Final reflection due, Portfolio due, End-of-course evaluation, showcase of portfolios

Portfolios - Preparing Images

2006-04-06T08:31:00.000-04:00

PowerPoint Games are due at the beginning of class today. Please submit them to the PowerPoint games folder in the dropbox.

Over the next few weeks you will build a portfolio to showcase the work you have done in EDIT 2000. We will begin today by creating a menu page and learn how to edit images for your autobiography page.

We will use Fireworks, a photo editing tool. It allows you to manipulate images and create images for the Web. Don't forget to take a look at some of the portfolio samples from past classes to get some ideas.

You may want to download the 30-day trial of Fireworks and Dreamweaver. It is expected that you will need to work on some of this outside of class. The following places on campus also have Dreamweaver: 228 Aderhold, 216 Ramsey Center, and the Student Learning Center.

On Tuesday we will begin to create the pages for your portfolio. In preparation for Tuesday's class, complete the following sections of the Element K tutorial:

Log into your UGA Page
Click on the Element K button at the top of the screen
A new window will open
Type "Dreamweaver 8" in the search box in the top right corner of the screen
Choose: Dreamweaver 8: Developing a Web Site in Dreamweaver
Click on the "Course Content" Tab
Complete the following sections:

Explore the Dreamweaver Environment
Create Basic Web Pages
Save a Web Page
Adding Content to Web Pages

**You do not need to complete the activities that are at the end of each section. You will need speakers or headphones in order to complete the tutorial. It should take 30-45 minutes to complete all of the sections and you will be well-prepared for class on Tuesday if you complete the tutorial. If you have used Dreamweaver before - the tutorial is a nice review, as well.

On a related note: If you are having trouble keeping all of your digital images organized on your PC -- one of the best (and free) programs you can use is Picasa. If you have a gmail account, it is so easy to use Picasa to email pictures without bogging down someone's inbox. If you don't have a gmail account and would like one, send me an email and I can send you an invitation.

What's left for the semester?

Tuesday, April 11 - Creating your web-based portfolio with Dreamweaver
Thursday, April 13 - Adding all of your project work into your portfolio, final reflection assignment
Tuesday, April 18- Menu page due, inserting images into your portfolio
Thursday, April 20 - Showcase assignment, Independent portfolio work
Tuesday, April 25 - Uploading your portfolio to the web
Thursday, April 27- Final reflection due, Portfolio due, End-of-course evaluation, showcase of portfolios

PowerPoint Games - Optional Work Day

2006-04-04T08:58:00.000-04:00

Today is an optional/attendance makeup class. I will be available for questions and help with your games.

Your PowerPoint Game project is due Thursday, April 6 at the beginning of class. You will submit your game electronically to the dropbox. Extra points will be given for "game packaging" that is submitted on time.

In preparation for Thursday's class, please collect at least 5 digital pictures of yourself, friends, family, favorite places, etc. and save them in the assignments folder of your key drive. We will be working with Fireworks on Thursday and we'll learn how to edit your pictures.

PowerPoint Games - Improving Your Questions

2006-03-30T07:25:00.000-05:00

9:30 class - please email your WebQuest address to me by the beginning of class today.

11:00 class - please email an electronic copy of your final WebQuest reflection if you have not already done so. All WebQuests should be saved to the dropbox.

As you continue work on your PowerPoint games -- it is important to focus on the instructional value of your game -- and value is added through good questions. Bloom's Taxonomy is an easy way to learn more about various levels of questioning. The class handout will show you the levels. Test your knowledge of Bloom's with this online quiz.

Even young children can use Bloom's Taxonomy to improve their work. Here's a video of a class of children who use it to design literature units. Learn even more about this project here.

Using the handouts on Bloom's Taxonomy and question development, work with a partner to take your 3 sample questions "up a level" on Bloom's Taxonomy. Use these improved questions as a model for all 25 questions to be included in your game. Don't forget that you can checkout textbooks from the Curriculum Materials Center in rm 207 for more ideas for questions (just make sure you're not plagiarizing!)

Continue working on your game outside of class (it is due Thursday, April 7)-- you have a handout on scanning in gameboards if you choose to draw yours by hand. Many students will choose to use the drawing tools in PowerPoint to create their boards. As you work -- review student samples and the PowerPoint Games Project Rubric to ensure that you are meeting the expectations of the assignment. You can earn additional "wow" points by packaging your game. This would include a professional-looking game box with all of the materials necessary to play the game included in the box.

For Tuesday:
1. All text-based slides should be completed (i.e. story, game directions, etc.)
2. 3/4 of your question slides should be completed
3. If you are drawing a board by hand - it should be ready to be scanned.
4. Have someone "play" your game - to double-check your game directions.

Tuesday's class is an optional / attendance make-up day. If you need help with or time to work on your game you should attend class. If you have missed 2 days of class or more - you should attend class.

PowerPoint Games - Using the Template

2006-03-28T07:50:00.000-05:00

For more information about EDIT 4160 (offered fall semester) and the undergraduate certificate in instructional technology - go to this link.
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9:30 class: Your WebQuest is due on Thursday. You will need to "publish" your WebQuest within the Quest Garden site and send me an email with the web address for your WebQuest by 9:30 am Thursday, March 30.

11:00 class: Turn in a printed copy of your final reflection to the table by the door. Save a copy of your student and teacher portions of your WebQuest to the dropbox. Create a folder with your name on it within the dropbox and save your files in your folder.

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By now you should have a story idea and you should have selected the standards you'll be addressing with your game. Make sure that you are not creating a game that will review multiple standards. Your game should be designed to introduce content or to provide practice for student understanding. If your game is designed around basic factual recall -- think of another game!

After sharing our story and game ideas, we'll review the project assignment and begin working on the template. Most of the technical skill you need was acquired when we created seating charts during the Productivity Tools Assignment. Using the drawing toolbar in PowerPoint will allow you to customize your game template.

Action buttons are easier than they seem. Being slow and methodical makes it easier to create action buttons that direct the user to the correct feedback.

Here are some links that will review what we learned in class today:

Creating question slides
Creating the headquarters to access your question slides

There are two parts of your game that ensure students will want to use it for learning: the story and the level of questions. You want to make sure that you have an engaging story - and you also want to make sure that your game is the right level of challenge. Factual level questions are too easy (and boring) regardless of the grade level you are targeting. We'll spend time in class on Thursday working on your game design and learning how to write good questions.

For Thursday's class:
1. Begin customizing the game template
2. Write your game directions
3. Finish the basic slides: objectives, game pieces, copyright notice, credits, etc.
4. Write 3 questions to use in your game (on scratch paper) and bring to class.

PowerPoint Games Introduction

2006-03-21T07:17:00.000-05:00

Important updates:
1. The WebQuest project due date has been changed to Tuesday, March 28 at the beginning of class.
2. 9:30 class - The QuestGarden site is still being moved to a new server - it should be up and running by this evening. I will keep an eye on the site and will adjust the due date accordingly if the site remains unavailable for several more days.
3. Final Reflection for WebQuests - due Tuesday, March 28 (bring a printed copy to class).Part of your WebQuest assignment is to complete two reflections and a peer review. These questions comprise the 2nd required reflection. Please open the attached Word document and respond to the questions.
4. Class will not meet on Thursday, March 23.

PowerPoint Games

Addressing learning styles is important when designing activities to teach content standards. Inspiration and Kidspiration software allow an educator to do just that -- by addressing needs of visual learners. Technology also allows educators to respond to various learning theories - from behaviorism to constructionism. With WebQuests, we looked at an example of constructivism. Today we'll talk about PowerPoint games: what they are and how they help students construct their own knowledge -- constructionism.

What were your favorite games? What characteristics made them your favorite? What experience do you have with instructional games? Are the characteristics of your favorite games found in most instructional games? How can PowerPoint be used to create an instructional game for your subject area?

It's important to know a little bit of background on the PowerPoint games project before we begin. Dr. Lloyd Rieber - a professor in my department - wrote a paper on this very topic that is an interesting read. Many EDIT 2000 students have created their own games and more and more K-12 classrooms are using PowerPoint games as a way to address content standards through constructionism. I'll share some stories from these projects in class. You'll want to view some sample games from the Homemade PowerPoint Games website and from student portfolios from previous semesters.

After viewing several, you'll want to get started on your game. You'll need to look over the project assignment and and complete the game outline sheet distributed during today's class - this is due at the beginning of class on Tuesday.

Technology Integration Certificate Information

2006-03-20T08:21:00.000-05:00

The Interdisciplinary Certificate Program is designed for pre-service teachers to encourage:
(1) practical and developmental knowledge of technology within a
(2) framework of service to the community by working with practicing teachers solving pedagogical problems and a
(3) global, multinational and multicultural perspective of technology integration

The certificate is comprised of four core courses and one elective:

Core Course 1: EDIT 2000 – Introduction to Computers for Teachers – 3 credits
This course will explore technology and its educational applications for preservice teachers, with an emphasis on integrating computer tools into classroom instruction. Students will focus on computer-based educational applications in the areas of instruction, text, and data processing, multimedia, and telecommunications.

Core Course 2: EDIT 4150 – Introduction to Computer-Based Education – 3 credits
The computer, modern technology, and its educational applications. Computer-based education in the areas of instruction, technology integration, multimedia, and new designs for teaching and learning. Philosophical perspectives on the role of modern technology in education.

Core Course 3: EDIT 4160 – Design and Development Tools – 3 credits
Students will learn a variety of tools appropriate for computer-based development. These include graphics, media, and software development tools. Students will be required to write a contract for the specific tools and curriculum materials they choose to learn. Students will work independently learning computer-based tools. In addition, scheduled class time will allow students to self select workshops, collaboration with peers, and assistance opportunities with instructors. This class will employ a mixture of structured learning and independent learning experiences at the discretion of the student. Ultimate performance in the class will be evaluated using a complex rubric that focuses on the major application project that students construct independently.

Core Course 4: EDIT 5500 – Technology-Enhanced Learning Environments – 3 credits
Students will analyze issues in technology integration in the K-12 environment. Specifically, students will perform needs analyses, design and develop curriculum materials and lesson plans based on these needs, and learn to evaluate their own work as well as provide peer feedback to others. This course will require students to perform field-work in partnership with public/educational institutions, non- profit organizations, or any other appropriate agency to apply the concepts learned in this course, following a service-learning format. This partnership will develop technology solutions to challenges in adapting to diversity, learning styles, bridging the digital divide, and other relevant issues. Inherent in this course is the intent to develop lasting solutions and strategies that will have immediate as well as long term pedagogical impacts on teaching practice.

Elective options (student will select one elective course):

Elective Course 1: EDIT 4600 – Multicultural Perspectives on Technology – 3 credits
Investigation of the policies, motivations, and beliefs surrounding the use of technology in educational systems around the globe. Students will learn to recognize, analyze, and benefit from different perspectives on the use and meaning of technology in educational contexts.

Elective Course 2: EDIT 4170 – Instructional Design – 3 credits
Systematic procedures for designing, developing, evaluating, and revising instruction to meet identified goals and objectives.

COURSE ROTATION (all classes open to education majors only):

Spring 2006:
EDIT 2000 – 10 sections offered
EDIT 4150 – student teachers only
EDIT 4170 – cross-listed with 6170 – evening course
EDIT 5500 – T/Th 12:30-1:45

Summer 2006:
EDIT 2000 – 4 sections offered
EDIT 4170 – cross-listed with 6170 – online

Fall 2006:
EDIT 2000 – 8 sections offered
EDIT 4150 – student teachers only
EDIT 4160 – T/Th 9:30-10:45
EDIT 4170 – cross-listed with 6170 – evening course

Spring 2007:
EDIT 2000 – 10 sections offered
EDIT 4150 – student teachers only
EDIT 4170 – cross-listed with 6170 – evening course
EDIT 4600 – cross-listed with 6600 – online
EDIT 5500 – T/Th (time undetermined)

Peer Review of WebQuests

2006-03-09T06:58:00.000-05:00

Peer Review:
Now is the time to take a few minutes to provide feedback on a classmate's webquest. This is not the time to say "It looks great!" or "I can't think of anything I'd change". Your task is to give specific feedback that will assist your classmate in improving his or her webquest.

Working with a partner, take 5 minutes to share the basic ideas behind your webquests. Then, open this feedback document and type your responses. (Remember, you'll have to right-click on the link and choose save as.) Make sure that you are giving more than yes or no responses. When you have completed your feedback, email a copy of your responses to your partner and save another copy in the dropbox - save the file as: firstinitial_lastname.doc

After you have completed the peer review, continue working on your project. Make sure to review the project description and to incorporate some of the suggestions from the peer feedback section. You may also want to use these two checklists to improve your webquest even more:

Fine Points - Little Things Make a Big Difference
Process Checklist

Remember that your final WebQuest is not due until Thursday, March 23. You will submit your final project electronically to the dropbox.

11:00 Class - Here is the text of the survey some of you will complete for the dissertation study. It will be a paper-based survey.

Sharing WebQuest Ideas

2006-03-07T07:30:00.000-05:00

What ideas do you have for your WebQuest? How do you hook students with your introduction? What clip art could help make the introduction even more interesting? What questions do you have?

Last week we looked at the major components of the student portion of the WebQuest. Today, we'll spend a few minutes looking at the teacher portion.

Today you'll work on the first half of your WebQuest -- by Thursday's class it is expected that you will be at least halfway finished with your entire WebQuest. We will be working in pairs on Thursday to conduct peer reviews of your WebQuests.

Don't forget that you have many resources available to help you to complete your WebQuest.

9:30 class:
Make sure to click "Submit" each time you finish a section of your WebQuest or your information will be deleted. It is strongly recommended that you type large blocks of text in Word and then copy/paste them into your QuestGarden template.

11:00 class:
If you have created other Word documents that you would like to link to your webquest page -- do the following:
1. Save the document as a web page in your portfolio folder
2. Open your webquest page
3. Highlight the text on your webquest page that you want to serve as the link to your new document
4. Go to File>Insert Hyperlink
5. In the window that opens up - select the "Document" tab
6. Click the "Select" button and browse for your document.

WebQuest Design Patterns

2006-03-02T07:50:00.000-05:00

Please note that the deadline to withdraw from classes is Tuesday, March 7. If you withdraw from EDIT 2000 after this date you will be assigned a WF. I will be sending out attendance notice in the next few days for anyone who has missed more than 1 class - please note the attendance policy in the syllabus.

Have you sent your response to the 5 questions from Tuesday's class? You can still earn a few points if you send it by 5:00 pm today!

It seems like the majority of you have found some direction in where you are going with your WebQuest. You've done a good job of choosing topics that really lend themselves to WebQuests - now let's put your ideas into a useable format.

How do you ensure that students will be engaged in your WebQuest activity? View the WebQuest Taxonomy of Tasks to determine in what category your original WebQuest will fall. Share with the class your idea for a "hook" or introduction and your WebQuest category.

Now that you have an idea for your WebQuest, how will you design the entire process section for your learners? What are the major components of a WebQuest and what is the role of each in the learning activity? The Building Blocks of a WebQuest page will help you to better understand the purpose of each.

So, how do you get started writing your own WebQuest? The WebQuest Design Process
flowchart created by Tom March is a great way to keep track of what you are doing.

Now that you have an idea for content flow how do you put it all together into a web-based learning activity?

9:30 class: We will be testing out a new way of creating WebQuest by using the QuestGarden tool designed by Bernie Dodge. This tool will allow you to create your WebQuest through an online template and automatically upload it to the web when it is complete.

Go to the website and create a login name and password (I recommend using your MyID -- I will have no way to access your login information should you forget it).
Create a new WebQuest.
Follow the steps provided to complete your WebQuest. It is strongly recommended that you work on long sections (Introduction, Process) in Word and then copy/paste the text into questgarden.
Don't forget to click the "Submit" button each time you want to save your work or go to a different page within your Webquest.
Complete at least 1/3 of your WebQuest before Tuesday's class.

11:00 class: Bernie Dodge has put together a large list of templates you can use to create your activity.

Choose the appropriate template from the WebQuest Design Patterns page. You should download the student page only. You can access the template for the teacher page here.
Open your student page (student.htm) in Word. You may need to choose "all files" in the Open Files window in order for Word to know to open an .htm file.
Spend some time working on your WebQuest, making sure to check the project description and rubric to ensure you are including all required elements. Have at least 1/3 of your WebQuest completed by Tuesday's class.

On Tuesday, you will be given the majority of class to work on your WebQuest. You will need to complete at least half of your WebQuest before next Thursday's class - as we will be working in groups to review them.

Here are some questions to consider as you are working on your WebQuest (you do not need to turn in responses to these questions):
*Is your WebQuest topic authentic in order to engage your students?
*Is your WebQuest task challenging and doable?
*Do your learners need to think independently and critically during the WebQuest activity?
*Is collaboration between your students important for the successful completion of the WebQuest?
*What scaffolds (visual organizers, software tools, prompting questions and suggestions) are provided in your WebQuest?

What is a WebQuest?

2006-02-28T07:42:00.000-05:00

What exactly is a WebQuest? What are its main characteristics? What are your initial reactions to WebQuests in terms of teaching and learning? What advantages and disadvantages do you see in teaching with WebQuests? What standards in your content area lend themselves to WebQuests?

Viewing exemplary webquests is a good way to get started on your own. Go to the main WebQuest page and click the words "Find WebQuests" on the left navigation bar. Using the Curriculum/Grade Level Matrix (in the middle of the page), spend a few minutes viewing 2 or 3 WebQuests in your content area. You can also see interviews with teachers who have used WebQuests here.

Hopefully, you're beginning to formulate an idea for a "hook" for your own WebQuest. It may be related to work you have already done in our class or work you are currently completing in other courses. It could even be something completely new in your content area. After you have some ideas together, review the WebQuest assignment so that you are clear on what is expected. Before Thursday's class, you'll want to identify your WebQuest topic. Use this website to help you in the selection process.

Generally, a good WebQuest topic should have some inherent complexity, such as controversial issues, multiple perspectives, unknowns, etc. The topic needs to have your students take information in and transform it, using their own judgement and creative problem-solving techniques -- a LoTi level 4 or higher -- the learning should be authentic. Certain topics tend to lend themselves more to the WebQuest format than others.

By 9:00 am on Wednesday, March 1-- please email a response to the following questions related to your WebQuest. Make sure to include your name in the body of the email. I will provide you with feedback about your topic choice via email before class on Thursday, March 2.

1. Briefly describe your topic
2. Why did you choose this topic?
3. How will your WebQuest be tied to Georgia or national curriculum standards?
4. How will web resources play an important role in your WebQuest?
5. How will your WebQuest require students' deep understanding or higher-level thinking instead of mere comprehension?

Web-based Resources

2006-02-23T07:11:00.000-05:00

Your iMovie lesson ideas are due at the beginning of class today.
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Finding and using web-based resources is a large part of integrating technology in the K-12 classroom. While discussions of search strategies and how to evaluate websites are important -knowing how to use the resources is of utmost value.

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What is it that gets students interested in your content area? What is the hook that draws them in? Sometimes it's a story, a "what if?" questions, or a model of something really large or really small. In other instances, it's a controversial issue that directly impacts the lives of your students. How can technology help you to find that hook? Internet resources and WebQuests can help a teacher to create a learning environment that makes students want to know more.

For the next several class sessions, we'll be looking at exemplary web resources for your content area and creating a WebQuest to add to your web-based portfolio. MarcoPolo is called a gateway site -- since it is acts as a "gateway" to 7 nationally recognized educational sites. We'll spend some time surveying the MarcoPolo partner sites and discussing how resources can enhance your curriculum.

Although most educators are aware of the wealth of resources available via the Internet, they are not sure how to use them appropriately in teaching their content area. In the mid-90s, Bernie Dodge, a professor of educational technology at San Diego State University, developed the notion of WebQuests. What is a WebQuest, you ask? Let Dr. Dodge tell you himself. Why would you teach using a WebQuest? One of Bernie Dodge's former graduate students, Tom March will tell you why.

For Tuesday's class - be familiar with the definition of a WebQuest and bring to class at least 2 of your content standards that could be addressed with a WebQuest.

Movie Day

2006-02-21T08:10:00.000-05:00

**Feng Wang - a doctoral student in Instructional Technology - will be here at the beginning of class to talk about his dissertation study and how it relates to the WebQuest project we will begin on Thursday.

While one of my main goals with the iMovie project was to allow you to see how easily you can create videos for personal and professional use - I really want you to leave this project with an understanding of how teachers and students can use these tools for teaching and learning.

iMovie is a part of the iLife suite of software that comes with all Macintosh computers. There are other programs such as MovieMaker (available on all PCs with Windows XP) that can be used on other computer platforms. We chose to use iMovie for our project because it is easy to learn and your results are quick. Some schools that are primarily PC-based have purchased some Macs to be used for school news shows and other video development needs.

So, how do you use videos for teaching and learning? Watch a winning video entry from the Mabry Middle School Film Festival. See how a group of 5th grade students use video to show what they understand about color and spectra. High school students use video to learn about the history of their community. Early elementary students talk about fractions.

What could be done for your subject area? Brainstorm two different uses for video for your future classroom. Include one example of a teacher-created video and one example of a student-created video. Use the attached form to describe in detail what standards would be addressed, what the video would include, and how it would be used as a part of a lesson. This form is due Thursday, February 23 at the beginning of class.

Need places to go for ideas?
Student-Created Video Workshop
A Teacher's Guide to Making Student Movies
Student-Created Science Lab Video Reports
Did You See That Poem?

Add music and titles to your iMovie

2006-02-16T07:50:00.000-05:00

Continue editing your video clips today. You should finish any cropping this morning and begin work on titles and transitions. Make sure to limit titles to 4 or 5 words - any more than that will be impossible to read. Don't forget that your clip needs to be as long or longer than the title that you want to place on it or iMovie will give you an error message. Adjust the length of the title to prevent this from happening.

Today is your last day to edit, but don't forget that you can reserve the editing suite on your own in rm 232.

Creating your iMovie

2006-02-14T08:54:00.000-05:00

Today you'll begin editing your video. Your goal for today is to import all of your raw footage and begin cropping.

Decide what (if any) music or voiceovers you want to use and be prepared to work on them on Thursday.

Please note that your group can reserve the editing suites on your own through OIT in room 232. Thursday will be our last day to edit as a class. Your movies are due at the beginning of class Tuesday, February 21.

iMovie and Educational Videos

2006-02-07T07:05:00.000-05:00

The Inspiration/Kidspiration Project is due today. Please turn in all portions of the project at the beginning of class.
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Public service announcements have been around forever. It is incredible what an impact 30 seconds can have -- think about Smokey the Bear and the Crash Test Dummies. Using video in education has been around for a long time, but it is just in recent years that it has become simple for classroom teachers and children to create and edit their own educational videos. The Apple Learning Interchange gives multiple examples of using educational video for teaching content standards.

You'll want to review the project guidelines for this project. We will use iMovie for editing. iMovie HD is the software available in the iLife suite on Macintosh computers. PCs have a similar software called Movie Maker 2.0 -- but it is not as easy to use in its existing version. Today you'll learn the ins and outs of the software. We will edit video during the next 2 class meetings.

For next Tuesday's class:
1. Bring your tape of no more than 8 minutes of raw footage for your video.
2. Bring any music that you want to use as background on your video.

Please remember that class will not meet on Thursday, February 7.

Kidspiration

2006-02-02T07:37:00.000-05:00

Today we'll learn how to create an activity in Kidspiration and look at some additional examples of project ideas. Here are some more ideas from the Inspiration website. You will have the remainder of class to work on your project.

Your Inspiration/Kidspiration project is due Tuesday, February 7 at the beginning of class. You should bring a printed copy of each activity and each teacher information sheet.

For your Teacher Information Sheet the Technology Integration Standard addressed is:
"Uses brainstorming/webbing software in planning, organizing, and prewriting. " This is from the Technology Integration Standards on the Georgia Learning Connections website. Your content standards should come from the Georgia Performance Standards.

Please make sure that you reserve a mini-DV camera in room 232 by tomorrow afternoon. Make sure that one member of your group emails me by tomorrow to let me know the names of your group members and when you are checking out your camera.

Please mark your calendars: class will not meet on Thursday, February 9. You've been given this time to meet with your iMovie group.

Visual Learning and Inspiration

2006-01-31T09:03:00.000-05:00

Your understanding of technology's place in the classroom is really starting to come together. You are learning that technology is not used in K-12 classrooms just to make learning more fun. Technology tools can be used in conjunction with good teaching strategies to address various learning styles and student needs.

What is your learning style? Take this online quiz to find out. Today we will be looking at visual learning software -- Inspiration and Kidspiration. Both tools allow PreK-12 students to see a concept and its connecting themes and ideas. During class today, we will create an "All About Me" concept map. These will be turned in at the beginning of class on Thursday.

For the class project, you'll create two activities for your subject area/grade level -- one for a whole group lesson and one for a small group or individual lesson. You'll need to find out more information about visual learning by reading the article distributed during class and read more about the Kidspiration and Inspiration assignment before getting started on your project. You'll also want to install the 30-day trial CD that was distributed during class.

The Inspiration/Kidspiration project is due Tuesday, February 7 at the beginning of class.

Reserving Cameras for iMovie
We are starting our iMovie project next week. We need to go ahead and reserve cameras for the project. Please see today's handout for information about forming groups of 4 and reserving your cameras.

Please make a reservation in rm 232 for one mini-DV camera for your group by the end of the week.

Productivity Tools - Day Three

2006-01-26T07:06:00.000-05:00

By now you are familiar with locating and customizing templates to create newsletters, hall passes, business cards, etc. You have also used PowerPoint to create a seating chart and Excel to create a survey and an attendance and grade record. Your remaining tasks for the Productivity Tools Project are to create a worksheet, choose an item of your own, and write a 1-2 page reflection on productivity tools in teaching and learning.

To find a worksheet to customize, there are two useful websites:
Discovery School Teaching Tools and Education World.

Use any of the template websites we've viewed this week to find the "item of your choice". Keep in mind that the item you select should be customized by you before submitting it. An interesting place to find an "item of your choice" is at Vicki Blackwell's website.

The final portion of your assignment (worth 20% of your grade) is the reflection:

Write a 1-2 page single-spaced paper explaining in detail the types of activities students can do using productivity tools. Your discussion and specific descriptions should focus on activities at a LoTi level of 3 or greater. Use examples from class readings.

The easiest way to go about completing this portion of the assignment is to locate 3 or 4 lesson plans that use the productivity tools and discuss them in detail. The reading you were given in class on Tuesday can assist you with the reflection, as well. You should not spend time summarizing the project, defining what productivity tools are, or describing the ways teachers can use the tools. The focus of this reflection is on the ways students can use the tools at a LoTi level of 3 or higher.

There are two good places to go to find sample lessons that use productivity tools:

1. Georgia Learning Connections
(select your grade level, select "technology integration" for the subject. Click the "Search QCC button". Then click the "Productivity" link)

2.Microsoft Lesson Plans

Remember that lower grade levels may use tools like Graph Club (for spreadsheets/graphing) and KidPix (for multimedia presentations) instead of Excel and PowerPoint - but you can use these as examples for your reflection.
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For Tuesday:

Bring a printed copy of all 9 objects and your typed reflection paper to class. Make sure you look over the grading rubric to ensure that you have all required components. Your newsletter/brochure should be 2 pages, you should have 2 certificates or hall passes, etc. All portions of the Productivity Tools Project are due at the beginning of class. Please print all materials before the beginning of class. You will not be able to leave during class to pick up printed materials.

Productivity Tools - Day Two

2006-01-24T07:29:00.000-05:00

Using templates and becoming familiar with productivity tools such as Word, PowerPoint, and Excel are important in creating a professional teaching environment. Today we will use PowerPoint to create a seating chart and begin work on a chart using Excel.

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MS PowerPoint is a dynamic software tool that allows one to create presentations. PowerPoint provides you with the opportunity to list information, display graphics (including animations), concept maps, and tables. Short movies, hyperlinks, and music may also be embedded in PowerPoint presentations.

We will spend more class time on learning about PowerPoint later in the semester. For this part of the Productivity Tools project you will learn to use the drawing tools in PowerPoint to create a seating chart. Don't forget that these same drawing tools can be used in all Office applications (Word, Excel, etc.)

Here are some sites which provide more information about PowerPoint:

PowerPoint in the Classroom

Integrating PowerPoint

Using PowerPoint in the Classroom

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MS Excel is the final tool we will take a look at in the MS Office Suite of applications. Excel is a spreadsheet application that is used by accountants, office managers, and small businesses. It allows you to create tabular data, work with numbers and charts in a variety of manners.

As educators, there are number of ways we can use excel: as a record keeping tool (attendance), grades, gather and display data (graphs and charts), etc.

Classroom Excel Resources

To Excel in the Classroom

MS Excel Modules

Today I will walk you through how to create a pictograph in Excel for one of your assignments in the productivity tools project.

Please remember that all components of the project are due Tuesday, January 31 at the beginning of class.

Productivity Tools

2006-01-19T07:11:00.000-05:00

Productivity Tools Project
Now that you have begun to build a foundation in state and national content standards and levels of technology implementation, it is time to begin putting together your classroom. You'll use various productivity tools: Word, Excel, and PowerPoint to prepare materials for your class.Use the link to the productivity tools project description to get the specifics on the deliverables you will be expected to create.

Before you begin working on your materials, you'll sit in on a short lesson on using templates to streamline your work. On Tuesday, you'll have a short seminar on analyzing survey data in Excel and using drawing tools to create classroom layouts. With these sessions, you'll have all of the tools and resources you need to complete your task by Tuesday, January 31.

For Tuesday:
Look over the available templates and begin working on your productivity tools project.

LoTi and Standards

2006-01-17T07:05:00.000-05:00

Contrasting Viewpoints
After viewing the Mabry Middle School site - what examples of technology use did you find? What responses could you give to the Stoll and Prensky articles? Is there always one right answer?

How does the Roblyer article help support uses of technology in K-12 classrooms. Is "fun" reason enough for using technology?

Curriculum Standards
Technology integration aside, how do teachers know what to teach? How do they know what students should learn? Every state has standards and every content area has national standards. There are even standards for technology integration. Georgia is transitioning from Quality Core Curriculum Standards (QCC) to the Georgia Performance Standards. You'll want to become familiar with the state standards for your content area and grade level.

You'll also want to be familiar with the ISTE standards for technology integration -- this course, and all of your projects, are based on these standards.

Levels of Technology Implementation
Once you know what content you should address for your subject and grade level, how do you know what types of activities to inclue? Look inside of an elementary school that integrates technology into its curriculum. Using the Levels of Technology Implementation to quantify what is going on in a classroom is a good way to begin. You'll be referring to these levels, along with standards, in all facets of your project work.

For Thursday
1. Print a copy of the standards for your subject area/grade level.
2. Based on your standards, type a response to the following questions. Bring a copy of your standards and your response to these questions to class on Thursday

*Why did you chose this content area/grade level?
*In general, what is the content focus for your grade level?
*What surprised you about your standards?
*What specific standards address the needs of the "digital generation"?
*What specific standards lend themselves to technology integration?What is it about them that causes you to determine this?
*If you were actually teaching this content area/grade level what would you want your students to know and be able to do? What would be your priorities? What would you want them to remember from your class?

The Digital Generation

2006-01-12T09:30:00.000-05:00

Please turn in your printed resume and your student information sheet at the beginning of class today.
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We are living in the digital generation -- today we'll learn about its native speakers and test drive some of its tools.

You read an article on Monday about "Weaving Technology into Teaching". What have you experienced as a K-12 student that would exemplify that weaving? What knowledge do you currently have about teaching and learning? About what technology integration looks like in a classroom? What technology skills do you already possess?
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We will be working in a "dual platform" lab this semester. You'll learn to use both Windows and Macintosh machines. You'll find that they are very similar - once you test drive them both.

It's important to set up an organized file structure on any storage device - from a 3-ring binder to your usb drive. We use two main folders in your usb drive for this course: an assignments folder and a portfolio folder. Everything you create in this course should immediately be saved to the assignments folder. If you are using your usb drive for other courses, you'll want to create folders for them as well. Usb drives are easy to lose, so you'll want to make sure to have a Word document named "Open if found" saved to your usb drive - it should include all of your contact information.
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How would you describe your future students? What type of learners will they be? What expectations will they have for their learning environment, for their teachers, for their community?

You'll be teaching the millenials -- or the digital generation. Marc Prensky is an educational speaker who discusses this generation in great detail. If you were born after 1982 - you are a part of this generation - you are a digital native. Most of your teachers were digital immigrants. What does that mean for education? Where does instructional technology fit?

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For Tuesday:
1. Read the articles by Clifford Stoll and Marc Prensky
2. View the Mabry Middle School website - find one example from the site that debunks and/or supports the ideas in the Stoll and Prensky articles. Just jot the example down so you''ll remember it for Tuesday.
3. Read the Roblyer chapter: "Integrating Educational Technology into Teaching"

Welcome to EDIT 2000!

2006-01-10T09:30:00.000-05:00

The purpose of this course is to help you to explore the tools that can support teaching and learning in a P-12 classroom. As you learn about these tools you will focus on the educational processes that these tools support -- not the technical skills that you acquire. In other words, this is not a course about learning computer skills in isolation; it is a course that will encourage you to find appropriate uses for technological tools in the P-12 classroom.

In order to find and document these appropriate uses of technology, you will work independently, in partners, and in groups to prepare educational activities for specific curriculum topics. You will play the role of a classroom teacher and use your content knowledge, understanding of teaching and learning strategies, and your technology skills to develop real applications for the various tools explored during the semester. Your final product will be a web-based set of activities to teach specific curriculum objectives.

The instructor for your EDIT 2000 is Gretchen Thomas. The instructors for the 9:30 class are Gretchen Thomas and Peter Rich. The instructors for the 11:00 class are Gretchen Thomas and Jing Lin. The course website will give you all of the background information you need. The syllabus will give you specifics on what to expect during the semester. Know the syllabus well -- there could be a quiz!

The only materials you'll need for this course are a key drive and a 3-ring binder to keep track of handouts. We use Macintosh and Windows computers in this lab -- so you'll need to become familiar with both operating systems.

So, what does technology integration look like?Harrison County High School in Gulfport, Mississippi is a wonderful example of students and teachers using technology tools for learning. If that's not enough, see how Mary Scroggs Elementary School in Chapel Hill, North Carolina integrates technology to help younger children learn.

It's time to get started -- there is a background article I would like for you to read that gives you a bit of history about technology in education. I hope reading it will help you to understand what I think about technology's place in P-12 teaching and learning.

Most importantly, in order for me to learn more about you (and to get a head start on one or our first projects) you will need to submit a professional resume. This is due at the beginning of class Tuesday. You'll want everything to look professional, so use a resume template .
Please remember that your resume must include:

Objective
Grade Level and Subject Area you want to teach
Education
Work Experience
Honors and Awards
Computer Skills/Special Skills
Personal Interests
Professional References

If you have any questions, remember that I am always glad to help!