Fall+2012

= __**Week 7**__ =

=Video Editing & Image Manipulation Programs=
 * Some of the tools that you can use:
 * Sumopaint - http://www.sumopaint.com/app/
 * Lunapic - http://lunapic.com/editor/
 * Aviary - http://advanced.aviary.com/
 * Some examples how image editing activities can be integrated in lesson plans:
 * Math: http://sites.google.com/site/edlt368joan/Home/webquest/math
 * Language Arts:
 * http://sites.google.com/site/dollahonedlt368/web-quest/language-arts
 * http://sites.google.com/site/alliesedltwebsitespring2010/webquest/language-arts
 * Art/Home Economics: http://sites.google.com/site/alliesedltwebsitespring2010/webquest/math
 * Lab Activity #2:[[file:Lab Activity #2- Exploring Image Editing.doc]]

=Spreadsheet in the Classroom=
 * Some examples how spreadsheet activities can be integrated in lesson plans:
 * Let's go shopping: http://lessonplans.btskinner.com/excelrecp.html
 * Class party spreadsheet: http://lessonplans.btskinner.com/ssgrocer.html
 * Calculating profits from selling lemonade: http://www.microsoft.com/education/en-us/teachers/plans/Pages/calculating_profits.aspx
 * Lab Activity #3: [[file:Lab Activity #3-Spreadsheet.doc]]

=Teaching Experience=
 * You will complete your teaching experience (going back to the class/school that you have observed) in Week 9.
 * By March 9, you will submit your lesson plan (Lab Activity #4). This is a lesson plan that you will teach in the classroom. You MUST use some kind of technology in your teaching.
 * The lesson plan template can be accessed HERE: [[file:Lab Activity #4- Lesson Plan for Field Experience.doc]] or on the course homepage.

=Video in the Classroom= **Video and Schools**
 * Social Studies Teacher at San Fernando High School in California had hundreds of students producing and publishing video:
 * []
 * Done for real purpose and for real audiences
 * Moviemaker; iMovie; Jaycut.com
 * youtube.com; teachertube.com; http://www.schooltube.com/

**Digital Cameras and Classrooms** Group Activity #3: Creating an Educational Video:
 * Kathy Schrock's Website: http://school.discoveryeducation.com/schrockguide/gadgets.html
 * Examples from previous semester: []

*REMINDER **: Your midterm (learning portfolio) is due on March 12 midnight. Please submit in the Assignments tab.**

__Week 6__

Lecture Notes:** media type="youtube" key="UFwWWsz_X9s" height="315" width="420"
 * **The History of Technology in Education**

media type="youtube" key="0wGpSaTzW58" height="315" width="420"
 * Teaching and Technology
 * Technological Pedagogical and Content Knowledge: TPACK
 * TPACK in 3 minutes:



Source: http://tpack.org/

Communication Tools in the Classroom


 * **Lecture Notes**
 * You will create a 2-page newsletter. Please refer to the assignment description in the course syllabus

=Mapping Tools in the Classroom=
 * ** Lecture Notes **
 * [[file:Lab Activity #1- Concept Mapping.doc]]

=__ Week 5 __=
 * =Observations at School=

=__ Week 4 __=

1. Complete Thematic Unit (using the template provided);


 * Examples of how technology tools can be integrated in your lessons:
 * Word Processing programs (Microsoft Word/OpenOffice Writer) - written reports, essays, descriptions, journal, mini books, and the like. You can also use this tool to create a newsletter (covered later in this class) to share what is happening in your class.
 * Spreadsheet - For teachers: Gradebook (recording grades/scores and averaging);
 * Elementary Science Class: Ask student to record every day's temperature in a week/month in a spreadsheet. Ask them to get the average temperature of the month; Determine the highest temp/which day; Determine the lowest temp/which day; Graph the collected information
 * Internet: Make students research and gather information/materials of a given project or a given topic/problem.
 * Science: Create an activity that require students to research and gather information on a solar system: What is the Solar System? What are the planets? How do they look like? How did the solar system form? Are there any living things in each planet?
 * You could then ask students to produce a presentation slides of their findings.
 * Video Programs:
 * Language Arts: Ask students to create a short video of the Letter "B".
 * In Health lesson, you can ask your students to gather resources on healthy food vs unhealthy food. Ask them to create a video to share the information with fellow classmates/schools. You can also ask the students to create a pamphlet (using MSWord or MS Publisher) about healthy eating to create an awareness to the their community.
 * Image Tools: You can read students a story about a frog and ask them to represent their frog by drawing using the Paint program or any other image editing tools.

2. Please make sure that you complete the Field Experience Information Sheet (Link is on the Course Homepage)

3. Discuss Observation ( - Located in Course Materials Folder --> Field Experience Folder)

ObservationQuestions.doc

= __**Week 3**__ =
 * - Syllabus Quiz (5 pts) on THURSDAY - M01 (in the lab); M02 (in the class)**
 * - Evaluate a Website (Group Activity #2 - 10 points) - In the lab.**

TASK - In a Group of 4 or 5 (Make sure each group has a laptop) , 1. Why is it important to evaluate online resources? 2. What is a Thematic Unit? 3. What is a Problem-solving strategy? Why is Problem Strategy Important? 4. What is a Bloom's Taxonomy?
 * RESEARCH: **
 * Old version vs Revised version

5. What is an Essential Question? Why is an Essential Question important? 6. What is Inquiry-based Learning? 7. What is an Assessment? Why is Assessment important? 8. What is a Webquest? 9. Standards & Benchmarks? Why do you need them?
 * What are some examples of Essential Questions? (Find examples for at least 5 subject areas
 * New Mexico standards and Benchmarks
 * ISTE/NETs for Teachers

Each group will present their findings on the poster paper.

Next, each student, using the printed thematic Unit and based on the knowledge you have gathered from the tasks above, you will organize your curriculum unit plan (consist of 5 subject areas) around a theme based on One Essential Question (Unit Essential Question):
 * Imagine that you are a teacher:
 * Decide your targeted grade level...
 * Think of one theme that you want your students to do research on or to study...
 * Once you have the theme/big idea, design an essential question for your unit...
 * Decide the 5 subject areas for your unit (Make sure that all activities planned for these five subject areas are correspond with the big theme that you have chosen)
 * Design essential question for each subject area...
 * Planned Activities/Centers for each subject area - based upon the subject area essential question and what you want your students to accomplish; make sure that your activities are incorporates problem-solving strategy & inquiry-based learning
 * Decide the technology tools that will be used in the activities/centers (You must integrate technology in each subject area) and supports problem solving strategy & inquiry based learning
 * Decide what type of assessments you will use to evaluate your students' work - Rubric, Quiz, Test, Observation, etc...and correspond with the Bloom's Digital Taxonomy
 * Determine the final student products based on the activities planned...i.e The final product of the activities planned are a video about the importance of conservation.
 * Specify the specific NM Content Standards and Benchmarks and also ISTE/NETS covered for each subject area...
 * Complete your Thematic Unit Matrix...