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TBTE 415 - Technology in school settings - Fall 2007: Record of Activities

Navigation short-cut: Session jump by number
1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 ... end

Session 1 - Monday, 27 August

Before class

• Ideally, you''ve logged into Blackboard, poked around, perhaps read the syllabus and explored the wiki. Or maybe not.

During class

• Introductions: instructor, students
  • I'll be prompting student intros using the class blog, first entry: http://tlt450.wordpress.com
• Structure and tools
  • This wiki: day-to-day instruction and instructional support
    • Navigating
    • Editing
    • Restoring
    • Saving
  • Blog: conversations, sharing resources
  • Our Blackboard site: Grades, copyrighted materials
• Going over the syllabus
• Heart of the class: Major project
• Adopt-a-tool presentation assignment
• Modeling adopt-a-tool: Welcome to WordPress
  • ppt
  • handout
• Time permitting: tech schema roleplay
• Looking ahead to next week: no face-to-face meeting! But there are expectations about what you'll do
• Tech support time: Getting started with your own blog, adding your blog to the wiki

After class

• Start your own blog or wiki (pick any flavor you like, by try to go with something suitable for K12)
• Add your blog to the list on the wiki's list of participants
• On the class blog: Post a tool you'd like to present on

Session 2 - Monday, 3 September (asynchronous session; we will not be meeting face-to-face in E104 but instead will be conducting our activities online)

Before class time

• Did you create your own personal blog or wiki?
• Did you link it to the wiki participants page? If you need help, here's how:
  1. Visit the participants page.
  2. Click the "edit page" button (top of page)
  3. This puts you in an editing mode, add your URL, link it if you can, and then click "save changes"
• Did you post to the class blog a tool you'd like to present on?

During/after class time

• Finalizing the topics/assignments for the "adopt a tool" presentations: Check the tool presentation list to see who is doing what tool on what day.
  • Note that all dates are approximate
  • Don't forget to prepare both a visual and a handout
  • Think about what technology you might need -- if, for example, you're presenting on Skype, think about how you might be able to demo it (or not) to the class. Note that you might need to bring in your own laptop and plug it into the room's A/V to be able to show and tell.
• Please take a few minutes to check out the tech toolbox page I assembled. Feel free to edit this (add new items, expand/revise existing items).
• Starting the field placement process: On your personal blog, post
  
  • Your level of access to a K12 classroom: Please tell me
    
    • Whether you have access to a classroom and will be doing your classroom in it. If so, give specifics: grade level, content area, class size.
    • Whether you need help getting matched up with a classroom
  • Any suggestions you might have of classroom teachers who would be willing to participate in a classmate's field project
• Learning more about the project requirement: Please review the documentation requirements (see
• Starting the project topic process:
  
  • On your personal blog, post a brainstorm of tech-based projects you might do in a classroom. Try to touch on tools, topics (content), assessment/evaluation
  • Visit a classmate's blog and post a reaction to his/her brainstorming post
• If you're presenting an "adopt-a-tool" presentation on Monday, September 10, prepare your visual and your handout; rehearse your presentation!

Session 3 - Monday, 10 September

Before class

• If you're presenting, prepare your visual and handout, practice your presentation
• On the personal blogging front, don't forget that you have THREE things to do, namely
  
  • A post about your access to K-12 classrooms and whether you'll need help getting a placement
  • A brainstorm for a project topic
    • A response to a classmate's brainstorm post

During class

• House-keeping
  • Attendance sheet
  • Possible opportunity for some funding
  • Looking back over last week's activities
• Tool presentations! Who's on tap? You can check the full list at its page, but for today we have (in order of presentation)...
  • Ali Shameem, wikis
  • Tim McCann, audio editors
  • Patricia Carroll, iTunes
  • Lifang Chang, del.icio.us
  • Michael Cavallero, Adobe Captivate
• Discussing projects
  • placements
    
    • opportunities
      • I've reviewed your blog postings on this and encourage others to do the same--just look at the blogs linked off the list of participants
      • Two classmates sharing the wealth:
        • I might be able to help with something at Broughal Middle School
        • Alex has mentioned that he can help with BASD and Allentown elementary schools
        • Tim can help (if you move FAST) with BASD elem or Salisbury middle school
    • clearances
      • What are they? My understanding is that there are four:
        • Tuberculosis: You need to be demonstrated to be TB-free!
        • FBI criminal history (requires fingerprinting)
        • PA criminal record check
        • PA child abuse history clearance
      • Do I need these? Well, let me start by asking a question...
        
        • ...are you in the teacher ed program? Then, yes -- you'll eventually need all four in place BEFORE you can student teach.
          • Fun facts: they expire every 12 months, and they aren't free! Yay, teaching!
        • ...are you an IT grad student? If so, you might need clearances, depending on your research. If your research involves you working with public school students, you'll need the clearances.
        • For the purposes of this class, you probably don't need any clearances. The fingerprinting, etc., needs to take place before you work with students; the intention for the project is that you work with the teacher. I'm hoping that this keeps you out of the need to get clearances. The building-level administrators can steer you through this; they should have a policy (in writing! ask to see it!) on visitors / volunteers like yourself.
  • the project itself
    
    • ideas -- again, you were asked to do a blog posting brainstorming topics, and most of you (as of this writing) have done this. Feel free to peruse others' brainstorms, and be sure that you have commented on at least one.
    • documentation: I've prepared a plain-vanilla treatment of the categories of info to be addressed in the final document. Note:
      • Don't read into the fact that this was done in powerpoint; your final report will be something web-based (I hope): a website, a wiki, something electronic--but not necessary a .ppt file.
      • You're a long way from having to have all this done, so don't freak out!
      • Keep these categories of info in mind as you brainstorm, initiate contacts with the school, and otherwise get up to speed. Keep your eyes and ears open for information about the tech infrastructure, assessment regime, etc.
• Time permitting: Blog tech talk: linking to useful sites, playing with templates, moderating comments, trouble-shooting...?
• Brief discussion of design and design issues for K-12.
• Getting volunteers to do design presentations (this would be the second of your two presentations for the class--the first is the tool presentation, the second is something literature-based)

After class

• If you presented, provide the instructor with copies of your visual and handout to be posted to the class blog. Note that you can revise these materials before they're posted; this doesn't have to be done right away.
• If you have a presentation coming up, prepare!
• On your personal blog, do a blog post that records your activity for the week (10-17 Sep) on your project: Who did you talk to or email with? What progress did you make on getting a placement? What forward momentum did you get on establishing a topic / instructional objectives / assessments?
• On the class blog, please comment on at least ONE presentation.

Session 4 - Monday, 17 September

Before class

• If you presented, provide the instructor with copies of your visual and handout to be posted to the class blog. Note that you can revise these materials before they're posted; this doesn't have to be done right away.
• If you have a presentation coming up, prepare! Don't forget to make copies in advance. Also: think it through: what software or hardware will you need?
• On your personal blog, do a blog post that records your activity for the week (10-17 Sep) on your project: Who did you talk to or email with? What progress did you make on getting a placement? What forward momentum did you get on establishing a topic / instructional objectives / assessments?
• On the class blog, please comment on at least ONE presentation.

During class

• Housekeeping
  • Wiki work: tip of the hat to Demet!
  • Looking at the class blog
    • Activity in presentation discussion threads
    • Getting signed up for presentation #2: literature-based presentations (to be modeled by the instructor, today)
    • Anyone want to become an editor on this thing? I've noticed that I've let something important slip through the cracks...
  • Updates on field placements?
• Tool presentations
  • trying to keep these to 20 minutes or less; new time-keeping measure in place....
  • Presentations
    • Michael on Adobe Captivate
    • Lifang on del.icio.us
    • Terri on Inspiration/Kidspiration
    • Carol on Smartboards/interactive whiteboard (might not take place....)
    • Stacy on iMovie
    • Peicheng on Windows Movie Maker
• Literature presentations
  • Blackboard stash of items
  • note rubric
  • demo from your instructor. Some links to help you along the way:
    • TPCK has a wiki: http://www.tpck.org. Note the nifty graphic.
    • ISTE NETS-T standards
    • Chart of content-area associations' technology integration standards.
  • Afterwards:
    • So how did he do? What's the grade?
    • Where do the materials go?
• Time permitting: Blog tech talk: linking to useful sites, playing with templates, moderating comments, trouble-shooting...?

After class

• If you can, next week please bring your laptop AND a mic+headset. And please make sure you have an audio editor on-board (e.g., Audacity)--we'll be doing a little podcasting work in class.
• If you presented, provide the instructor with copies of your visual and handout to be posted to the class blog. Note that you can revise these materials before they're posted; this doesn't have to be done right away.
• If you have a presentation coming up, prepare! Don't forget to make copies in advance. Also: think it through: what software or hardware will you need?
• On the class blog, please comment on at least ONE presentation.
• On your personal blog, do a blog post that records your activity for the week (17-24 Sep) on your project: Who did you talk to or email with? What progress did you make on getting a placement? What forward momentum did you get on establishing a topic / instructional objectives / assessments?

Session 5- Monday, 24 September

Before class

• Blogging:
  • On your personal blog: Write a record of your actions re your project for the week of 17-24 Sep
  • On the class blog: Comment on at least one of the presentations from the previous week
• If you presented: Please provide the instructor with updated copies of your materials
• If you're about the present: Prepare! Don't forget to make copies in advance. Also, if you want to use the SmartBoard or other special equipment/software, let the instructor know ahead of classtime.

During class

• Housekeeping
  • Field placement thread on class blog: I have a few opportunities posted...if you want 'em, respond!! If you have an opp to post, please do so!
  • More project stuff: We're running about a week behind on it; I've tried to make changes on the course map to reflect this....
  • Lit presentation schedule up...note that we still need to slot in Tim, but otherwise everyone is there. Also note the structure, purpose of the page:
    • Resources is scratch work. I'll start it, but the presenter can feel free to use it as a scratch pad as well
    • Readings is the "official" what's-to-be-learned material. Non-presenters: please skim these readings before the presentation. I'll ask some quiz questions based on the presentation and these readings during the week following the presentation.
  • Speaking of quizzes..let's go to Blackboard. The idea here is that the lit presentations will be followed up by a quiz. (This one doesn't count!)
• Lit presentations -- we're going to start out with these
  • Jhumur: Digital divide
  • Alex: Digital disconnect
• Tool presentations, in order of appearance
  • Stacy on iMovie
  • Peicheng on MovieMaker
  • Doug on Google docs & spreadsheets
  • Matt on classroom response systems
• Podcasting: easing into it
  • What are we making again? Oh yeah (from the assignments page): Just one minute or more of something that demonstrates that you can use the technology. If you'd like an example: I mentioned this in the blog thread following up on Tim's audio editors presentation. It's a "conversation" with JS Bach: http://people.virginia.edu/~kv9a/podcastfinal.mp3
  • There's a lot more to the topic, but for this first cut, I just want to see you execute the basic functions:
    
    • make an mp3,
    • put it on a webserver, and
    • link to it.
  • That being said, you have three things to learn/demonstrate that you know
    
    • Cranking out an mp3 means...you need an audio editor that can generate that kind of a file. Plus you probably need a headset+mic for the recording and editing
    • Getting access to your webserver. By looking at your Lehigh webspaces, I see that I can't assume that everyone can do this. If you're using a wordpress blog, it will host 50 MB of stuff and accepts certain files (jpg, doc, etc)...but not mp3s. So: You need a solution!
    • Linking: Can I assume you all know how to do this? Note that if you're using a GUI editor (such as what you get with a wiki or blog), this should be pretty easy.

After class

• As always:
  • Personal blog to record what you've done this week with your project (Sep 24-Oct 1)
  • Class blog to respond to one or more presentations.
  • If you presented, please give the instructor your files
  • If you have a presentation next week, prepare!
• And: On the class blog thread, post a quick summary of your field project thus far: location, grade level, content, thoughts about topic/technology, etc.
• Podcasting: Please prep a one-minute (or longer) audio clip, whatever content you like. Post to the web and link it from your blog and/or your website.

Session 6 - Monday, 1 October

Before class

• The usual blogging
  • Personal blog to record your activities on your project this week
  • Class blog to respond to one or more presentations
• The usual presentation stuff
  • If you presented, provide the instructor with copies of your materials
  • If you have a presentation coming up, prepare! Don't forget to make copies, check on availability of needed software/hardware, etc.
• Centralized project blogging: Just to expose everyone's status, on the class blog thread, post a quick summary of your field project thus far: location, grade level, content, thoughts about topic/technology, etc.
• Podcasting: Last week we got the ball rolling with podcasting. You'll do two formal podcasts, but just to show me you have the concept, you were to
  
  • make a 1+ minute podcast on any topic,
  • post it to the web, and
  • link it from somewhere (e.g., your blog, your website, whatever)

During class

• Housekeeping
  • Sharing tales of tragedy and triumph re podcasting
    • Matt: ESPN moved his cheese!
    • ...?
  • Lit presentation quizzes
    • Purpose: Assessing-to-learn
    • What were the answers, anyway?
    • Format: Should I move these things out of Blackboard? It's all the same to me.
  • Grading projects
    • Format, purpose
    • Expect it back by...
  • Blog self-assess (AND a demo of non-Blackboard quizzing)
    • Description of process on assignment page
      • Personal blogging
      • Class blogging
    • Grading on rubric page
      
      • Quantity (all required)
      • Quality (thoughtful)
      • Timeliness (before the fact)
      • Posting to class blog
    • Halfway point: Stop and reflect
      • Purpose
      • Process
      • Please have this done by: Monday, 15 October
  • Field project
    
    • Example of why classroom-based experience is interesting and important: Wikipedia Racing
    • The Big Picture on the project process
    • Next steps for your project:
      
      • Initial podcast (see rubric), and
      • initial documentation (see rubric).
• Lit presentation: Just one today, Tim McCann talkin' about Web 2.0
• Tool presentations (in approximate order of appearance)
  
  • Matt on classroom response systems
  • Jhumur on GIS
  • Demet on Skype
  • Alex on RSS
  • Doug on Google docs
• 6:30: Time reserved for
  • Qs about project documentation
  • Podcasting help
  • Field placement discussion

After class: Between now and Monday, 15 October, please...

• Do the usual blogging
  • Update of your project work on your personal blog
  • Comment on one or more presentations on the class blog
• Blogging self-assess: Please complete and return via email OR just do it on paper and hand it in on Monday, 15 October.
• For presenters, the usual stuff
  
  • If you presented, supply your materials to the instructor
  • If you're going to present on the 15th, prepare!
• And of course there will be a tiny quiz on today's lit presentation (Web 2.0)
• Podcast follow-up:
  
  • On a classmate's blog, please listen to his/her podcast, post a follow-up comment
  • Prepare a podcast (or vodcast, if you're feeling ambitious) that summarizes your project work to date: What issues have been discussed? What snags have been hit?
• Get started on project documentation. On Monday, 15 October, I'd like to collect something from you (e.g., a word document or a set of webpages or a powerpoint file--format doesn't matter) that tries to specify the topics listed in the rubric (see rubric page or previously-displayed powerpoint for more detail; if you need more structure, let me know):
  • Context of the project (school, teacher, curriculum, assessment)
  • Learning objectives
  • Assessments
  • Materials
  • Instructional plan

REMINDER: Pacing break on Monday, 8 October - no class!

• If you need me: I have office hours on Mondays, 1-3 pm. Alternatively, I can be available in the class room, 4-7 pm if you tell me in advance.

Session 7 - Monday, 15 October

Before class: Lots of items to attend to, but then again, we had two weeks to do it in

• Blogging
  • Personal blog = project update
  • Class blog = comment on a lit presentation or tool presentation
  • Classmate's blog = listen to and comment on a podcast
  • Blogging self-assess = please complete it and email it to me
• Project
  • Write a rough draft (albeit incomplete) of your documentation: fill in as much as you can, and I'll offer feedback
  • Prepare a podcast that summarizes your project work to date. This is podcast #2
• Web 2.0 quiz now up in Blackboard (it's a single question, open-ended...just trying to get you to describe your thinking)

During class

• Housekeeping: Lots of things to check in about
  
  • Web 2.0
    • Quiz = fun to read; consider posting to your blogs?
    • Part of Web 2.0 (and open source movement) is "data just wants to be free" -- experience of Palm database format, inability to get it to a csv (or anything else) to go into Google calendar
  • Grading:
    
    • Things are up in Blackboard; are they visible?
    • Because I'm not adept at getting what I want out of the Blackboard gradebook, don't pay attention to the overall average: things are not (yet) weighted, missing assigns count against you, etc. Just look at your individual assign grades.
    • If you have a question / comment / spot an inconsistency, let me know.
    • If you plan on re-subbing something, feel free.
  • Project documentation: How did the initial documentation go? I've seen a few already, and they've been pretty good.
  • Podcasting
    • Podcast #1
      • Best of blog post
      • General impressions?
    • Podcast #2
    • How many people were able to create and post a podcast about your project?
    • If you need more time, that's fine; I'll be busy reading and responding your written work this week; I won't start looking for podcasts until next week.
    • Keep the purpose in mind: Your final podcast (#3) will (we hope) be technically good, conceptually interesting, and provide useful info to others. It then gets posted to Lehigh's iTunesU and then the knowledge gets shared instead of disappearing into the memory hole.
• Tool presentations (roughly in order of appearance; we may not get to them all)
  
  • Alex: RSS
  • Doug: Google docs and spreadsheets (and presentations!)
  • Jhumur: GIS
  • Trish: Scratch
  • Becky: Quia
• Lit presentations:
  • Doug: Extra-curricular patterns of use
• Time permitting: Podcasting or blogging tech help

After class

• Personal blog: For this week, no project update (unless you're a maniac for consistency, in which case, go right ahead) and INSTEAD I'm interested in having you pause and do a little reflection on this course to date. So: Thinking back over the previous 8 weeks, how has this course / your project work / other experiences impacted your
  • Pattern of use of technology. For example, Michael C. mentioned that Lifang's del.icio.us presentation changed the way he does certain things for his job. I've just started using Google calendar to coordinate my schedule with others. Anyone else had an experience along those lines? Found yourself doing something more or less or differently? I know that Carol mentioned that she has a specific navigation pattern to finding blogs; I recommended that she try setting up links off her blog and using it as a multi-purpose tool (blog + navigation shortcut)...did that happen? (As of this writing...no--not that there's anything wrong with that!)
  • Thinking & speaking about technology. For example, Doug mentioned that he's found himself looking for appropriate metaphors when describing technical ideas to non-IT folks. And as we saw in Trish's presentation, that "when to use the circle, when to use the square" story stuck in her head. Looking at myself, I find that thinking more than ever about technology in context (i.e., what it's being used for, who's using it, what the learning goals are) and I've been less tool-focused (paying attention to what technology is being used); I think this is because of looking at your project work. Have you have any similar symptoms?
• Podcasting: If needed, tweak your podcast #2, and please make sure it's linked from your blog. I'll be listening to them next week.
• Lit presentation quiz: Expect a quiz on Doug's presentation about extra-curricular patterns of use to go live early this week. Don't worry, I won't be asking you to recite any stats from his presentation!

Session 8 - Monday, 22 October

Before class

• If you can, take the lit quiz on Doug's presentation (extra-curricular patterns of use), posted in Blackboard. I didn't get it up until late, so if you need an extra day to do it, that's fine. Three questions--two closed-ended and one open-ended that might take you 10-15 min or so.
• Finish up your podcast #2, describing your project work thus far.
• Do the reflective blog post described above
• Other blog posting: Not required, but feel free to speak up! There's a pretty good discussion going on in the extra-curricular patterns of use thread.

During class

• Housekeeping
  • Blackboard:
    
    • Can everyone see the quizzes? Grades? Feedback (when I leave it)?
    • I need to improve how fast I get the items out...
  • Project documentation coming back
    • Categories of info: refer back to the original ppt, if you like
    • Platform: PPT vs. Word docs...or other
    • Comments in margin or in Notes section
    • Exemplary =
      
      • Michael did something interesting, working from the original ppt
        • 
      • Lifang, also working in ppt, did a nice diagram of the activities
        • 
      • Terri = beauty level of description
        • "The elementary campus of PCS is located in a rural setting in Bucks County, Pennsylvania. The students are generally from homes representing a medium to high-medium socioeconomic bracket, although there are students from all levels of the socioeconomic spectrum. PCS is a private tuition-based school, which implies that students at the school are from families that have chosen to send their children to the school and are supportive of its programs. The school is predominantly Caucasian, with a few African-American, Asian American, and Hispanic students."
        • "Fourth grade students are generally eager to learn, but short attention spans and a strong desire to be physically active are two factors that can inhibit the learning process. Any learning experience that requires more that twenty minutes of concentration and inactivity could potentially lead to a complete "shut down," or could result in disruptive or off-task behavior.  Learning experiences should be interactive, hands-on, and allow them to explore concepts at an individualized pace, as well as allowing them to revisit concepts that are not fully understood. Because elementary students are generally very social, most have a strong preference for group activities rather than individual work. Carefully structured cooperative groups are usually very effective."
        • 
  • Podcasting: Tales or tragedy or triumph? I have been picking up URLs, seems like most people have it worked out, no prob.
  • Thinking about meeting elsewhere: Any objection to lining up a couple of class sessions in local schools? Would like to start with Broughal Middle School, meeting in one of the computer labs there. I just want to test the waters, first--what do you think?
• Presentations
  • Tool: HTML editors (Bolu)
  • Lit:
    • Vygotsky & the ZPD (Bolu again!)
    • Scaffolding (Matt)
    • Standards (Stacy)
• Q&A time
  • Project work
  • Tech how-tos

After class

• Presenters:
  
  • Please pass me your materials ASAP
  • I will try to write some quiz questions and send them to you for feedback. Take a look, turn it around, and I'll make the quiz live.
• Blogging:
  • Back to the action: Please post an update on your progress in your field project
  • Comment on either the tool present or a lit present

 

Session 9 - Monday, 29 October

Before class

• Take the lit quiz in Blackboard
• Blog posting:
  
  • Personal blog = Project work update
  • Class blog = comment on the tool presentation or a lit presentation

During class

• Housekeeping
  • Podcast grading = ay, carumba! Not done! Will be coming out post-haste this week.
  • Quiz-taking = Stacy reported a slooooow Blackboard connection (for just the quiz or for all Blackboard purposes?); anyone else have a problem?
• Our final tool presentation! Becky, take us away with online assessment tools such as Quia!
• Literature presentations
  • Lifang and Demet, with a timely presentation on assessment models
  • Ali and Patricia with professional development for in-service teachers and tech instruction for pre-service teachers
• Project modeling: Time permitting, I will offer a brief (!) demo presentation, drawing upon some of my dissertation research. The goal of this is to
  • Offer you a chance to look at respond to a finished product: context, goals, content, assessments, outcomes, evaluation
  • Give you a chance to critique a presentation performance--it has to be short, comprehensible, and make good use of the visuals
  • Important caveat: This demo is NOT a display of a full write-up, just what your presentation will look like (see course map for our last two class sessions on Nov 26 & Dec 3)
• Q&A time

After class

• Take the lit quiz in Blackboard. (Warning: due to the fact that we will have had FOUR presentations, it will be long-ish....)
• Blog posting:
  
  • Personal blog = Project work update
  • Class blog = comment on the tool presentation or a lit presentation

 

under construction: Session 10 - Monday, 5 November

Before class

• Take the lit quiz in Blackboard -- just a single, open-ended item.
• Blog postings

During class

• Housekeeping
  • Last class session (Mon, 3 Dec) tentatively scheduled for meeting at Broughal Middle School. More details in subsequent session(s).
  • Quizzes: Haven't graded last week yet, so patience, grasshoppers.
  • Class blog: Holy cow! Awesome convo on Becky's online assessment thread. Nice job on the behaviorist/constructivist thread as well, but I'm just sayin'. Wow.
  • Podcasts
    • grades, comments
    • tech issues:
      • persistant, faint "beat" in the background"
      • anything else?
    • Looking ahead to the next time
  • Big picture stuff based on my current experiences at Broughal
    • Value of TPCK as a framework for thinking
    • Students / teachers / supports getting lost in the weeds
    • Things that keep you on track
      • Examples
        • Driving question (or historical question, or...)
        • Guiding visual -- for example, here's something I made for students doing a digital video project.
      • And here's why it matters: "A change in perspective is worth 80 IQ points." Can anyone tell me what this means? Who said this? Why we should express reverence to this idea and this person? (No, it's not the Dalai Lama, although I'm sure he'd agree--the speaker is...)
  • Which leaves me with:
    • Am I providing you with the right perspective? Am I leaving you in the dark? Or what am I failing to see--how am I in the dark? Hmmm.... So this has me reading your blog posts from the other week (changes in thinking/speaking/acting) with some extra care.
    • How can we make sure that your documentation provides the right 30,000-foot-view, the right perspective to help make people smarter about using tech in school settings? Is the secret to do a visual concept map?
  • And finally:
    • the innoculation effect
    • importance of successive approximation
• Lit presentations! -in the approximate order:
  • Patricia on tech instruction for pre-service teachers
  • Ali on professional development for in-service teachers
  • Peicheng & Terri on copyright/copyleft
  • Becky on internet safety
• Q&A time / tech support time

After class

• Take the lit quiz in Blackboard. (Warning: due to the fact that we will have had FOUR presentations, it will be long-ish....)
• Blog posting:
  
  • Personal blog = Project work update
  • Class blog = comment on a lit presentation

 

 

Session 11 - Monday, 12 November

Before class

• Lit quiz in Blackboard--not posted! We'll discuss.
• Blog posting:
  
  • Personal blog = Project work update
  • Class blog = comment on a lit presentation

During class

• Housekeeping
  • Lit quiz from last week = pick-n-choose for this week!
    • Two quizzes posted
    • Answer one OR both
    • If you answer both: I'll drop whatever quiz score is lowest
  • Next week
    • No face-to-face session, so don't show up in E104 at 4:00 pm on Monday, 19 November. Unless you want to.
    • Some asynchronous things to be done
      • Blogging, as per usual
      • Other blogging
        • "Missing topics" = ??
        • Organizing talking-about-field projects for last two class sessions
      • Michael C's lit presentation (tech audits) as a screen-cast to be watched and savored on your own??
      • Course evaluation: I supplement the Lehigh course eval with some prompts of my own, might as well get them out of the way.
        • The prompts are here
        • You can submit it here, using hammond.feedback / feedback
        • Gee, why aren't I doing this in Blackboard? Well, let's see if you can answer that for me...
        • Notes:
          • You're under no obligation to do this. Like all course evals, this is at your own volition. I'm providing class time to complete it (hint! hint!), but it's still your choice.
          • There is no way this can influence your grade one way or the other.
            • The form and its submit are anonymous--I don't know who is sending what.
            • I won't be looking at these until after the course.
            • And if you still feel that these are insufficient protections, feel free to write the course eval now and send it later (i.e., after the last class or whenever)
  • Final class meetings = talking about field projects
    • Monday, 26 November in E104
    • Monday, 3 December at Broughal Middle School, room 506.
  • Final work (documentation, podcast #3) due: Monday, 10 December
•  Winding down lit presentations
  • Becky: Internet safety
  • Carol: education research basics
  • Trish: Ed tech research issues
• Looking ahead to next week
  • Course eval situation
  • Blogging situation
  • Lit quiz situation

After class

• Take EITHER or BOTH lit quizzes in Blackboard.
• Usual blog posting:
  
  • Personal blog = Project work update
  • Class blog = comment on a lit presentation
• Unusual blog posting:
  • Comment on "missing topics"
  • Volunteer to talk about your field project during the first-to-last or second-to-last class sessions.

 

Session 12 - Monday, 19 November

 Reminder: Asynchronous session! That means that sometime between now and Monday, Nov. 26, you should...

• If you haven't already, take one or both lit quizzes posted last week in Blackboard (teacher training+copyright, ed tech research)
• If you haven't already, post on one or more threads on the class blog.
• Review this week's lit presentation by Michael.
  • Topic = Technology audits.
  • His presentation is happening as a stand-alone set of files produced using (what else?) Adobe Captivate.
    • His presentation is here (.swf file--it will play in your browser, but you will need the Flash plug-in to watch; and be sure your audio is turned on so you can hear his narration!), and
    • His handout is here (.doc file).
• After watching Michael's presentation:
  • No lit quiz to follow this presentation, but
  • Please do a blog posting on the thread.
• Have a good Thanksgiving!

 

Session 13 - Monday, 26 November 

 Before class

• Blogging
  • Post in the blog thread about Michael's presentation
  • Let me know if you're willing to talk about your field project today (Mon, Nov 26) or next week (Mon, 3 Dec)
  • If you haven't already, make sure you posted on one of threads from our last face-to-face meeting (topics were internet safety, ed research, and ed tech issues)
  • If you haven't already, please post on the "What's Missing?" thread. Seriously. I'm interested in thinking about what we've missed, or what else might deserve our attention.
• Lit quizzes: Make sure you've taken one or both of the final lit quizzes in Blackboard (teacher training+copyright, ed tech research)
• Project work:
  • Prepare (or start thinking about) an informal, in-class presentation on your field project
  • Start working on your final documentation!
• Between now and whenever: please fill out a course evaluation and turn it in via hammond.feedback  / hammond

During class

• Housekeeping
  • Any trouble filling out course evals? Mailing them in? How much time is it taking folks, anyway?
  • What's missing thread: I like the differentiation of instruction idea...an eyeball on the corporate side of ed tech would be cool, especially in contrast to open source...what else?
  • Lit quizzes
  • Purpose / nature of in-class presentations
  • Project documentation?
  • Where are we meeting next week? That's right....
• Discussion of field projects
  • Kicking off: TCH and Patricia talk about Broughal Middle School project
  • Doug on music and MIDIs
  • Peicheng on Chinese language instruction
  • Matt Wolf on Lehigh Valley Summerbridge school-year program work. (Full disclosure: I'm a Summerbridge Cincinnati alum, and any work with SB'ers definitely gets brownie points -but no extra credit points, alas....)
  • Demet on high school language arts
• Wrap-up
  • Where are we meeting next week? Where is that?
  • What's due by 4 pm, Monday December 10? How do I turn it in?

After class

• Make sure you know where Broughal is!
• Work on wrapping up your field project

 

Session 14 - Monday, 3 December

REMINDER: Class is being held at Broughal Middle School, 125 W. Packer Ave., in Room 506

Before class

• Work on your final documentation and podcast for your field project. They're due Monday, December 10 at 4:00.

During class

• Housekeeping:
  • One last set of quizzes to grade...then will drop lowest score
  • In next couple of days: catching up on presentation feedback & grades
  • HOLIDAY PARTY: An E-vite will be forthcoming, but it will be Thursday, Dec 13, from 5:00 to 7:00 at my house.
• Dr. Hammond explains a little about Broughal Middle School and why we're here.
• Presentations about field projects. We'll just go around in a circle....
• Closing comments and graduation ceremony.
• Lehigh course evaluations--turn them in to Demet; she'll seal the envelope and drop it off with Donna Toothman.

After class

• Post one last entry on your personal blog: Now that you've had the opportunity to (a) share about your project, and (b) hear something about everyone else's projects, post an entry that
  1. Reflects on your project--what is your final "takeaway"; what enduring insight did you gain from the project (if any)?
  2. Discusses a classmate's project that you found particularly interesting and that you'd like to learn more about. Perhaps you liked the technologies involved, or you thought the application of the technology to the learning goal was especially creative, or you thought interesting issues arose during the implementation.
• After you've posted on your blog, check around on your classmates' blogs to see if anyone has discussed your project!
• Finish your final documentation of your project and your end-of-semester podcast about your project. Turn them in to Dr. Hammond no later than 4:00 on Monday, December 10. If you're submitting paper or other hard-copy materials (e.g., a CD-ROM), they should be turned in either at Dr. Hammond's office (A119) or to Dr. Hammond's mailbox in the TLT program office (i.e., Donna Toothman's office). If you're submitting electronically, post the files to your website or blog and make sure Dr. Hammond can find them (e.g., email the URLs).
• RSVP (or something) to the forthcoming Holiday Party invitation
• Have a good Winter Break!

 

 

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