LEARNER TASK MAP
Part 1: The learner task maps identifies the major steps participants will need to complete the activities outlined in this course. Click on the brainstorm image to see it full size.
Part II: Task Objective Assessment Item Blueprint
Laying the tasks helps the designer realize how just many steps are involved in each objective. Perhaps more importantly, misalignments become apparent. In constructing the Task Objective Blueprint, I could see how both my objectives and my activities were aligned. After spending a good amount of time with teachers, I realize they want something that’s applicable…tomorrow.
While the realization about what teachers want was heavy on my mind at the I set into design mode, the Task Objective Map helped me realize skills were embedded, but I wasn’t asking the most important questions: Why is this important to me? What benefit does this process produce for me and my students? How does the implementation effect my students or I long run? and If I do this, then what? The task objectives helped me extend my orignal activities to reach for more depth in the critical thinking process. In each course design, the Task-Objective Assessment Item Blueprint is the most helpful.
Part One: Course Reflection.
What you have learned?
There were several projects in Integrating Technology into the Curriculum that expanded my knowledge base about educational technology. The first was researching how to create a school-wide wireless network. The second was the use of databases and spread sheets, which I’ve always had an interest in using but didn’t know how to use. The third was exploring the role of social media in the classroom. Each of these subjects were areas I knew very little about but now feel comfortable I have the base knowledge necessary to talk informatively about.
How you have grown professionally?
At the start of this course I began interviewing for an Instructional Technology Coach position in my district. Professionally, the summer is a time I reflect on successes from the prior year and plan ways to build on those successes. When I applied for the new position, I used the assignments and blogs entries as a tool to re-frame my thinking from classroom teacher to teacher support person. I really focused on the logistical challenges I faced using technology to teach and worked all of my projects with those in mind. I also spent time exploring both elementary and high school standards as my new position may require me to work in both settings. I’m pleased that I was able to explore my new role within the structure of this course.
How did the course work demonstrate mastery of the AECT standards.
Integrating Technology into the Curriculum projects covered a broad scope of the AECT standards including design, development, management, and evaluation. The column on the right lists the AECT standards and the activities I have completed that match the standard. Many of the activities met more than one standard. Course projects met the following standards:
1.3 instructional strategies Instructional Software Lesson
1.4 learner characteristics Adaptive/Assistive Technology Presentation
2.3 Computer Based Technologies Using the Internet for Instruction Project
2.4 Integrated Technologies Content Area Presentations
3.1 Media Utilization Community Building & Social Networking Project
3.4 Policy and Regulation Internet Safety
4.2 Resource Management Relative Advantage Chart
4.3 Delivery System Management: Network Project
How your own teaching practice or thoughts about teaching have been impacted by what you have learned or accomplished in this course?
Over the summer I’ve been in discussion with my new department about alternatives to face-to-face professional development. I used the following assignments to explore different options:
I also took another deep look at how I was organizing my learning blog and restructured how I was using it for my own learning. I’ve started tagging post, categorizing by standard, and thinking about how I will use my work created at Boise in other professional settings.
How has theory guided development of the projects and assignments you created?
Each assignment allowed me to reflect on my own learning style and think about what made certain assignments more enjoyable than others. This course has inspired me to think specifically about clarity of directions, the use of peer feedback as a performance review, and the role of Bloom’s taxonomy in building courses and designing activities.
Part Two: Assess Your Performance
Rich in content, full of thought, insight and synthesis with clear connections to previous or current content and/or to real life situations made with depth and detail. 70/70
Readings and Resources
Readings (from course text) and other resource materials are used to support blog comments. APA style is used to cite references. 18/20
All required postings are made early in the module to give others time to comment. 18/20
Responses to Other Students
Two or more substantial posts with at least one detailed response made to address another students’ post. 27/30
This presentation is a guide to building a wireless network for schools.
The Internet is an amazing tool for learning, but its use also adds additional management and safety concerns. The list below outlines some common concerns with students on the Internet and what teachers can do to keep surfing safe.
Internet Safety Concerns
- Posting distasteful photos/images/videos
- Searching for distasteful photos/images/videos
- Engaging in distasteful communication
- Communication with predators/bullies/scammers
- File sharing/copyright violations/fines/plagiarism
Tips for Monitoring Internet Safety
1. Clearly define “distasteful” photos/images/videos
Start by defining how distasteful images can make someone feel. Discuss what types of images are appropriate, and also discuss what a student should do if they find distasteful images.
2. Clearly define “distasteful” communication
Again because distasteful is a broad term that means different things to different people, it’s important to take a reading from all students in the classroom. Discuss conversation topics and comments that may bother others and what students should do if they find themselves involved in this type of communication.
3. Model and moderate social media communications
Get involved in your students online discussions. By moderating conversations, you can model the depth of conversation and how to keep things flowing so everyone feels like a participant.
4. Inform students on how to identify predators/bullies/and scammers
It’s as important to teach students how to behave online as it is to teach them what to look for. To teach these skills, share case studies, role play, or analyze scams.
5. Demonstrate how to cite resources, inform students about the consequences of copyright violation.
Review case studies of plagiarism so students understand the full consequences. Teach how to cite resources and how to include text or images from other sources. Reteach these skills when needed and require source citing consistently.
Technology is evolving at the speed of light and no matter what your experience levels is it can feel impossible to keep up with all the latest gadgets and tool. But sometimes, especially when it comes to technology, being the jack-of-all-trades won’t give you or your students the best pay off. So this semester, lets get off the cyber super highway and zero in on one tool that will make some serious gains in the classroom. Choose either Learing Adventure one or two and then complete the Final Mission.
Create a Professional Learning Network: Twitter PLN
Regular positive encounters with other educators can make the difference between feeling like an isolated island or that you have an army of support behind you. So how do you develop you Professional Learning Network, or PLN? Believe it or not, Twitter has become amazing tools for connecting people quickly. Today, if you’re not already a member, you get to see what all the hype is about.
Learner’s Adventure #1
- Browse the Twitter Resources below
- Sign up for a Twitter account & record your login info.
- Find me and follow me @ FrankEducator.
- Post your first tweet.
What’s a PLN? Sketchy Explaination: Starting a PLN
Edutopia “How to use Twitter to Grow Ur PLN.”
Claim Your Space in The Cloud: Diigo Social Bookmark
Diigo is a bookmarking tool that allows you to flag items of interest and then later access them from any computer or phone when you log on to your Diigo account. You can see what other people are bookmarking and have access to all webpages of interest from anywhere. If you don’t have a Diigo account, today is the day you will join the cloud.
Learner’s Adventure #2
- Browse the Diigo Resources below
- Sign up for a Diigo account and record your login info.
- Start bookmarking your favorite education sites.
- Share your bookmark with your teaching team and invite them join.
Using Diigo: Adding Bookmarks to Your Library
Final Mission-Wall Wisher
Either or the tools you explored today have a lot of components and many options you can use for bringing them into the classroom. To wrap up the day, we’ll share our ah-ha’s, road blocks, and outstanding questions on Wallwisher. This site works just like Post-It’s.
- Follow this link to our Wallwishers wrapup.
- Create and account and record your login info
- Post an ah-ha, a roadblock you faced, and a question you still have (they can all be on the same post)
- Review the resources below to see if Wallwisher has a place in your classroom.
Thanks for participating!
EDTECH 541: Integrating Technology into the Classroom
The following presentation was developed for school districts interested in creating mobile learning spaces. The presentation covers the basics of creating a mobile environment, steps to implementation, benefits, and cautions.