Posted in 4.2 Resource Management, 4.3 Delivery System Management, 5.4 Long-Range Planning, 541 Integrating Technology into the Classroom Curriculum, All

A Guide to Developing a Wireless Area Network in K-12 Enviornment

Posted in 1. Instructional Systems Design, 4.1 Project Management, 512 Online Course Design, DESIGN, MANAGEMENT

Learning 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.

Screen Shot 2013-02-19 at 6.25.32 PM

Part 2:

Task-Objective Assessment Item Blueprint by Gillian Riley

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.


541 Final Reflection

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:

Video Blog – Advantages of Hypermedia

Voicethread on Social Networking
Community Building & Social Networking Project
Using the Internet for Instruction Project

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

Posted in 3.4 Policies and Regulations, 4.1 Project Management, MANAGEMENT, UTILIZATION

5 Tips for Monitoring Internet Safety

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

  1. Posting distasteful photos/images/videos
  2. Searching for distasteful photos/images/videos
  3. Engaging in distasteful communication
  4. Communication with predators/bullies/scammers
  5. 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.


The Teacher’s Guide to Keeping Students Safe Online

INOBTR (I Know Better) Resources for Online Instruction

Netiquette: Internet Communications for Kids

Copyright Scavenger Hunt

Posted in 1.2 Message Design, 4.2 Resource Management, DESIGN, MANAGEMENT

Content Curation

I used to think that teachers needed an LMS, but after scrolling through some 20 LMS/CM providers today, I’m realizing that collaboration not organization is what teachers miss out on most.  We need to spend less time creating content and more time sharing best practices and content.

Here is my content classification system I designed Dec 2011.  Already, just 6 months later, it feels outdated, but I’m going to hit the drawing board again and see what I can come up with.

Posted in 1.3 Instructional Strategies, 1.4 Learner Characteristics, 2.4 Integrated Technologies, 3.1 Media Utilization, 4.2 Resource Management, DESIGN, DEVELOPMENT, MANAGEMENT, UTILIZATION

Steps to Social Networking Stardom

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

  1. Browse the Twitter Resources below
  2. Sign up for a Twitter account & record your login info.
  3. Find me and follow me @ FrankEducator.
  4. Post your first tweet.


Twitter Resources

What’s a PLN?  Sketchy Explaination: Starting a PLN

Edutopia “How to use Twitter to Grow Ur PLN.”

Edudemic “100 Ways to your Twitter in Education”


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

  1. Browse the Diigo Resources below
  2. Sign up for a Diigo account and record your login info.
  3. Start bookmarking your favorite education sites.
  4. Share your bookmark with your teaching team and invite them join.

Diigo Resources

Using Diigo: Adding Bookmarks to Your Library

12 Reasons to use Diigo in the Classroom

Using Diigo in the Classroom


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.

  1. Follow this link to our Wallwishers wrapup.
  2. Create and account and record your login info
  3. Post an ah-ha, a roadblock you faced, and a question you still have (they can all be on the same post)
  4. Review the resources below to see if Wallwisher has a place in your classroom.


Wallwisher Resources

Using Wallwisher

What Can You do with Wallwisher?

Interesting Ways to Use Wallwisher in the Classroom


Thanks for participating!

Posted in 1. Instructional Systems Design, 1.2 Message Design, 1.3 Instructional Strategies, 1.4 Learner Characteristics, 2.3 Computer-Based Technologies, 2.4 Integrated Technologies, 3.1 Media Utilization, 3.2 Diffusion of Innovations, 3.3 Implementation and Institutionalization, 4.3 Delivery System Management, 4.4 Information Management, 5.4 Long-Range Planning, All, DESIGN, DEVELOPMENT, EVALUATION, MANAGEMENT, UTILIZATION

Multimedia Integration In the Classroom

The following are a collection of videos to help teachers see what technology integration looks like in the classroom and how it is transforming the learning process. Please be aware the Ted Talk videos do not have a stop play button so you will need to exit out of the site when they finished.

What Technology Integration Looks Like In Elementary School

Meet the faculty at Forest Lake Elementary in Columbia, SC. Starting as techno- novices, they now use customizable software, interactive whiteboards, digital cameras, and more to tailor lessons to the individual needs of diverse students. To see more exciting reports from our Schools that Work series, please visit our website:

What Technology Integration Looks Like in High School

The DNA of Learning: Teens Tackle Animal Poaching Through Genetics

Eleventh-grade biotechnology students use DNA barcoding to help save endangered African wildlife.


Twelfth grade students use Google docs to collaborate on a group science paper. They use scholarly research searches, power point, video and sound clips, blogs, and ScyncronEyes to broadcast to other students computer screens.

Technology Integration with Google Drive

Team Teaching: Two Teachers, Three Subjects, One Project

A pair of educators are sanguine about their art, biology, and multimedia program.

Teaching Kids Real Math With Computers

Conrad Wolfram who runs the mathematical lab and research division behind cutting-edge knowledge engine Wolfram Alpha make an argument teaching real world math in school and leaving computation to computers.

What Technology Integration Looks Like In the Abroad

The Child-Driven Education

Education scientist Sugata Mitra tackles one of the greatest problems of education — the best teachers and schools don’t exist where they’re needed most. In a series of real-life experiments from New Delhi to South Africa to Italy, he gave kids self-supervised access to the web and saw results that could revolutionize how we think about teaching.

Technology Innovation in Slums

Charles Leadbeater, a researcher with the think tank Demos in London, looks at effective education innovation in slums around the world.

What Could A One-to-One Education Look Like?

Electronic TextBooks
Envision electronic textbooks the way Apple sees them.

Technology Integration from CaseNEX on Vimeo.

The 100-Student Classroom

In the fall of 2011 Peter Norvig taught a class with Sebastian Thrun on artificial intelligence at Stanford attended by 175 students in situ — and over 100,000 via an interactive webcast. He shares what he learned about teaching to a global classroom.

Building Bridges with Parents

A Lake Forest Elementary parent demonstrates how technology is keeping her connected with her child’s learning.

What About Games In Education?
How Games Play into Educaiton

We’re bringing gameplay into more aspects of our lives, spending countless hours — and real money — exploring virtual worlds for imaginary treasures. Why? As Tom Chatfield shows, games are perfectly tuned to dole out rewards that engage the brain and keep us questing for more.

Sasha Barab on New-Media Engagement

A professor of learning sciences at Indiana University explains how new-media literacies are creating new opportunities for student participation.

Lesson Plan

This plan is meant to accompany the Building Bridges with Parents video.