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8:00-8:30 Lab Set-Up, Sign-in, Nameplates
11:00-11:30 Gaggle. Net, ePals, Ask an Expert
12:30-3:00 Web Page Delivery of Instruction
Description
The E-Teach Integration Workshops are five days of training designed
for a hands-on, interactive environment that
will offer teachers specific strategies for planning, organizing, delivering,
evaluating, and managing their curricula using
current technology applications.
Objectives:
After completing the E-Teach Integration Workshops, you will be able
to:
| 8:30-8:50
Welcome and Overview
of the Day
Chat with a Colleague
about,
If you want a printable copy
Introduction Standard II. All teachers
identify task requirements, apply search strategies, and use current technology
to efficiently acquire, analyze, and evaluate a variety of electronic information.
Rationale: When teachers
design lessons that allow for students to “construct” their own learning,
they (students) begin to sense that the learning is authentic.
Standard III. All teachers
use task-appropriate tools to synthesize knowledge, create and modify solutions,
and evaluate results in a way that supports the work of individuals and
groups in problem-solving situations.
9:00-11:00
Producing a multiple
software Portfolio
Standard I. All teachers
use technology-related terms, concepts, data input strategies, and ethical
practices to make informed decisions about current technologies and their
applications.
Note:
10:00-10:15
11:00-11:30
Discussion Standard II. All teachers
identify task requirements, apply search strategies, and use current technology
to efficiently acquire, analyze, and evaluate a variety of electronic information.
Note: Using programs
such as these may require special permissions within your school or district.
Please consult your AUP or with your school principal before signing up
with these sites or others like them.
11:30-12:30
Standard
V.
All teachers know how to plan, organize, deliver, and evaluate instruction
for all students that incorporates the effective use of current technology
for teaching and integrating the Technology Applications Texas Essential
Knowledge and Skills (TEKS) into the curriculum.
Standard I. All teachers
use technology-related terms, concepts, data input strategies, and ethical
practices to make informed decisions about current technologies and their
applications.
Suggestion: Diskettes
are inexpensive. Often lessons or activities for students can be copied
on disks and distributed to students who can work on projects at home.
3:15-3:30
In review…
Standard V. All teachers
know how to plan, organize, deliver, and evaluate instruction for all students
that incorporates the effective use of current technology for teaching
and integrating the Technology Applications Texas Essential Knowledge and
Skills (TEKS) into the curriculum.
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What’s
New at the E-Teach Site
As you have become accustomed, log in to the E-Teach site and say “hello” to someone in the room. Ask how their lesson or unit is progressing and about new ideas they’ve tried out in their classroom since the last training. When you are finished, browse through the site for new additions: changes in the calendar, new web resources, updates on postings of lessons from other E-Teach participants, etc. Go to your posting and make any necessary changes. Stand Not and Deliver Delivering instruction is often thought of as standing before a class and presenting material you want them to hear and understand and retain for the rest of their lives. Although there are those who learn in this fashion, it’s a fraction of learners today. Most would agree there are many instances when teacher-directed instruction will occur, and effectively. However, most would also agree we learn best by doing. Technology integration into curricula
and project-based lessons shift the locus of control away from the teacher
toward the student. Teachers have used slide shows to present material
in the past, linearly. Today the software allows for information to “hyperlink”
to additional sources of information quickly, resulting in a more powerful
system of delivery.
Web pages designed for delivering instruction act similarly. Students can access the page and link to a variety of information resources. When the activity involves student interaction, again the locus of control shifts from teacher to student. Scavenger hunts, discussed in Day Two: Organizing Instruction, were examples of this student learning. This morning you will build a slide show with the option of “introducing yourself” for your portfolio, or introducing the lesson you have decided to develop. This afternoon you will continue to enhance the web page you started in Day Two by building a three-page shell, linking the pages together, and adding specific content. Keep in mind as you work that these activities are in themselves models of delivery that could be produced by students who:
Day One focused on planning a technology-based lesson as you would any traditional classroom lesson, using familiar elements and processes. Today, emphasis has shifted because those common planning elements and processes now encompass new technology tools—software, hardware, and the Web as an information resource. In Day Two you surveyed various organizational
formats for assembling the lesson or unit you are developing, again finding
new elements available using technology. For today’s training, Delivering
Instruction: Stand Not and Deliver, you will continue to develop the lesson,
searching for additional resources and tools as they become available,
however, there will be an emphasis on modes of delivery and ways students
can share what they are learning with other students.
The Portfolio: A Picture of “You” The portfolio activity today is meant to emphasize the use of the slide show as a means of instructional delivery. Today you will build a slide show presentation with either of two options. As mentioned above, the first option is to create a document that introduces you for your portfolio. The second is a document to introduce your lesson or unit. For the Day Two portfolio activity, you built a web page as a single-software option for displaying files in your portfolio. All aspects of your portfolio can be produced using one application. In this activity you will consider additional formatting options and begin to think of ways to organize and assemble your portfolio using additional software. The slide show is "common tools” software, emphasizing the use of multi-software formatting for the portfolio. Since the highlight of your portfolio may be the lesson or unit you’ve developed, using additional software that can be linked to other documents you’ve produced, will enhance the production. Your trainer will show you how to link the documents you’ve developed, to one another. Building a Slide Show Building a slide show is an effective means of delivering instruction. Most often slide shows are used to introduce or “hook” or entice your audience into a subject, lesson or unit. Often however slide shows are an effective means for reviewing material at the end of a unit, perhaps before a test. Students may view a slide show as a class or the show can be copied on a student’s computer. An introductory show can be re-delivered with the new learning students have acquired from the unit. They see familiar slides presented during the introduction and realize areas that were new and unexplained before suddenly take on new interest, providing a means for reviewing what they’ve learned. At one time slide shows could only present information in linear form. However, with the added capability of slide show software that allows hyperlinks, additional information is only a click away. Students particularly enjoy building slide shows to present their work because most of the software today will allow for graphics, sound, and animation. Use the next segment of work time to build the activities described above. Take some time after the break to look around and see what others are doing. Think of pictures and hyperlinks to the Web that will make the presentation dynamic and fun. If your lesson plan asks students to build a show themselves, build a model that will spark ideas and model quality. If you are using Power Point, ask
your trainer how you can collaborate on this activity while working at
your computer station, and then import your work smoothly into one show.
The following is a list of links to PowerPoint presentations that have been created by students. Elementary Example Presentations http://www.methacton.k12.pa.us/arcola/rathmel/rathmel.htm http://www.kenwood.k12.ca.us/year99/eday.html http://westlake.k12.oh.us/allteachers/Park_Kocar/Our%20Fraction%20Powerpoint%20Projects.htm Secondary Example Presentations http://www.asij.ac.jp/highschool/academic/ss/apeh/powerpoints/ http://www.farmington.k12.mi.us/hil/morawski/core.htm http://www.slais.ubc.ca/courses/libr500/fall1999/student.htm For additional slide show presentation examples, refer to your campus
Just in Time kit.
Break Gaggle.Net, ePals, and Ask an Expert Through this project there has been an emphasis on telecollaboration. Many of the tools needed to share information are available today in schools and classrooms across the nation and around the world. When children are inspired with new learning they love to share that knowledge. And often they learn from one another more easily than from their parents and teachers. The Web and sites like epals and
keypals provide a means and the opportunity for students to: pose their
own questions, discuss issues and concepts, and reach real world conclusions
with peers working on similar tasks. The element of communication alone
is a powerful, real-world objective, but students can now begin to create
and share knowledge beyond their communities.
You will visit the Gaggle site that is a “safe” email service for teachers and students. Discuss how you might use this free service, its benefits and drawback, with others in the group. Email for a first grader might be just one simple sentence, constructed after a week’s work in language arts, which is sent to a parent. In the intermediate or middle school grades, it may be an email asking a pivotal question from an “expert” in the field of study. Resources:
e-Pals
Web Page Delivery of Instruction In Day Two you built simple web pages that many of you are using for the portfolio, to build scavenger hunts, or teacher web pages for your classroom. Posting web pages to display basic classroom information, if not occurring on your campus today, will be required in the near future. Today, teachers are posting home pages to welcome students, parents, and community to their classrooms. These pages are usually very inviting—decorative and simple—offering a short welcome paragraph, fun or interesting graphics, email access, and hyperlinks to other pages. These pages may display information such as a yearly syllabus and/or calendar, a list of classroom rules, homework for the week, and links to sites on the Web that support instruction. Although the above description may or may not be accurate for you and your classroom, many teachers are beginning to use the Internet for posting units and specific information that supports instruction, creating personalized resource pages, and displaying student work. As you develop a repertoire of tools to enhance the learning process for your students, you will find few limitations building simple pages. To become familiar with Composer, Netscape’s free web editor, you will spend the afternoon developing three web pages that will support the lesson or unit you are developing during the E-Teach Integration Training Series. These may include many possibilities:
There are many places on the Web where you can post web pages. The best place is on your school or district web site. However, often schools are not ready to publish pages teachers have designed due to personnel, technical, or Acceptable Use Policy (AUP). It is important to note that if you develop a web page or series of pages for yourself, other teachers, or students that these pages can be loaded onto any individual computer/s with all the links to the Internet and other pages functional. Although not “live” on the Web, don’t discount the power of this option as a means of instructional delivery. Resources: Composer Tutorial
Today’s emphasis has been on the delivery of instruction using the “common tools” software available in your school. Simple web editors and slide show programs offer options of delivery that can enhance instruction. While these have been presented as options for delivery of instruction in a technology-available classroom, each are perhaps more powerful when used by students who are in need of tools to formulate new ideas and express new learning. Communicating those new ideas to others becomes a major focal point in the learning process. Using sites available on the Web, such as Gaggle, ePals, and Ask an Expert offer an additional means for asking questions, and directing inquiry. Successful integration of technology into your curriculum impacts all areas of instruction. In subsequent E-Teach training you will focus on the following areas to improve the process of using technology tools with reward.
Inclusion of websites in Education
Service Center, Region XIII training or materials does not indicate an
endorsement of any website, product or individual. Education Service Center,
Region XIII merely includes these websites as resources. Education Service
Center, Region XIII does not maintain these website and has no control
over content available at these sites.
eteach@esc13.txed.net  |