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Miami Dade Community College
ORIENTATION INFORMATION
Dear student: Welcome to Open College’s Introduction to Educational Technology (EME 2040). The purpose of this letter is to explain how Open College courses work and to provide you with the information you will need to complete this course successfully. I recommend that you keep this letter handy throughout the semester.
GENERAL INFORMATIONThis course is designed for students who either prefers not to attend, or who are unable to attend traditional classes. In some ways it is a better course through Open College since the course allows you to study at your convenience. However, this method of learning is not without drawbacks. Interaction with the teacher may not be as easy as it would be in the traditional classroom setting. Spontaneous discussion and instant feedback are more difficult to achieve. In addition, you will be visiting the companion website for this course at http://www.prenhall.com/chet_roblyer_integratin_3 for testing and additional information regarding this course. Your website password is: eme20021
You must call me, fax me, send me an email and/or visit my office, during office hours, if you need assistance at the aforementioned number; or call 305-237‑3123 which is the general Open College number. If my line is busy you can hold for an answer, or if I am unavailable my phone will ring to the general office number. BUT, remember you must CALL or email me if you have a PROBLEM!! More importantly, success in this type of course requires considerable self‑discipline, particularly when it comes to completing the lessons. Once you get behind it becomes extremely difficult to complete your work in time for the required projects. It will be necessary for you to set a rigid schedule for yourself. Each individual’s study habits vary, but I expect that at least 10 hours of study time per week will be necessary to achieve a grade of “C”or better. I have given you some guidelines for scheduling yourself; these are on your Activities Schedule. The amount of correspondence involved in the course requires the use of a computer mailing list to correspond with you. Your address will be up‑dated once a week from the College’s master student record system. If your address changes you must change it with the Office of Registration.
COURSE MATERIALSStudy materials are available at any of the Miami‑Dade campus book‑ stores. You will need to purchase the textbook, Integrating Educational Technology into Teaching by M.D. Roblyer – Jack Edwards ISBN # 0-13-974387-1. In addition, you will need two floppy disks to save your projects.
COURSE REQUIREMENTSYou are required to complete, 6 quizzes, 3 writing assignments, 1 lesson plan, 1 unit plan, 3 Special assignments and 1 presentation of your unit plan as your final as discussed below. Chapters’ questions are extra credits.
ASSIGNMENTSYou must complete the essay questions and mail them to my office in the envelopes provided in the packet. Assignments may also be delivered to the Open College office during regular office hours: Monday through Thursday 8:00 a.m. to 6:00 p.m., and Friday 8:00 a.m. to 4:30 p.m. or email the assignments to: rsanche1@mdcc.edu. It is not necessary to see me to deliver assignments. My class schedule often takes me out of my office but, the Open College staff will accept assignments. The meeting dates on are requirements unless otherwise stated. Please do your best to meet these dates so you will not be penalized for submitting later work. I do accept work late but it will result in the loss of points.
MEETINGS ATTENDANCEThere are 3 meetings Scheduled for this course. Orientation Meeting, Creating a Unit Plan, and Final/Presentation, meetings are mandatory. See schedule for dates. If there are any changes on the dates scheduled, you will be mailed and/or email with the updated information. All meetings will be conducted at the Wolfson campus. This campus is most accessible to a majority of the students. I encourage you to attend. See attached map for direction and parking access. (Call the Open College office if you have not received the dates by two weeks prior to the date on the Activities Schedule.) You should work at a pace that allows you to be ready for the announced projects. This course is organized to reduce your visits to campus, but you must remember that you will be required to attend the Mandatory meetings. Attendance to all meetings will worth 15 points toward your final grade. You need to make previous arrangements if you fail to attend one of the mandatory scheduled meeting sessions.
Rubric For Grading Assignments
GRADING CRITERIAYour final grade will be based upon the total number of points you have accumulated during the term. Points will be given for Assignments, Portfolio, Quizzes, Unit Plan and Presentation of the Unit Plan. Refer to the Grading Criteria below to determine how points are awarded.
Evaluation Criteria for ProjectsNear perfect or perfect execution of the assignment; near perfect or perfect grammar and organization. Excellent or nearly excellent execution of the assignment; near excellent or excellent grammar and organization with three or fewer errors. Good to very good execution of the assignment; good or very good grammar and organization with between three and six errors Poor execution of the assignment; poor grammar and organization with between seven and ten errors. Failure to execute the objective of the assignment; more than ten grammar and organization errors; failure to deliver the completed assignment.
GRADING SCALE
WITHDRAWALS AND INCOMPLETESOccasionally a student is unable to complete the course on schedule and requests an incomplete. To be eligible for an incomplete, you first must have earned at least a score of 70% on all assignments up to and including the first three assignments and met the deadline for requesting an incomplete. Incomplete grades must be negotiated with me during office hours. If an incomplete is not cleared by the end of the following semester, the grade will be automatically changed to a failure (F). Do not register again if you are granted an incomplete.
Students planning to withdraw from the course must officially complete a drop card and submit it by the established deadline. Last day to drop and receive 100% refund is September 4 , 2002. For administrative details or missing materials, call Open College at 305-237‑3123, from 8:00 a.m. to 6:00 p.m., Monday through Thursday, or 8:00 a.m. to 4:30 p.m. Friday or contact me at 305-237-3471 or email me at: rsanche1@mdcc.edu I hope this course will prove to be a rewarding and meaningful one for you. Please call me if you need assistance with the subject matter, or any other aspect of this course.
Educationally yours, Rebecca Sanchez Instructor, EME 2040 Phone: 305-237-3471 Email: rsanche1@mdcc.edu
COURSE OBJECTIVESUpon completion of this course, the student will be able to: Identify the various types of educational technologies, and describe their uses. Understand the relationship between students learning needs/styles and the selection and use of appropriate technologies. Identify the components of, and describe the application of, technology-based instructional strategies. Identify and use the microcomputer hardware appropriate to an educational environment. Understand and correctly use computer operating environments. Use an integrated software package to support and enhance at least one instructional unit. Use current and emerging technology to design, create, and deliver a technology-enhanced lesson. Demonstrate an understanding of the critical educational, ethical and social issues relating to technology in education. Evaluate the effectiveness of educational hardware and software. Demonstrate the application of emerging hardware and software in the classroom to peers.
COURSE CONTENT AND UNIT OBJECTIVESThis course consists of fifteen chapters focusing on different technologies and their uses. “Technologies” is defined broadly, to be applicable and relevant to the everyday work of classroom teachers, for whom this course is designed. It is recommended that students be required to complete all chapters, as well as a synthesis project (example of a suggested synthesis project included below), for purpose of grading and evaluation. It is also recommended that the chapters be introduced in the order presented below, however, instructors should feel free to present the chapters in the order deemed most appropriate. Instructors are encouraged to include materials appropriate for teachers of all grade levels (Prek-12).
CHAPTERS AND THEIR OBJECTIVES
PART I: INTRODUCTION AND BACKGROUND ON INTEGRATING TECHNOLOGY IN EDUCATION.
PART II USING SOFTWARE AND MEDIA TUTORS AND TOOLS: PRINCIPLES AND STRATEGIES
PART III LINKING TO LEARN- PRINCIPLES AND STRATEGIES
PART IV INTEGRATING TECHNOLOGY INTO THE CURRICULUM
Chapter 1: Educational Technology in Context: The Big PictureChapter Overview This chapter covers the following topics: Various definitions of key educational technology terms and how they originated A brief history of computer technology in education and what we have learned from it Justification for technology purchases by relating them to potential improvements in teaching and learning An overview of current technology systems and applications in education and the major issues and concerns that guide their uses Issues that shape technology’s current and future role in restructuring education
Portfolio Chapter #1 1. Overview of the Field Demonstrate your knowledge about the various kinds of equipment, software, and media used in educational technology and understand how these relate to each other by preparing your own overview of the field like the one shown in Figure 1.6. Instead of a “tree metaphor,” select your own way of showing the resources (chart, concept map, or picture of an educational technology building). 2. Professional Skills Using word processing or other software, prepares your own checklist of the ISTE competencies given in this chapter. As you acquire each competency throughout this course and other experiences, indicate on your checklist where and how you learned this skill.
Questions: Chapter 1 In his book Silicon Snake Oil, Clifford Stoll says that cyberspace is “… a nonexistent universe … a soluble tissue of nothing” (Quittner, 1995, p. 56) and that “life in the real world is far more interesting, far more important, far richer than anything you’ll ever find on a computer screen” (p. 57). What information from Chapter 1 might help you respond to this statement? Saettler (1990) said that “computer information systems are not just objective recording devices. They also reflect concepts, hopes, beliefs, attitudes” (p. 539). What concepts, hopes, beliefs, and attitudes do our past and current uses of technology reflect? Richard Clark’s now-famous comment about the impact on computers on learning was that “the best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” (Clark, 1983, p. 445). Why do you think this statement has had such a dramatic impact on the field of educational technology?
Chapter 2: Planning and Implementation for Effective Technology IntegrationChapter Overview This chapter covers the following topics: How to develop long- and short-range plans required at three different levels for effective technology integration: education community, school, and teacher Issues and recommendations related to funding for technology purchases and uses Issues and concerns related to teacher training for technology How to address ongoing equity, ethical, and legal issues related to technology at school and district levels How to prepare a school environment for effective technology use Effective procedures for maintenance, security, and virus protection How to prepare a classroom environment for effective technology use Procedures teachers can use to design effective technology integration strategies
Portfolio Chapter # 2 1. Technology Plan Choose the level or type of school in which you currently work or think you may be working someday. Describe how the school should go about developing a technology implementation plan for the school and outline the elements of the plan. Tell: Who should serve on the planning committee? (Be sure to represent all necessary groups.) What steps should the committee follow to develop the plan? What issues and guidelines in your plan probably will be decided at the school district level and handed down to you? What will the plan look like in outline form? (List all concerns to be addressed; you may do a text outline or a graphic outline, chart, or diagram on the computer.) 2. Integration Strategy Assume you are a classroom teacher at a level and type of school of your choice. You have an idea for using a computer resource in your one-computer classroom. Describe your idea and the steps necessary to make the activity a successful one. Be sure to tell: Where the activity fits into the curriculum unit or lesson you have in mind The unique benefits this resource has for the curriculum or lesson Organization of student, working as individuals in small groups, or as whole class. Hardware and software will you need Numbers of computers and copies of the software or media will you need to carry out this activity Where the lesson will be completed in your classroom or in another location such as a lab How much time to complete the lesson The activities to be completed before students use computer materials
Questions: Chapter 2 Sheingold (1991) said that teachers will have to confront squarely the difficult problem of creating a school environment that is fundamentally different from the one they themselves experienced (p. 23). In what ways is the K-12 environment for which you are planning now different from the one you experienced? What are some strategies teachers can use to overcome this obstacle? NCATE’s document Technology and the New Professional Teacher (1997) said that, in addition to technology skills, teachers need an attitude that is fearless in the use of technology, encourages them to take risks, and inspires them to be life-long learners (p. 4). What current factors and activities can help teachers develop such an attitude? What factors make it difficult for them to acquire it?
Chapter 3: Learning Theories and Integration ModelsChapter Overview This chapter covers the following topics: Background on behavioral and cognitive learning theories How these learning theories contributed to current models of instruction Technology integration strategies based on each model of instruction An example of how these approaches are combined in a curriculum unit
Portfolio Chapter # 3 Overview of Learning Theories Prepare a chart that summarizes the learning theorists and theories that support directed model and constructivist models. Use the headings shown in the chart below (a first entry is already in the chart as an example).
Questions: Chapter 3 Seymour Papert (1987) criticized traditional experimental research methods because they are … “based on a concept of changing a single factor in a complex situation while keeping everything else the same … (which is) radically incompatible with the enterprise of rebuilding an education system in which nothing will be the same” (p. 22). What aspects of the current education system do you think need to be changed? How do constructivist methods propose to change them? If we do not use experimental research, what methods will we use to determine if our changes have improved the education system?
Chapter 4: Using Instructional Software in Teaching and LearningChapter Overview This chapter covers the following topics: Definitions, issues, integration strategies, and sample lesson activities based on a directed instructional model for: Drill and practice functions Tutorial functions Definitions, issues, integration strategies, and sample lesson activities based on both directed and constructivist models for: Simulation functions Instructional game functions Problem-solving functions Characteristics and uses of integrated learning systems (ILSs) and other technology-oriented learning systems Criteria and methods of software selection
Portfolio Chapter # 4 1. Instructional software examples From instructional software packages, select at least one that represents each function described in this chapter. Using word-processing or multimedia software, prepare a description of the software that focuses on which functions it fulfills 2. Instructional software in a content area Use the Internet, to search for appropriate software in your content area or grade level. Prepare a list of at least ten sites with good samples of each type of software function.
Questions: Chapter 4 The tendency to refer to drill and practice software by the derogatory term “drill and kill” is growing. Is this because the number of situations is diminishing in which drill and practice software would be the strategy of choice? Some schools, like those with a college preparatory focus, do not allow the use of instructional games of any kind. Is there a compelling case to be made for allowing the use of instructional game software to achieve specific educational goals? That is, can games do something in an instructional situation that no other strategy is able to do? If so, what?
Chapter 5: Using Productivity Software and Other Software Tools in Teaching and LearningChapter Overview This chapter covers the following topics: Definition and characteristics of word processing, spreadsheet, database, and a variety of other software tools Unique advantages of these tools for various classroom activities Sample classroom uses for each tool
Portfolio Chapter # 5 Prepare a list of each of the software tools described in this chapter with which you have had hands-on experience. For each one, describe two ways you could use it in your classroom. Tool Templates Choose an appropriate software tool and develop a template you can use from year to year for each of the following purposes: Classroom letterhead Records (names, addresses, birth dates) for students in your classes Gradekeeping Event announcement flyer Test item form and item bank for your subject area
Questions: Chapter 5 Word processing is a software valued by many teachers but is criticized by some who feel it is ruining our handwriting and making us over-reliant on technology to do our writing. How would you respond to these critics? The increasing use of databases in our society, combined with pervasive use of the Internet, is making it very easy to get access to personal information about anyone. What implications arise regarding the safety and privacy of students in our schools? What is the teacher’s role in these privacy and security issues?
Chapter 6: Using Multimedia and Hypermedia in Teaching and LearningChapter Overview This chapter covers the following topics: Definitions and characteristics of multimedia and hypermedia systems Unique advantages and uses of interactive videodisc (IVD) systems and CD-ROM multimedia/hypermedia systems Procedures for using multimedia/hypermedia authoring systems Educational applications of multimedia/hypermedia authoring systems
Portfolio Chapter # 6 1. Defining Multimedia and Hypermedia Develop a chart, diagram, or presentation that compares and contrasts multimedia and hypermedia. List or describe the defining qualities they share and those that make them different from each other. 2. Hypermedia Professional Self-Description Use a hypermedia authoring program to develop a presentation that introduces your professional background, skills, and plans for the future. Use storyboards or Post-It notes to develop the design and layout for your presentation. Review your product and make sure it meets the criteria given in this chapter.
Questions: Chapter 6 Mergendollar (1997) said that multimedia environments are an “equivocal blessing” because they give us a bounty of information without indicators of its quality, accuracy, or usefulness. What are the possible consequences to education of our increasing wealth of unevaluated multimedia information? Boyle said that, “Multimedia learning is not something new. It is woven into the fabric of our childhood” (1997, p. ix). What do you think Boyle meant by that, and what implications might his observation have for enhancing children’s learning experiences?
Chapter 7: Distance Learning Opportunities and OptionsChapter Overview This chapter covers the following topics: Definitions and descriptions of various distance learning options available to educators Implementation issues to consider when using distance learning Impact distance learning has had and is expected to have on education How to select and implement broadcast and computer-based distance learning resources Teaching and learning activities that make use of distance learning technologies
Portfolio Chapter # 7 1. Distance Learning Characteristics Using information in this chapter and other materials, develop and fill in a chart that lists the important characteristics of distance learning and describes how these characteristics have changed and are changing. A sample format:
2. Overview Based on the information in this chapter and other readings and discussions, prepare a prediction scenario for how distance learning will evolve and how it will affect our educational systems in the year 2050. Be specific about the kinds of equipment that will be in place, what kinds and numbers of students and institutions will use distance learning, how student learning opportunities and options will be affected, and what role teachers will play as a result of the changes.
Questions: Chapter 7 Using the information in this chapter combined with other readings, respond to each of these statements? Sherritt (1996) said that, “… some institutions are getting into distance (education) for the wrong reasons, primarily to solve budget problems” (p. 7). A letter to the president of the University of Washington signed by some 700 faculty members said, in part: “While costly fantasies of this kind present a mouth-watering bonanza to software manufacturers and other corporate sponsors, what they bode for education is nothing short of disastrous…. Distance learning should be a supplement to higher education … not a central feature of it.”
Chapter 8: Integrating the Internet into EducationChapter Overview This chapter covers the following topics: Background on past, present, and future Internet uses Definitions and descriptions of various Internet resources available to educators Implementation issues to consider when using the Internet Teaching and learning activities that use Internet and the World Wide Web technologies
Portfolio Chapter # 8 1. An Internet Resource Map Develop a chart, diagram, multimedia presentation, or Web page that documents in an easy-to-read format the names and purposes of each of the following Internet resources described in this chapter: Web browsers, search engines, gophers, e-mail, listservs, bulletin boards, chatrooms, FTP and streaming video/audio, Web authoring tools, push technologies, whacking, intranets, Internet TV, and avatars. Label or present the purpose of each resource. Give URL links to examples of each resource. (Hint: You can use the subheadings given in the chapter to group the resources into types. Make a graphic or a hotspot for each type, list or present graphically the resources under each heading, and connect the major types in a chart or multimedia stack.) 2. Personal Web Page Look at personal home pages on the Internet. Use storyboards or sticky notes to develop a design for your own home page. If you have access to Web page development software, develop your home page from your own design. Review your page and make sure it meets the criteria given in this chapter.
Questions: Chapter 8 In a 1998 debate in TIME magazine, powerful representatives of two sides squared off. The following quotes are in response to the question: Should schools be wired to the Internet? Using information in this chapter combined with other readings, how would you respond to each of these statements? Al Gore “Access to the basic tools of the information society is no longer a luxury for our children. It is a necessity.... We must give our children ... the chance to succeed in the information age, and that means giving them access to the tools that are shaping the world in which they live.” David Gelernter “First learn reading, writing, history, and arithmetic. Then play Frisbee, go fishing, or surf the Internet. Lessons first, fun second.... If children are turned loose to surf, then, the Internet in the schools won’t be a minor educational improvement, it will be a major disaster.”
Chapter 9: A Link to the Future–Where Is Education Going with Technology?Chapter Overview This chapter covers the following topics: Five kinds of technology trends that will shape learning environments in the future Capabilities, applications, benefits, and limitations of emerging technologies in five areas
Portfolio Chapter # 9 1. Technology Impact on Content Areas Prepare your personal visual summary of the five areas of development described in this chapter by naming at least one technology in each of the areas, along with your own description of how it will impact teaching and learning practices in your area. 2. In-depth Impact Prepare a list of five resources (publications, websites) or activities (attendance at certain meetings) that will help you keep up with important developments of technology in your area of interest.
Questions: Chapter 9 In William Clark’s 1994 article about the “high-tech classroom of the future,” he says that the evolution of the classroom “will be characterized by the steady replacement of traditional basal programs by multiple media programs and collections of supplemental materials. Some of these materials will be classroom resident. Others will flow through various manifestations of the information highway” (p. 38). Do you agree with Clark’s predictions? Do you feel the impact of these changes will be beneficial or not? Baines (1997) said that “the frenetic race to acquire and use technology in the schools is often attributed to … the demands of corporate leaders who want competent workers. However, when Fortune 500 companies were surveyed about the ideal education for children of the 21st century, (they emphasized) the need for analytical, logical, higher-order, conceptual, and problem solving skills, along with proficiencies in writing, reading, and … communication” (p. 495). Do you think these two statements are contradictory? Give examples from this chapter about how one can help bring about the other.
Chapter 10: Technology in Language Arts and Foreign Language InstructionChapter Overview This chapter covers the following topics: Current issues and problems in language arts and foreign language instruction How technology is integrated into language arts and foreign language instruction Example World Wide Web site resources for language arts and foreign language instruction Example activities for a variety of integration strategies in language arts and foreign language instruction
Portfolio Chapter # 10 1. Integration Skills Select one of the integration strategies from the chapter and develop a classroom activity for a language arts content area. Be prepared to teach or demonstrate the activity to the class. If possible, use your activity with the targeted age group before you bring it to the class. The lesson and your reflections on the teaching experience should be placed in a portfolio. 2. Hypermedia/Web Page Authoring Develop a hypermedia stack or Web page project designed to teach a specific language arts or foreign language content area of your choosing. Use the themes offered by the standards and the integration strategies offered in this text as a reference point for your project. If possible, link the project to Web sites and, within your project, offer your guidance through the individual sites. You should also include review quizzes that are to be answered when students complete working through a site or stack. Include a hard copy of the stack or Web pages in your portfolio.
Questions: Chapter 10 Many educators believe that with the growth of media and information technology media literacy should be a central focus of the K-12 language arts curriculum. How do you feel about this issue? If it is not placed under language arts, in what area of the curriculum should it be covered? Read the “Challenges for Foreign Language Teachers” in this chapter. Are there ways that instructional technology could be used to ease any of the challenges? (Address all of the challenges and be specific.) Could technology help with the shortage of foreign language teachers?
Chapter 11: Technology in Science and Mathematics InstructionChapter Overview This chapter covers the following topics: Current issues and problems in science and math instruction How technology is integrated into science and math instruction Example World Wide Web site resources for science and math instruction Example activities for a variety of integration strategies in science and math instruction
Portfolio Chapter # 11 1. Integration Skills Select one of the integration strategies from the chapter and develop a classroom activity for a science content area. Be prepared to teach or demonstrate the activity to the class. If possible, use your activity with the targeted age group before you bring it to the class. The lesson and your reflections on the teaching experience should be placed in your portfolio. 2. Hypermedia/Web Page Authoring Develop a hypermedia stack or Web page project that is designed to teach a specific science or math content area of your choosing. Use the themes offered by the standards and the integration strategies offered in this text as a reference point for your project. If possible, link the project to Web sites and, within your project, offer your audience guidance through the individual sites. You should also include review quizzes for when students complete working through a site or stack. Include a hard copy of the stack or Web pages in your portfolio.
Questions: Chapter 11 All of us have a stake, as individuals and as a society, in scientific literacy. An understanding of science makes it possible for everyone to share in the richness and excitement of comprehending the natural world. Scientific literacy enables people to use scientific principles in making personal decisions and to participate in discussions of scientific issues that affect society. A sound grounding in science strengthens many of the skills that people use every day, like solving problems creatively, thinking critically, working cooperatively in teams, using technology effectively, and valuing life-long learning. -National Science Education Standards Overview The above quote makes a strong case for developing a high degree of scientific literacy among all citizens. Is this really necessary in the age of the Internet? Won’t it be possible to easily contact experts or other resources that can compensate for lack of scientific knowledge? The national call for the reform in mathematics teaching and learning can seem overwhelming, because it requires a complete redesign of the content of school mathematics and the way it is taught. The basis for reform is the widespread belief that the United States must “restructure the mathematics curriculum–both what is taught and the way it is taught –if our children are to develop the mathematical knowledge (and the confidence to use that knowledge) that they will need to be personally and professionally competent in the twenty-first century. Simply producing new texts and retraining teachers will not be sufficient to address the major changes being recommended. -Mathematical Sciences Education Board, 1991 The above quote offers a rather pessimistic view on reforming mathematics instruction in this country. Will technology be able to expedite the process? Can we revamp our mathematics instruction by “teacher proofing” instruction via multimedia and Internet technologies?
Chapter 12: Technology in Social Studies InstructionChapter Overview This chapter covers the following topics: Current issues and problems in social studies instruction Describe how technology is integrated into social studies instruction Example World Wide Web site resources for social studies instruction Example activities for a variety of integration strategies in social studies instruction
Portfolio Chapter # 12 1. Scenario You have been teaching social studies for 10 years at both the elementary and high school levels. The emergence of the Internet and the World Wide Web has interested you, but you are very concerned about the proliferation of misinformation that has coincided with the growth of the Internet. You would like to do a presentation at the next state social studies conference to help alert your colleagues about the pressing need for information literacy in social studies instruction. Before you go through the process of applying to present, you need to search the Web for dramatic examples of erroneous or misleading information. Assume the role of the teacher in the scenario and locate some examples that could be shown at a presentation for social studies teachers. Be prepared to show and narrate your examples to the class. Include a written report of your findings in your Personal Portfolio. 2. Integration Skills Select one of the integration strategies from the chapter and develop a classroom activity for a social studies content area. Be prepared to teach or demonstrate the activity to the class. If possible, use your activity with the targeted age group before you bring it to the class. The lesson and your reflections on the teaching experience should be placed in your Personal Portfolio.
Questions: Chapter 12 Discuss how the following description of the Internet may affect history teaching in the future. For example, what does it mean to the teacher when students come to class armed with three or four different perspectives on a historical issue? Is there any going back to the “one right answer” approach that many textbooks promote? On the Internet alone, even the most misbegotten searches can lead to detailed information about any number of historical figures and events, from the life of Martha Washington to the christening of the USS Arizona to the 1942 Lee Street Riots of Alexandria, La. Four different sources on the life of Napoleon may yield four distinctly different views of the French general (Harp, 1996, pp. 33-34). Discuss the following description regarding gender bias in geography education. Do you think that technology plays a role in this gender gap? Is geography software part of the problem or part of the solution? How about Web sites? What would you do in your classroom to try to rectify this disparity? The “Bee” (geography) has also shed light upon the apparent gender bias in geography education…. Of the 57 finalists sent to Washington each year, only a handful are girls; of the 60 students who have appeared in the televised finals over the past six years, two have been girls. That few girls make it to the final competition in the “Bee”, then, “has nothing to do with the National Geography Bee,” says one observer. “It has to do with exposure to geography through media.” And it’s the media, he maintains, that exposes boys and girls to different kinds of geographic experiences” (Checkly, 1996, p. 4).
Chapter 13: Technology in Art and Music InstructionChapter Overview This chapter covers the following topics: Current issues and problems in art and music instruction How technology is integrated into art and music instruction Example World Wide Web site resources for art and music instruction Example activities for a variety of integration strategies in art and music
Portfolio Chapter # 13 1. Integration Select one of the integration strategies from the chapter and develop a visual arts and/or music classroom activity. Be prepared to teach the activity to the class. If possible, use your activity with the targeted age group before you bring it to class. The lesson and your reflections on the teaching experience should be placed in your Personal Portfolio. 2. Scenario You have accepted a job as a coordinator for a new charter school that will center its curriculum around the study of art and music. Your budget allocation for art and music technology is $75,000. Prepare a budget proposal for the board of directors that describes how you plan to spend the funds. In the course of completing this project, you should contact teachers in the field, vendors, and college instructors. Keep a log of contacts and a summary of your conversations. You are encouraged to use the Internet as much as possible for your research. The final budget proposal should be included in your Personal Portfolio.
Questions: Chapter 13 Rebuttal Examine the quote below. Robinson and Roland offer a compelling argument for placing a strong emphasis on teaching the arts in school. Working in teams of three, prepare a rebuttal to their argument and present it to the class. Handouts and computer-generated visuals should be a part of your presentation. Include hard copies of documents in your Personal Portfolio. “...Arts instruction provides many unique opportunities for students to hone analytical skills to critically evaluate the flood of messages that fill a technologically saturated environment. The communicative language of the new technologies—sound, animation, music, drama, video, graphics, text, and voice—is also the language of the arts.” —R. Robinson and C. Roland, from Technology in Arts Education (1994) Mechanization of Experience Examine and discuss the following perspectives. Does viewing art electronically deprive us of the true experience? Does Holzberg’s point of view have validity or is she overly optimistic? Students who would never spend time in a regular “hands-off” museum can now examine the world’s masterpieces electronically. Engaging interactive presentations make it easy, with a range of features that let them zoom in to study brush strokes, hear narrated commentary, create their own slide shows, and more. (Holzberg, 1997, p. 16) I’ve been in cyberspace. My body has been sitting at the computer, but my mind has been navigating the planet. I can’t help but wonder if such a disassociation of my mind from my body is healthy. Max Frisch, an acknowledged critic of technology, has said: “Technology has the knack of so arranging the world that we do not experience it.” (Gregory, 1996, p. 50)
Chapter 14: Technology in Physical Education and HealthChapter Overview This chapter covers the following topics: Current issues and problems in physical education and health instruction How technology is integrated into physical education and health instruction Example World Wide Web site resources for physical education and health instruction Example activities for a variety of integration strategies in physical education and health
Portfolio Chapter # 14 1. Integration Create an activity in an elementary setting that encourages students to engage in exercise activities such as walking around the campus each day. Include a spreadsheet template for recording distances and charting progress and an example of computer-generated advertising. In addition, develop flyers and sign-up sheets for the activity. Place a copy of all products in your Personal Portfolio. 2. Research Contact a health teacher who is interested in having her classes work on research projects using the Internet. Offer to do some preliminary research for the class. You then need to compile a list of quality Web sites that are useful to the students. Provide the teacher with a disk copy of the bookmarks or a simple hypermedia stack that includes buttons to the links.
Questions: Chapter 14 Support is greatly needed if physical activity is going to be increased in a society as technologically advanced as ours. Most Americans today are spared the burden of excessive physical labor. Indeed, few occupations today require significant physical activity, and most people use motorized transportation to get to work and to perform routine errands and tasks. Even leisure time is increasingly filled with sedentary behaviors, such as watching television, surfing the Internet, and playing video games. (Satcher, 1997, foreword) What type of support do you think the author is talking about? Is instructional technology part of the problem, part of the solution, or neutral? Is the problem likely to get worse or better? With the help of computer technology, more and more people are now working from their homes. Will this trend lead to more or less physical activity? Schools could do more than perhaps any other single institution in society to help young people, and the adults they will become, to live healthier, longer, more satisfying, and more productive lives. (Carnegie Council on Adolescent Development) To what extent do you agree or disagree with the quote above? If you agree, what would schools need to do in order for the statement to become a reality? What role would instructional technology be able to play?
Chapter 15: Technology in Special EducationChapter Overview This chapter covers the following topics: Current issues and problems in special education How technology is integrated into special education Example World Wide Web resources for special education Example activities for a variety of integration strategies in special education
Portfolio Chapter # 15 1. Integration Skills Identify a specific ESE population and level. Create instructional activities that integrate technology appropriately for that population and level. Each of these activities should meet the following criteria: Integrate one or more types of technology described in the chapter. Show how to adapt this activity for large- and small-group instruction. Describe the required preparation for this activity. Describe the benefits you would hope to derive from using technology resources in the lesson. 2. Develop a Hypermedia Stack Use a hypermedia authoring program to develop a program to be used by a specific ESE population and level. It should be theme based and include a number of Web site links. A hard copy and disk copy should be included in your portfolio.
Questions: Chapter 15 Many teachers stress that with technology, the student will get the right answer, faster. The obsession with getting the right answer and producing high results on quantitative tests could result in severe reduction in the willingness for the student or the teacher to be creative. Creativity calls for a willingness to make mistakes or to produce results that lie outside the estimated norms. While there is software which encourages students to use their imagination, most of it emphasizes there is only one right answer. How can teachers encourage alternative, creative ways to arrive at a solution, when the equipment the students employ will only tolerate the most direct answer? (Vertrees, Beard, and Pannell, 1997, p. 34) What do you think about this comment? Does much of the software used today actually stunt creativity? How does this statement relate to ESE populations? Although there are many arguments on both sides of the issue, it is apparent that new technologies can provide the tools to bring more children with disabilities into “regular” educational settings. In my opinion, assistive technology will certainly mainstream more and more children in wheelchairs, children who cannot physically speak, see, or hear, and children who need computers to write, organize, think, and function educationally. (Behrmann, 1998) This is an optimistic view on the influences that assistive technology will have on children with disabilities. What do you think those on the other side of the issue would say? References: See Textbook
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