Enjoyed making the Podcast.
Sunday, October 30, 2011
Monday, October 24, 2011
Saturday, October 22, 2011
Technologypintergration lesson design
1) Subject, grade level, and lesson topic.
I am thinking about doing a lesson on the Executive Branch of the United State Government. The goal for students will be to understand the structure and functions of the government created by the U.S. Constitution. This activity falls within the Government and Civics section of social studies and it is a ninth grade lesson.
2) Learning goals for the lesson
The learner will be able to describe the president's role in a foreign policy decision concerning China. The learner will be able to sequence the steps leading to normal diplomatic relations between the United States and China. The learner will be able to describe some of the economic effects of our relationship with China.
3) Technology that you are going to use and rationale.
Students will visit the PBS online feature entitled "Nixon's China Game." They will review events on a time line, and read about the role of Ping-Pong diplomacy and Richard Nixon. After answering several questions about the material, they will be asked to think about the effects of our relationship with China on our economy. They will construct a chart showing American businesses in China and Chinese products in America. To further reinforce the classroom instruction students will participate in online activities before, during, and after class. Students will visit web pages, see videos, take online quizzes, complete e-puzzles and games, use e- flashcards, use interactive graphic organizers, post blogs, and wikis.
4) A scenario of how students use the technology in the lesson
After the lesson students will visit the PBS online feature about Nixon’s China Game and will complete a web activity that will consist of them answering comprehension questions from the readings and video. There will be a total of 10 comprehension question that students will need to answer and provide written responses to them. Students will be able to revisit the article and the websites as many times as they need to in order to find the answers. After completing the assignment students will copy answers and questions from the website and post them into a classroom blog that I will create and maintain. Students will also have to response to each other’s posts. I will also create wiki were students can post Chinese products that are used in this country, and products that American export to China. The wiki will be simple in nature but students can develop it as the class progresses and their skills increase. My goal will be to have videos, photos, and games integrated into the wiki.
5) How student learning will be assessed
The assessment will be done in class through class discussions, web writing, editing, and saving of work. Student will take in class tests and quizzes. Students will also be required to take in class notes in their notebooks or laptops. Information from this lesson will be on a Mid Term so students will have to save their test and quizzes for the mid-term or they can visit the class wiki and blogs to get information. I am still thinking about using a wiki to create a Venn diagram or a T-chart where students can record their response on Chinese and American products. The assignment will also have self-monitoring assessments. These assessments are provided on-line and its intention is to provide students with a way to assess their knowledge as the class progresses through the lesson. There will be web writing through the blog and wiki sections. Students must be able to post, edit, and save their work. A student must successfully response to the activities or lesson via internet. These will ensure that students comprehend the lessons and activities. The point of the comprehension questions is to have students find their answer to the questions requiring them to read the text and see the videos. After each blog or wiki students must successfully post and keep communication with their classmate via the web.
Saturday, October 8, 2011
TPACK Framework
http://vimeo.com/16291486
Technological Pedagogical Content Knowledge (TPACK)
Technological Pedagogical Knowledge (TPK)
Technological Content Knowledge (TCK)
Pedagogical Content Knowledge (PCK)
Technology Knowledge (TK)
Pedagogical Knowledge (PK)
Content Knowledge (CK)
1. The areas that I need to improve in the TPACK model in trying to integrate the technology part alongside all the other parts and fit it into my daily instruction. While planning with my colleagues it is easy to implement the technology but it is hard to align it into the content standards. Last year, I implement lots of technology into my lessons but this was done as the lesson called for technology. While in class I used many video clips from the discovery channel. They brought the concept that I was trying to teach home to the students. As I monitored student’s reactions they seemed to focus more on what I was teaching. For example I read the assignment articles but the TPACK video brought everything together and this is what I did last year. On some occasions while the principal was visiting my classroom I was checked to see if it was aligned to the content standards. I thought that the principal would find the technological aspect of my instruction great but instead it was scrutinized to see if I was following the standards and if it was aligned to the benchmarks I used PowerPoint, word document instead of the chalkboard, the class visited websites, but the principal for some reason tried to find error in what I was doing. This year I am trying to find the right activity to use to maximize students learning and like the TPACK model require the alignment of all the different areas such as the PK, PCK, CK, and TK my greatest change will be to implement the technological knowledge into my instruction.
2. I am currently teaching third grade but I am certified to teach high school my goal is to transfer to the high school and teach History. I am thinking about doing a unit on 9th grade government. While I was reviewing the 9th grade government textbook that the district uses in the classroom I discovered that it had a lot of online activities available for students. Many of the activities require that students to take online quizzes at the end of each unit and chapter. Students can assess their knowledge and understanding as they complete the work. The lessons also require students to visit websites. After visiting the website the students have to complete an activity. I liked the activity that sequenced the steps on how to become a U.S. citizen. Student can use a variety to technologies to complete this task. Maybe after visiting the Naturalization website students can create a wiki and outline the steps that someone has to complete in order to become a U.S. citizen. Video uplink can be used in the wiki, and students can create a brochure or some type of document that will allow others to use. Some of the tools that students can use to complete the activities will be visiting websites, taking online quizzes, make graphs or charts, blogs, timelines, word processor, and wikis.
1. The areas that I need to improve in the TPACK model in trying to integrate the technology part alongside all the other parts and fit it into my daily instruction. While planning with my colleagues it is easy to implement the technology but it is hard to align it into the content standards. Last year, I implement lots of technology into my lessons but this was done as the lesson called for technology. While in class I used many video clips from the discovery channel. They brought the concept that I was trying to teach home to the students. As I monitored student’s reactions they seemed to focus more on what I was teaching. For example I read the assignment articles but the TPACK video brought everything together and this is what I did last year. On some occasions while the principal was visiting my classroom I was checked to see if it was aligned to the content standards. I thought that the principal would find the technological aspect of my instruction great but instead it was scrutinized to see if I was following the standards and if it was aligned to the benchmarks I used PowerPoint, word document instead of the chalkboard, the class visited websites, but the principal for some reason tried to find error in what I was doing. This year I am trying to find the right activity to use to maximize students learning and like the TPACK model require the alignment of all the different areas such as the PK, PCK, CK, and TK my greatest change will be to implement the technological knowledge into my instruction.
2. I am currently teaching third grade but I am certified to teach high school my goal is to transfer to the high school and teach History. I am thinking about doing a unit on 9th grade government. While I was reviewing the 9th grade government textbook that the district uses in the classroom I discovered that it had a lot of online activities available for students. Many of the activities require that students to take online quizzes at the end of each unit and chapter. Students can assess their knowledge and understanding as they complete the work. The lessons also require students to visit websites. After visiting the website the students have to complete an activity. I liked the activity that sequenced the steps on how to become a U.S. citizen. Student can use a variety to technologies to complete this task. Maybe after visiting the Naturalization website students can create a wiki and outline the steps that someone has to complete in order to become a U.S. citizen. Video uplink can be used in the wiki, and students can create a brochure or some type of document that will allow others to use. Some of the tools that students can use to complete the activities will be visiting websites, taking online quizzes, make graphs or charts, blogs, timelines, word processor, and wikis.
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