Readings

Chapter 1 DPK 1. The key components for 21st century learning include preparing students to meaningfully and purposefully use technology and media for creativity and innovation, communication, research, and problem solving. Global awareness, entrepreneurship, and life long learning skills such as adaptability, leadership, and responsibility are also key components for inclusion in the classroom. 2. The status of the technology gap in today’s PK-12 schools is slowly getting smaller. Students now have access to internet in their own schools, and families of all economic statuses are starting to gain access to a home computer. Technology is constantly becoming a hard thing to ignore, and the usage of a computer in a daily household is becoming more and more essential. 4. The six basic types of media are text, audio, visuals, video, manipulatives, and people. Text, the most commonly used medium, is composed of characters that may be displayed in any format, book, poster, whiteboard, computer screen, or television set. Audio is composed of anything you can hear – a voice, music, sounds, radio, etc. Visuals are regularly used to promote learning. These can include a television set, computer screen, poster, book, or photographs. Video can be used as an audio and a visual media. They can be stored on DVD or VHS, and they usually show motion and include sounds. Manipulatives can be touched and handled by the students. These can be models or other objects that promote learning. People are essential to learning. Students learn from teachers, parents, siblings, peers, and even themselves. 6. The 8 types of literacy are general literacy, text literacy, computer literacy, distance learning literacy, cyber learning literacy, visual literacy, audio literacy, video literacy, and media literacy. General literacy is the ability of a student to comprehend or decode information and to use, transform, and create new information. Text literacy includes using text based resources as a means to gather, interpret, and communicate information. Computer literacy is the knowledge and skills teachers need to select and use technology to enhance learning opportunities for their students. This can include knowing how to operate the classroom computer, and knowing the solutions to any software or hardware problems. Distance learning literacy has three main components – designing and facilitating learning experiences, modeling and promoting learning and responsibility, and engaging in lifelong learning. Cyberlearning literacy uses a variety of technology tools to connect students with people and resources beyond the boundaries of a normal classroom setting. Visual literacy includes textbooks, workbooks, digital media, newspapers, books, and magazines that are filled with images. Visual literacy is the ability to interpret and create visual images accurately. Audio literacy is the ability to understand the role of hearing and listening in learning. As technology becomes influential in the classroom, students should also have the skills to create audio. Video literacy is the skills to understand and evaluate video messages and to create a video that appropriately achieves the attended messages. Media literacy is the ability to interpret and produce a wide variety of media, including text, audio, visuals, and video which are often combined to form multimedia. 8. The key concerns regarding copyright law for educational uses are that the original authors or artists be given full credit for their work. In education, using copy righted material is less frowned upon if it is being used for educational purposes. Also, using a lesser amount of the copyrighted material is considered more fair then using the whole amount of the work. Converting of the copy righted material is prohibited. Even though in the schools, teachers may have the capability to convert, it is prohibited. DPS 3. Prepare a concept map that depicts the benefits and concerns of the three types of instruction (face to face, distance, or blended). BMPP 1. Enhancing My Portfolio: The lesson I chose to analyze is “Measuring Weather 4th grade.” [] This lesson is from the Technology is Elementary website, and this site was made by Bob Claymier. His email is technologyiselementary@yahoo.com. Overview: Students will design and use simple weather instruments to observe weather patterns over a period of time. 1) The students are using a wide range of technology and media throughout this lesson. 2) The lesson starts off by watching a weather video, a type of video, audio, and visual media. The students also use weather instruments such as rain gauge, wind direction indicator, anemometer, and barometer. The students were required to make a sketch of each of the instruments, which allows them to have a visual written down. The students work collaboratively to use the instruments and take readings on each of them. After that, the students log onto weatherbug.com and view the weather map for each day for two weeks. They record the wind speed, direction, barometric pressure, and precipitation each day from the digital map. The students then compare their readings to the readings that were on the web. 3) There are many types of literacy required for this lesson. General literacy is required to understand the lesson. The student is able to decode the general information in order to create new information. Text literacy is required every day in the classroom. Reading and writing is a part of everyday classroom activities. The students have to be able to read the directions they are given. Computer literacy is required in this lesson because the students had to log onto weatherbug.com and view the weather readings. Visual literacy was used when the students watched the weather video, drew sketches of the weather tools, and viewed the weather on the computer screen. Audio literacy is a part of every day classroom use. The students must develop the skill of listening and following directions. During the movie, the students listened to different weather patterns and how to use the tools they were provided with. Video literacy was used while the students viewed the weather movie. 4) This lesson was mostly face-to-face instruction, with a dab of blended learning. The face-to-face instruction occurs when the teacher was standing in front of the class giving the students directions. Some blended learning occurs when the students are working in teams to use the weather tools and the computer. 5) The teacher obviously used the technology before she taught the lesson. He/She probably watched the video, tested out the weather tools, as well as viewing the weatherbug website. 6) The students used technology throughout the lesson. They watched the video on the television set, used the modern weather tools, and then used a computer to view the weatherbug website. 7) I can not find a way where copy right laws would apply to this lesson. The teacher used an educational video, a worksheet he/she made themselves, weather tools, and a publicly displayed website. I really liked this lesson. I picked this lesson to review because I am currently placed in a 4th grade classroom and I wanted to get a feel for what my students were learning. I liked this lesson and thought it integrated technology very well. The video and the computer usage were the obvious technology used, but the weather tools should be considered technology too. I would recommend more tools to be used such as thermometers, but all in all, I thought this lesson would be very useful in a 4th grade classroom.

2. Reflecting on my Learning: In my own PK-12 experiences, my teachers relied on text literacy the most. Books were our most used resource, and the library was always packed with kids looking up facts in the encyclopedias. General literacy is required in any school setting. Computer literacy applies more to me during my high school years. Computers were introduced to us in the third grade, where we learned typing skills and played some typing games on the schools website. The Internet was off limits to the elementary school children when we were in school. In middle school, we began to use the computers more often, as well as the Internet as an educational resource for classes such as Science and sometimes math. During high school, computers became something I used everyday for each of my classes. This was a big transition for me coming from a school that hardly required me to use a computer. Distance learning literacy was never used in my PK-12 years. I attended a private school, and my parents paid for the teachers to interact and give the students one on one attention. Cyber learning literacy is more common today then it was when I was in elementary and middle school. In high school, we did some online forums where the students would post and answer each other’s questions, but not often. Visual literacy is very important in elementary school. Children love visuals, especially bright and colorful ones. I learned to read with very color and vibrant books, because the visuals engaged me to read. Audio literacy is used everyday in the classroom. Students must learn early on to listen to their teacher and their peers in order to learn and follow directions. Video literacy is something that I have experience with. Some people say that when teachers show videos they “just don’t feel like teaching that day.” But I think that sometimes a video, a visual representation, can engage students a lot more then just a regular lesson, especially in elementary school. Media literacy is something that I have the most experience with during my 9 to 12 years. This is when I began to use computers more frequently, smartboards, tape recorders, and calcualors. All of these tools made learning easier and more fun. As a future educator, I want my students to have experience using technology. That is why it is important to incorporate technology into as many lessons as you can. If students begin using technology early on, they will be better prepared to function and use it as they get older. Exposing students to computers and other media can only help their learning and even engage them, so why not?

Chapter 2 DPK 2. The learning theories discussed in this chapter are the behaviorist perspective, cognitivist perspective, constructivist perspective, and social psychology perspective. The behaviorist perspective, studied by B. F. Skinner, relies on observable behaviors. Behaviorists are more comfortable explaining simple learning tasks, and it has limited applications in teaching higher-level skills. Behaviorists are reluctant to make inferences about how learners process information, which limits some of the students from learning to their full capacity. The cognitivist perspective, based on the work of Swiss psychologist Piaget, examines the mental processes individuals use in responding to their environment – how people think, solve problems, and make decisions. Unlike behaviorists, cognitivists create a mental model of short-term and long-term memory. Cognitivists also have a broader perception of learning that that held by behaviorists. Constructivists ideas extend beyond those of behaviorists and cognitivists, and include the engagement of students in meaningful experiences as the essence of experiential learning. Constructivists emphasize that learners create their own interpretations of the world of information, and they argue that students situate the learning experience within their own experience. Social phychologists study how the social organization of the classroom affects learning. This includes group work, independent work, small groups, how many teachers, etc. Robert Slavin has contributed to the social psychologist perspective study. Slavin developed a set of cooperative learning techniques embodying the principles of small group collaboration, learner controlled instruction, and rewards based on group achievement. Similarities in the theories are that they all rely on observing the students behavior and how they act in different situations. Cognitivist and social psycholotists both observe what is going on in the classroom, and how this effects the behavior of the students. 3. The eight principles of effective instruction are asses prior knowledge, consider individual differences, state objectives, develop metacognitive skills, provide social interaction, incorporate realistic contexts, engage students in relevant practice, and offer frequent, timely, and constructive feedback. 4. Teachers are expected to use technology in their every day lessons. Teachers not only need to use technology effectively in their teaching, but also need to guide students in using those tools to enhance their learning. The NETS-S set specific guidelines for student use of technology. These include: - creativity and innovation - communication and collaboration - research and information fluency - critical thinking, problem solving, and decision making - digital citizenship - technology operations and concepts Students need to acquire media literacy skills in order to understand and analyze, and create new media. Teachers need to guide students to use these media as sources for their learning in ways that are wise, safe, and productive.

Standards Presentation: This presentation compares the NETST and MTTS standards when used in the classroom. It includes a graphic organizer to show the similarities and differences between both sets of standards. media type="custom" key="10456014"

Chapter 3 DPK 4. Choosing material that is appropriate to your learners is very important. Previewing the materials before you use them is essential because you can make sure that your students are exposed to inappropriate content or language. Programs on the computer, such as software to help with math drills, should be previewed to make sure there is no explicit content. Using strategies to select materials for lesson plans makes it quick and easy. Also, students can use strategies to reflect on their own learning using technology. A fun way to incorporate technology into this is through electronic portfolios for the students. Students can have fun with technology when making these, and it will get them more situated with a computer. Selecting appropriate media is very important. Teachers have to make sure the software provides the necessary tools for her students to meet the learning objectives. Students should be engaged when learning about technology, and the chosen technology should provide interesting content. Also, the lesson should include technology that is accurate, current, and age appropriate. Some of the programs that teachers can use to better help students should be bias free. 5. The five basic steps for utilizing technology, media, and materials are: - Preview the technology, media, and materials - Prepare the technology, media and materials - Prepare the Environment - Prepare the Learners - Provide the learning experience Previewing the technology, media, and materials is very important in the classroom. This is because students should not be exposed to any inappropriate content that could be lurking in the media. To prevent this, preview the materials. Preparing the technology, media, and materials prepares students for what they are about to learn. It can also enhance the learning when the students are well prepared. Preparing the environment ensures that each students technology is working. If one is not working, this could take time out of the lesson and negatively effect the larning experience. Preparing the learners will help move the lesson along in a smooth manner. The students should be introduced to new technology prior so they are more focused during the lesson. Providing the learning experience is the most important in my opinion. Guiding the learning gives students a better opportunity to learn. Also, accommodating all learning styles is important as well. 6. Eliciting student participation when using technology and media and instruction is a hard but important thing to do. Practice and feedback allows students to feel as though they have a voice in what they are learning. Practice is when students apply, analyze, and comprehend information. Learning is an active mental process built from relevant authentic experiences. Feedback is a response from students that lets them know the degree to which they have achieved the objective and how to improve their performance. Using technology as a productivity tool requires learner participation. Allowing students to use software programs such as KidPix or PowerPoint allow them to choose their own photos and colors. Using technology as a communicator also elicits learner participation. Showing students that they can’ communicate and work together at a distance contributes to “learning with others. When using technology as a research tool, students should be taught that they cannot rely on just the internet. Being taught that the internet is not always correct lets students know that they still have to use other sources such as books, periodicals, and people. Using educational software for practice engages students with diverse abilities in individualized learning activities focused toward basic knowledge and skill. These programs also allow students with lower-than-average abilities to move at their own pace. Learners should receive feedback on the correctness of their responses. This can come from the teacher, students in small groups, or individually. Assessing learner achievement tells us whether students have learned what they are supposed to learn. The ASSURE model can help with this. Authentic assessment, such as a performance-based evaluation of a student’s demonstration of learning in a natural context is driven by the constructivist perspective. The portfolio, made up of student-selected exemplary work representing performance over time along with student reflection on why this work represents their best effort, can help students build self confidence in the classroom. These can be electronic or traditional. A rubric, a set of assessment criteria for appraising of judging students products or performances, gives students a rating scale for their work. By comparing an actual student product to the rubric, a teacher can give a numerical score. DPS 3. I am placed in a fourth grade classroom. I would teach them about health and fitness, which is my minor. I would teach the students about the importance of eating healthy and exercising daily. I would bring examples of food that are good for the body, and then I would share some daily exercises that can help keep their bodies healthy and strong. I would incorporate technology by setting up and online food and exercise log that is kid-friendly to use. The students would be able to design their log and pick the colors they would like to use. For a week, they would have to record what they ate for breakfast, lunch, and dinner. They would also have to exercise for at least 30 minutes every day, and record that in the exercise portion of the log. At the end of the week, students would be able to share their logs with each other. They would also have to write a reflection paragraph on what they could have done to improve their eating and exercise habits. Learning objectives:
 * 1) Students are able to identify healthy and unhealthy foods.
 * 2) Students are able to identify the importance of healthy foods.
 * 3) Students are able to identify the importance of exercise.
 * 4) Students are able to create a food and exercise log on the computer.
 * 5) Students are able to reflect on their weekly food log.

To assess basic knowledge about health and fitness, I would create a performance checklist. Creating this list prior to the lesson gives me an idea what opinions students have about health and fitness.

Chapter 4 DPK 3. Selecting technology and media that facilitates learning experiences can be a challenge. It is important reach all learners when setting up a lesson plan. Giving students technology in the classroom gives students a sense of power, and allows for more advanced learning. Age appropriate technology should always be a concern in the classroom. Teachers should consider these questions when choosing technology or media for the classroom.

Is it relatable to my students? Is it age appropriate for my students? Will my students learn something after viewing/using this? Will my students participate more? Will my students be engaged and interested? Will this reach my diverse learners? Teacher should always put their students first when it comes to learning through technology. Teachers should always keep in mind that they should be preparing students for the next chapter in their lives.

4. The types of learning environments and settings I might encounter in PK-12 schools are very different. In my current 4th grade placement, my teacher uses all of these strategies to reach her learners. She uses presentation in almost every lesson. Discussion and cooperative learning was used during the reading lesson, when students were able to read each other their stories and discuss if they enjoyed them or not. My mentor teacher used a game during language arts in which students won prizes for participating. Students had to share a fact about the book they read that weekend, and they passed a ball around and whoever caught it got to share a fact. Presentation, demonstration, drill-and-practice, tutorial, discussion, cooperative learning, games, simulations, discovery, and problem-based learning are all strategies teachers use to teach their students. Presentation disseminates information to learners. This could be from the teacher, textbook, web, audio, video, or peers. Presentations can be boring or engaging depending on the setting. Technology can play a major role in presentations, such has including a powerpoint, Smartboard, or podcast. It is important to remember that not all students respond well when teachers use just presentation as their teaching strategy. Demonstrations are when students view a skill or procedure that they are supposed to learn. In elementary classrooms, teachers use a lot of demonstration. Secondary classrooms usually demonstrate only those complicated processes, such as algebra problems or understanding how something works. The purpose of demonstration is for the learner to imitate. This is not always hands-on, which is the downfall of demonstrations. Drill-and-Practice has learners completing practice exercises to refresh or increase fluency in content knowledge and skills. Not all students respond well to repetitive drills, and it has to potential to become un-engaging and boring. Tutorials are when learners work with an agent. This could be a teacher, computer, or special material that presents content, poses questions, requests responses, analyzes, supplies feedback, and provides practice. Students often work one-on-one with something and learn through practice and feedback. Tutorials can be beneficial because it is self-paced and individualized. However, tutorials can be boring and lack guidance. Discussion involves the exchange of ideas and opinions among students and the teacher. This is a useful way of assessment because it can be done at any time during instruction. Discussion also promotes collaborative and cooperative learning. Introducing new concepts or topics can be done through discussion, and teachers can lead the discussions so they don’t get off topic. Discussions should be interesting and engaging, and they should involve everyone in the class. Some disadvantages are that not everyone will participate and the discussions could possibly become out of hand. Cooperative learning is a strategy in which students work together to assist each other’s learning. Certain conditions need to be present in order for cooperative learning to be successful: -members who view their ole as part of a whole team -interactive engagement among the members of the group -both individual and group accountability -interpersonal and leadership skills -the ability to reflect on personal learning and group function Cooperative learning experiences can be both formal and informal. Students enhance learning experiences for each other, but they should still be monitored. Games provide a competitive but fun environment which learners follow rules to attain a certain goal. Using problem-solving skills help students figure out solutions, and students can begin to recognize patterns in certain situations. Games are a fun way to learn, and when on the computer, they can offer opportunities to practice skills. Students enjoy playing games and benefit by extending their learning experiences. Some concerns with games in the classroom are expense and misdirection. Simulations allow learners to confront a called-down version of a real life situation. Realistic practice gives students knowledge they will use throughout life. Simulations can be used as an activity for the whole class or small groups. For example, if the students are learning about reading, the teacher can set up reading corners around the classroom to encourage them, and the teacher can also have a lot of books in her classroom for the students to take home. Simulations are often hands-on and can reach a variety of ability levels. Discovery is an interesting approach. There is the “scientific method” which involves crating a hypothesis or question, and analyzing the information learned to determine if the approach worked. There is also the scaffold approach, which involves building on prior knowledge as students progress through the learning experience. Problem-based learning is when students actively seek solutions to structured or ill-structured problems situated in the real world. Students gain real world knowledge and skills for success in the 21st century through problem-based learning. Tools such as rubrics are necessary since there is often more then one way to solve a problem. The advantages are that this learning strategy is engaging, but some disadvantages are that it is time consuming. It is important to take the different types of learners into account when teaching. Some of the approaches might work better for more students then others might, and as a teacher, it is my job to experiment and find the best teaching strategy for my students. DPS: Simulation Assignment

SIMULATION REPORT Kelly Martin 9/26/11 Simulation Name: Disease Spread Web Address: [|__http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=379__] Video Summary: The videos I watched taught me about Gizmos, an online math and science simulation for grades k to twelve. David Shuster, the founder of explorelearning.com, claims that Gizmos helps students better understand math and science, and that Gizmos contributes to better understanding in those subject areas as well. Fractions are something that he talks a lot about. One of the simulations including fractions is one where students get to be an artist and measure the fractioned sections of their artwork. Marzano, a researcher of computer-based instruction who is the author of one of my current textbooks, did a study on computer-based instruction in the classroom. Marzono summarized over 100 computer-based studies, and found that students that were using computer-based programs had advantages over those who did not. Gizmos are included in those computer-based programs that help students, and actively engage students while they learn (Intro to Explore Learning), (Teaching With Simulations). Teachers also reported that Gizmos was very easy to learn. Amy George, a science teacher, reported that Gizmos was flexible and easy to use during whole group or small group instruction. Gizmos can be beneficial to a range of students – special needs students to advanced students. Kim Washington, a math teacher, reported that Gizmos is a lot easier to use then Google (What Educators Say). Gizmos has an advantage over other programs because the simulations are correlated to state standards and most major textbooks. I was able to search topics as well as key words. Gizmos also gave me the materials needed in the pdf file. There were also questions at the end that reported students’ comprehension (Intro to Explore Learning).  What Educators Say [|__http://www.explorelearning.com/index.cfm?method=cVideos.dspVideo&id=1__] Intro to ExploreLearning [|__http://www.explorelearning.com/index.cfm?method=cVideos.dspVideo&id=2__] Teaching with Simulations (Physics) [|__http://www.explorelearning.com/index.cfm?method=cVideos.dspVideo&id=8__]

Brief Description: The simulation I chose was called Disease Spread, and it was for grades 6-8. First, you had to set your controls. This simulation allowed me to choose food borne disease, air borne disease, person-to-person borne disease, all three, or two, etc. You can choose how many people you want, ranging from 5 to 35. You are also able to choose the probability of transmission, which is how strong you want the disease to be and how long it will take each person to get it. Once I set my controls (10 people, all 3 types of disease, and low probability of transmission), I press play on the “Overhead view of room.” This makes the animated people move around while a clock shows how many hours it has been. The clock goes about an hour per 2 seconds. I let my people be in the room for about 7 hours (14 seconds). In that time period, two people out of the ten healthy people I started with contracted a person-to-person disease. I let the clock play for 5 more hours (10 more seconds), and two more people contracted a person-to-person disease, and one contracted a food borne disease. Now, 5 out of my 10 people are sick. Now, I am able to view a bar graph or a line graph of my data. I am also able to view a table and description of my data. For example, my description was. Number of sick people Air borne : 0 Food borne: 1 Person-to-person: 4 This is a picture of the description provided by the simulation.

I really like this simulation, and I chose this because I am a health education minor. I am actually in a disease control class this semester, and can possibly use this for an upcoming project! There is a pointer tool on here, so I am able to place it where I want my class to notice something. The table and charts are very helpful when explaining how fast a disease can spread. I also like how the graphs are printable for worksheets or tests. This is a picture of the simulation. The students are able to customize their controls.

 Learning Objectives Addressed: Observe the spread of disease through a group of people. The methods of transmission can be chosen and include person-to-person, airborne, and food borne as well as any combination thereof. The probability of each form of transmission and number of people in the group can also be adjusted.

Interest Level for Students: I believe that my students would really like this simulation. The people move around on the screen and change colors when they contract a disease. Students are able customize their number of people and what disease they would like to learn about. I believe this will engage students because of the customizable options this simulation has. The graphs and charts are something I could use to bring the class back together as a whole. As a class, we could talk about which disease spread quickest and why. I could also use the graphs on a test and students would be able to understand them from the simulation.

Ease of Use: This simulation was very accessible for me, and I believe it would be just as easy to use for my students. There are tables for controls, description, table, bar chart, and graph. These make it easy for students to view what they want and choose what they want. I would probably demonstrate the simulation on the smart board, and then send students to use it for themselves. Then we would come back together and discuss how the results were similar or different for each student.

Usefulness for the Classroom: I believe this simulation would be beneficial in the classroom. It is engaging, interactive, and something that I could use in a big group, small group, or individually. I really like how colorful and engaging the simulation is even for 6 to 8 graders. I chose a few standards that I believe this simulation addresses most. I. Information Access, Evaluation, Processing and Application. I believe this simulation addresses Standard 1 because it allows students to use technology to find out more about disease spread. The graphs and charts organize information for teachers and students, and students are able to evaluate the information they receive from the simulation. V. Design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration. I believe this simulation addresses this standard because students are able to do this simulation and inquire as a class about it. They are then able to problem solve about disease spread and contraction. The graphs and charts can be used to assess students, and they class can come together as a whole to problem solve. Using this simulation would provide students with a technology enhanced lesson. In my opinion, students would enjoy using the computers to understand how disease is spread. This simulation, along with teaching instruction from a text book, would give students a variety of learning strategies and ways to comprehend.

Chapter 5 DPK 4. Computers are becoming available in classrooms in larger numbers than in the past. Some classrooms are still one-computer classrooms. This would mean that there is a computer lab that the teachers take the students to if they wanted each student to be on a computer. One-computer classrooms can still utilize that single computer. There are computer programs that allow for whole group instruction. With the use of a digital projector, the teacher can demonstrate anything on the computer to the whole classroom. Small groups can use the computer, while the rest of the students work at their desks. Then they would take turns so everyone is able to work at the computer. The computer can also be used as a learning center. Large groups or small groups can go the computer to use certain software. The computer should also serve as an assistant to the teacher for maintaining grades and as a form of communicating with others. The classroom that I am interning in has a compute situation similar to this. There is a computer on the teacher’s desk and a computer for student use. The fourth graders use this computer as a learning center in small groups. In their reading groups, the lower group uses the computer to listen to an audio book. Multiple computer classrooms are less common, but are very useful. Students can work individually or two students can share a computer, and they can use software and spend more time on the computers. This can be beneficial because students get more individual time with the technology. In my k-12 school, most of the 6-12 classrooms were multiple computer classrooms. We would work individually or share the computers almost every day. There were a lot of programs for us to use that helped us with the lessons being taught. I always liked working at the computers rather than at my desk. The mobile laptop cart is becoming more common in today’s classrooms. It is becoming so popular because it allows classrooms to have access to multiple computers while being less costly then installing several desk top computers in the classroom. It is also less time consuming than having to leave the classroom to go to the computer lab. When I observed at Bennett Middle, the math class had the laptop cart every Friday. The students were able to play math games on a laptop, and they thought it was a lot of fun. In my k-12 school, we also had laptop cart every Friday in my history class. It was a lot easier than having to leave the classroom to go to the computer lab or library, and we got more time to get our work done on the computers. The laptop cart also had a printer installed, so we could also print resources and our work. In a computer laboratory, school place 20-25 desktop computers together in a room to be used by the whole school. Each student in the class can have an individual computer, or students can share the computers in small groups. The monitors should all be facing the center of the room so teachers can monitor what students are doing. Some disadvantages are that the lab has to be shared among several classes, so access might be limited. Some advantages are that all students can have a change to work on their own at a computer. 5. An appropriate instructional situation for using computer resources to support student learning is in a math class. Setting: 3rd grade classroom Topic: Math, specifically graphing Audience: Classmates Objectives: Students will be able to collect, organize, and display data to solve a problem. Materials: -Loose-leaf paper -Graph paper -Skittles -Pencils -Markers -Individual computers - http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html Procedure: The students will make a pictograph on this website. They will print the graphs and then compare and contrast with other students. Students are able to use the computers to make their graph. In doing this, they are learning how to use technology to make a pictograph, and then printing and discussing with their classmates. This is beneficial because students are using the computers to do something during math, which is probably really rare. Students will enjoy making and customizing their graphs on the web. DPS 4. Topic: 4th grade reading 4th grade students are reading a story called “My Sister Snores.” The students are split up into three reading groups – group 1 is low, group 2 is middle, and group 3 is above average. The students rotate to three different stations – two are with teachers and one is on their own. Group 1, the low group, uses the computers in the classroom to listen to an audio of “My Sister Snores.” With story being read to each of the students, it allows the teacher to spend more time on comprehension then actually having the students read the story aloud. This also helps the students so they don’t become frustrated while reading. Instead, they can listen to the audio book instead of focusing on not knowing a certain word. Then the students fill out their story maps using the computer. The teacher leads a group reading with group two and “My Sister Snores,” and then they complete a story map using the computer. The teacher supervises while the students create their story maps – They fill out the title, characters, setting First, Next, Then, and Finally. Once they are finished that, they are able to use the creative arts tools on the computers and decorate their story maps. Then they print them out and put them in their folders. The group reading helps those students who can comprehend something better by listening, and those who comprehend better by reading are still able to follow along and read. Group 3 is on their own for the first rotation. They read the story on their own and then are able to go to the computers to complete their story map. The students in this group are able to do this on their own without needed teacher instruction. This is good for these students because it teaches them the expectations the teacher has for them because of their high reading capabilities. At the end, the students can share their story maps and pictures with their peers if they choose. This lesson helps students develop higher order thinking skills because they are able to break out of the routine of pencil and paper. Using the computers requires the students to think about new ways to relate their prior knowledge or experience to this new tool. These should be taken into account when developing students’ higher order thinking skills.
 * 1) The teacher should teach the students what a pictograph is and what kind of data it displays. The teacher should review that a pictograph has a title and a key.
 * 2) The teacher will pass out the materials. Each student should have a sheet of loose-leaf, a sheet of graph paper, a bag of skittles, a pencil, and some markers.
 * 3) The students begin to sort their skittles by color. They then fill in their pictograph using a circle to represent the skittles. Then they color in their skittles.
 * 4) The students will then go onto []

-The degree to which the learner has attained automatic mastery of the skill -Understanding when the skill may be useful -Knowing how to modify the skill to fit different settings and content -Having the opportunity to practice with new material and in new settings -Believing that the skill will be useful with new content or in a new setting Allowing students to use drawing tools and clip art on the computer allow them to be creative on the computer. Also, the students are able to share with their peers, which allows for more creative thoughts in explaining their story map.

Chapter 6 DPK 1. Cyberlearning is the use of Web. 2.0 networked computing and communication technologies to support learning. Cyberlearning integrates the internet into the classroom in a very dynamic way; thus, transforming the learning opportunities for students. I would apply this in my fourth grade classroom. For the subject of reading, I would have a group reading of a story. Students would then log onto the class website for activities related to the reading. These activities could be something related to vocabulary in the story, such as matching definitions. It could also be a sequencing activity, where students have to match events from the story in order. There could also be a student discussion board, where students are able to ask and answer questions about the story. All of these activities would engage students because e they would be working on a computer, rather than at their desks. After the students finish those activities, there would be an online quiz. Students would be in the computer lab, so each would have their own computer and their own space. Cyberlearning is great for all students, and it helps students learn new skills and different types of learning opportunities. 2. Cyberlearning literacy is is the knowledge and skills needed for successful use of Web 2.0 tools. Web 2.0 tools are online resources available to anyone wishing to use them, target those skills and provide students with many types of learning opportunities beyond simple information access. Cyberlearning literacy provides students with many new skills and allows students to expand their knowledge as a 21st century learner. Cyberlearning can be used in every subject in the classroom. In an English class, students can use the Internet to surf the web to find websites for a research paper. The teacher can block certain websites such as Wikipedia or other websites that are not reliable. This would be an informal learning experience, because no every student is looking at the same thing at once. Students can also use the Internet in a geography class. Students might be assigned a country to research, and they can access the Internet for more information about their assigned country. In my placement, my fourth graders use the web for educational games, such as First in Math or Story Builder. These web based games not only engage students to learn, but they provide fun, content-based games. 5. Four social-ethical issues that are important when working with students are security, parental permission, student interactions, and cyberbullying. If teachers are teaching about the Internet, they need to explain to students the dangers of the Internet. Students should be taught to never give out personal information because some people are not always honest on the Internet. The teacher needs to promote safe Internet websites for the students, and encourage that students practice safe use of the Internet. Teachers also need to remember to gain parental permission from the student’s parents for students to be able to post their written work on the web. Sometimes, teachers don’t even think before they post students work on the web, but it is essential that the student’s guardian know beforehand. Security issues are a big issue when it comes to safe Internet use, and students need to be monitored. The teacher should keep an eye on students while they are on the web to make sure they are not putting themselves at risk. In my placement, my mentor teacher and I walk around the computer lab to make sure students are doing what they are supposed to me doing. This not only keeps students on task, but it helps students from being put at risk on the web. Keeping students safe is the number one job of a teacher.

Chapter 8 DPK 1. Visual literacy is the learned ability to interpret visual messages accurately and allows persons to express themselves and communicate with others. Two major approaches exist in visual literacy, which are decoding and encoding. Decoding helps learners “read” visuals proficiency and encoding helpers learners “write” to express themselves and communicate with others. Learners must be taught to interpret and create meaning from visuals through decoding. Children under the age of twelve tend to interpret visuals more literally, while older children will give a brief summary of the visuals they see. When teaching to decode visuals, teachers must be selective. Students with different cultural backgrounds interpret visuals differently then others because of where they came from. Whatever the age group, teachers have to make visual picking decisions based on content, not what the students prefer. Although some students prefer photographs, a lined drawing may better get the point across for the content. When encoding visuals, students must be taught to create visual presentations. This creating can help students understand the important use of visuals. Encouraging students to use pictures in their presentations, such as a Powerpoint presentation, will allow them to practice representing their ideas pictorially. Students need practice to be able to be successful at encoding visuals. It has long been proved that visual sequencing is great practice for younger students. Arranging visuals in sequential order provides students with a visual skill that should be learned early on. 4. Four methods for viewing visuals in the classroom are through presentation software, digital images, overhead projection, and printed visuals. These methods are usually viewed through a whiteboard, interactive board, or flip chart. Presentation software is a format for displaying computer-based visuals with a projector. Powerpoint is a well-known presentation software. Some others are Zoho or Google Presentation. With these software programs, a template is chosen to personalize the presentation. Text, pictures, tables, diagrams, graphs, photos, and videos can be added to the presentation as well Teachers can also create hand outs and such for their students. A “notes” pages option is available so students can take notes alongside of the presentation hand out. Digital images can be from a digital camera, camcorder or a scanner. Digital images can be stored in CDs, DVDs, USB drives, or computer hard drives. A document camera is a video camera that points downward on a document to project it onto a larger screen. My fourth grade mentor teacher uses the document camera everyday. She puts a copy of the worksheet the students are working on up there, and puts their objectives up there every day. Overhead projectors are popular in schools because of the low cost, ease of use, and availability. An overhead projector works by light passing through a transparency placed on the stage of the projector. The light beam then becomes 90 degrees and projects the image back over the shoulder of the presenter, onto a whiteboard or overhead screen. Transparencies are transparent films that are used on the overhead projector. For an activity, you could give each student a transparency and allow him or her to come share on the overhead. Printed visuals are something that a teacher uses everyday. They are the simplest form of visuals, and include visuals from a book, a poster, and can be held by the teacher while teaching. Printed visuals are so easy to use because they do not require any technology and are inexpensive. The use of each of these methods in the classroom will help to increase student’s visual literacy. 7. Four techniques for creating visuals are story boarding, drawing, Powerpoint, and overhead transparencies. Story boarding is an activity you can use at any grade level. A storyboard is a series of sketches or other visuals to organize the story and make a list of the story’s content. A storyboard helps to define what has happened in the story and helps organize the focus on a story. Essentially, a storyboard is a timeline going from top to bottom, including a series of sketches to tell the actions going on in a story. The storyboard actually helps to provide a better overview of a story them simply taking notes. This is an example of a storyboard template: You can also do a large whole group story board on the whiteboard or smartboard. With a large storyboard, index cards or sticky notes can be used to self-stick notes onto the board. You can also have students write on the cards and come put them on the board. This kind of storyboarding creates a visual diagram of the story which helps to map concepts, similar to a graphic organizer. This is an example of a story board that teacher and students have made together with removable notes.\



Drawing is an inexpensive way to provide visuals for students. Teacher should understand that they do not have to artists in order to draw for their students. Students enjoy when their teachers draw sketches for them, even if they are not the best drawings in the world. Simple drawings can enhance any lesson at any grade level. Also, drawings can be incorporated into white board lessons, class handouts, bulletin boards, and overhead transparencies. There are books teachers can purchase that can help them improve their drawing techniques. Powerpoint is a program Microsoft offers to crate a presentation that is interactive, graphic, and professional. You are able to select a template, visual style, and a layout. Graphs, pictures, tables, timelines, and much more can be added into the presentation. The features are controllable by the user, such as font, size, organization, text, and side notes. You can also add the text entrance or the way the text enters the screen; the text can fly around the page or it can “dissolve in.” These types of features keep students engaged, and the ease of adding visuals makes creating presentations fun. Students will enjoy a Powerpoint that has a lot of color, visuals, and fun features added to it. Overhead transparencies have been around for a long time. Overheads are inexpensive but still allow the information to be projected onto a large screen, similar to the expensive document camera. Transparencies are a clear sheet that can be directly written on, or printed on from the computer. There are specials pens that are used to draw or write on transparencies, and regular felt-tip pens cannot be used. The good thing about transparencies is that they can be wiped clean after being written on. A teacher could give students overhead transparencies to draw or write on and then students can share using the overhead projector. Transparencies can also be printed on from the computer. You can prepare overhead masters incorporating visuals and text with most word processing software programs. Printing directly onto the transparency is common, or onto a special film compatible with the printer. This is an example of an overhead transparency that has been printed on:

8. Two methods for capturing images are cameras and scanners. Digital cameras convert light energy into digital data, which is then stored in a small digital recorder (memory card). The advantages of using a digital camera are many. You can instantly view the images you have just captured, and you can even “see” the picture before you take it. There are different features on digital cameras such as “action,” “underwater,” or “outdoors,” which allows for the best image capture possible. You can then download the images onto a computer or laptop, and you can even view the images on a television screen. Storing the images is easy as well. A memory card, flash drive, photo CD, or hard drive are some examples of memory forms for digital images. Printing digital images can occur on a printer hooked up to a computer, or make copies directly from the memory card and a photo printer, such as the ones in photo centers at a store. Scanners are a tool that hook up to a computer or laptop made to transfer existing paper-based images onto a computer. For example, I can scan a hard copy drawing a student made me so it uploads to my computer. I can then print it, email it, or save it to my files. This is great for old photos or old documents that you would like to save to your computer. Scanners are an easy way to incorporate images into a presentation. DPS 1. Audience – Grade 3 2. Standard – Comprehend concepts related to health promotion and disease prevention to enhance health. 3. In my classroom, I would have posters like these on the walls: By having posters on the wall, my students will be constantly surrounded by an environment that boasts for healthy kids. These colorful posters will engage my students to read them, and knowing that they will see these posters a lot, I would intend to change them every month. 4. Objectives - To teach students the importance of physical activity. - To teach students the importance of eating healthy. My minor is health so I created a health lesson plan. My goals are to teach students the importance of staying active and eating healthy. Staying fit is very important for students to know how to do, and they can keep fit by eating right. > > > > > > > > > > > > > > > > > > e. The visual below could also be projected onto the whiteboard. Students can come up and actually draw on the whiteboard using the whiteboard markers. Ask students to draw the circle, rectangle, square, and triangle up on the whiteboard. This encourages student participation and engages others to pay attention in case they are called on next. > > [|http://www.fns.usda.gov/tn/resources/mpk1_lesson2.pdf\] > > f. At the closure of the lesson, hand students this hand out. This hand out is very colorful and the students will enjoy it. Students are able to visually see how healthy and unhealthy they are throughout the week. The clip art images on the sides will humor and engage the students. > > http://www.nourishinteractive.com/hco/free_printables/kids-healthy-habits-goals-tracking-sheets-charts-eating-healthy-foods-diary-cards-nutrition-physical-activity-goals-agreements#sec_2 >
 * 1) a. First ask students, “What are some ways to stay fit and active?” This graphic organizer can also be called an organizational visual. Create a graphic organizer on the board, similar to this:
 * 2) [[image:Picture_1.png]]
 * 3) b. Students will actually fill in the graphic organizer. Students can even come up and draw a picture next to each of the activities they suggested. This will create a simple visual for students to look at. Drawings are a good way to introduce a new topic and are simple and inexpensive.
 * 4) c. Tell students that you not only have to stay fit to be healthy, but you have to eat healthy too. Show students the food pyramid visual on the document camera that projects onto the whieboard.
 * 5) d. Next, ask students to come up with other foods that are not on this list that could be added to the pyramid. Give each student a sticky note to draw their food item on. Tell students to come up and stick their sticky note in the right section of the food pyramid which is being projected onto the whiteboard. This will help students visualize different kinds healthy foods, and it also shows comprehension by having students come up and place their sticky note in the right section.

Chapter 9 DPK 1, There are many differences between hearing and listening. Hearing is a process in which sound waves entering the outer ear are transmitted to the eardrum converted into mechanical vibrations in the middle ear, and changed in the inner ear into electrical impulses that travel to the brain. Listening begins with awareness of and attention to sounds or speech patterns through identification and recognition of specific auditory signals and ends in comprehension (Pearson 210). Hearing can occur with our without listening because it is just the transmission of sound waves through the air. Hearing without listening results in misunderstandings, missed opportunities, and confusion. Listening means actually understanding who is speaking, which develops listening skills. People also apply their own opinions when listening. For example, if a person doesn’t like who is speaking, they might stop listening by choice. 3. Making sure all of your students can hear is the first step of improving listening skills. Since hearing is the foundation of listening, students need to be able to hear normally in order to listen effectively. To make sure of this, schools have annual speech and hearting specialists to administer audiometric hearing tests. State tests also measure students’ listening abilities. Guide listening is a way of improving students’ listening skills for the better. Guide listening is a strategy that includes reading short passages, and gradually increasing the length of it so students listening skill get better and better. Giving directions improves students’ listening skills because the teacher is able to see if the students are doing what he or she instructed them to do. Saying the direction only once will teach students that they need to be actively listening throughout the day. Using context listening, which is for younger students, can help students focus in on a subject. For example, you can have students listen to sentences to find mistakes in them. Or you could have them listen to a story and find missing parts or mistakes. Analyzing the structure of a presentation is another way of improving listening skills. Have students analyze an oral presentation, such as a speech, will teach them to actively listen and follow along with the presentation. Having them pick out the main ideas in the oral presentation will keep them listening the whole time. 5. In my fourth grade classroom, I would use a compact disc (CD) and a portable CD player. With my lower students, I would have them listen to an audio form of the story, while my higher students read the story on their own. Subject Area – Reading Audience – 4th Grade Objectives – Students will listen to an audio book in CD form of “Tomas and the Library Lady,” and improve their listening skills while listening to comprehend. Role of the Student – Student will actively listen to the CD audio book and work on improving listening skills and comprehending what is going on in the story. Evaluation – Techniques being used include guide listening, giving directions, and asking students to listen for main ideas and details. First, I would introduce the story to the students. I would have them look at the front page of the story and make predictions about what they think is going to happen. I would allow all of the students to make a prediction and then the students can decide whose prediction is the best. Next, I would give students directions. I would tell them that they are going to put on their headphones and listen to the story. I would tell them to listen for details and to listen to see if their prediction was right. After the students listen to the story, I would ask them questions to test if they were actively listening to the story. The student would improve listening skills because they had to follow specific directions given by the teacher. The students also had to listen closely to the story to pick out details and main ideas.

Chapter 10 DPK 2. Student learning is enhanced by the application of video in all four instructional domains. Visual learners make up most 21st century learners, making videos an excellent resource to use in the classroom. In the cognitive domain, students can view videos and observe the reactions of both historical events and recent events. Videos that include color, sound, and motion will engage students and make the video come to life. If a teacher is using a textbook related video, students are able to connect to the textbook and may understand something more if they watch it on video. Videos can be used as a comprehension tool and well as an engagement tool. In the affective domain, videos can appeal to the emotional side of students. Videos that affect the affective domain can usually help to shape personal and social attitudes. Documentaries are a type of video that helps appeal to a student’s affective domain. A documentary from the Great Depression of the Holocaust would be considered an affective domain video. Students would be able to understand the hardships people endured during that time period, therefore appealing to their affective domain. In the psychomotor domain, videos are a great resource to use when demonstrating motor skills. An example of this is an educational video teaching the students how to do something, such as sew. Demonstrations are easier to understand through DVD for students because the teacher is able to stop, rewind, or fast-forward depending on how the students are doing. The students and teacher can move at their own pace through using a video that appeals to the psychomotor domain. In the interpersonal domain, students can view a video together and hold a discussion about it. Students may be able to empathize with or connect to what went on in the video. While students discuss, they are actually learning conflict resolution and building peer relationships. 3. The four types of educational videos are documentary, dramatization, video storytelling, and virtual field trips. Documentaries are facts in the form of reenacted events and are true stories and real situations. Some channels air documentaries, such as the National Geographic channel or Discovery Health Channel. Documentaries can be shown in any subject area, but are most common in social studies and science instruction. PBS is another documentary resource that provides a wide variety of free science documentaries that can be viewed from the Internet. Dramatization videos are very popular among students. These videos usually reenact a book or a play, and use a combination of fiction and facts to dramatize the event. Books such as //Macbeth//, //Hamlet//, //Moby Dick//, and //The Canterbury Tales//, are all examples of book that have already been dramatized into video format. Dramatizations can help student’s build character, gain confidence by performing, and can help students work cooperatively. Video storytelling is a strategy that can be used with all age groups. Video storytelling allows students to develop their creativity as well as their visual literacy. This type of video also allows students to develop their writing and video production skills. Getting students to express their ideas and opinions through stories is a skill that teacher’s can use video storytelling for. Arctic Stories video series is a good example of video story telling in science. Virtual field trips are a type of video that virtually takes students to places while still staying in the classroom. The Amazon Rainforest, the Atlantic Ocean, or the Egyptian pyramids are all geographic landmarks that students learn about. Virtual field trips can help the student really see what it si like there and can enhance the learning experience. These types of videos are more appealing to students than reading a textbook or being lectured 7. Teachers can have students create video productions, or videography, in a number of ways. When students create videos, it helps them build technology and literacy skills. Students have to use cameras, computers, and microphones when producing a video, which can fuel or ignite a student’s passion for technology. This can lead to active exploration of their world. Videography enables students to gain a better understanding of any subject through creating a video about it. Students learn problem solving, analysis, research, planning, imagination, and communication – all skills that will help them later in life. Some examples of videography by students can be: -Dramatization of student stories, songs, and poems -Immediate feedback to improve performance -Skills training -Interpersonal techniques -Student documentaries of school issues -Preservation of local folklore -Demonstrations of science experiements -Replays of field trips for in-class follow-up (p. 244) Teachers must teach students to process of planning, recording, and editing if they decide to use videography in their classroom. Frist, students should plan a script and give out jobs just as “actor” and “camera-man”. Story-boarding can also be used to plan out the plot and happenings of the video. Next, students can record. Teaching students how to avoid background noises is essential. Editing the video is the last step. QuickTime is a popular editing tool to use when editing a video. In my fourth grade classroom, I would have students do videography when learning about persuasive wiring and language. I would have the students create a commercial in groups of four to sell a product of their choice to the other students in the class. I would have students write out their scripts, assign jobs, and record their videos. I would probably have to help the students edit their videos.

DPS Digital Story Script Kelly Martin Healthy Eating Habits and Exercise Digital Story Script

One day, Kelly walked over to her friend Leigh’s house to play. When she walked in, she couldn’t believe her eyes! There Leigh sat, surrounded by unhealthy foods! There were potatoes chips, donuts, and even a chocolate bar in Leigh’s mouth!

“Leigh, what are you doing!”, Kelly asked her.

“I’m eating a snack and watching T.V.,” she replied.

“These foods are not good for you!” Kelly shouted.

“But they taste good.” Leigh answered.

“I’m going to show you some snack foods that are healthy for you and that taste good too!” Kelly said.

Kelly then pulled Leigh off the couch and carried her junk food to the trashcan.

“Say good bye to your unhealthy habits, Leigh” Kelly said.

“Nooooooo! Not my donuts!” Leigh cried

Kelly and Leigh walked into the kitchen. Kelly pulled out an apple, some grapes, and some carrots.

“Try this,” Kelly said to Leigh.

“Ew, I don’t like vegetables,” Leigh pouted.

“Just try it!” Kelly stammered. Leigh ate the fruits and vegetables, and she liked it too.

“That was actually a really good snack!” Leigh replied.

Kelly showed Leigh some more healthy foods, such as yogurt, lettuce, and bread. She explained to Leigh that food that is processed is not always the best thing to eat. Fresh fruits, vegetables, and meats are much healthier and keep our bodies strong.

“All the this talk about healthy foods is making me tired. Lets go watch T.V. and sit on the couch!” Leigh said.

“How about we go outside and play? Kelly suggested, “It’s really nice out!”

Kelly and Leigh walked outside.

“What are we supposed to do out here?” Leigh asked.

Kelly explained to Leigh that exercise is just as important as healthy eating is for our bodies. Kelly showed Leigh the different things they could do outside.

“Let’s go for a bike ride!,” Kelly said.

“Now, let’s play soccer!,” Kelly said.

“How about we go for a jog?” Leigh suggested.

The girls had so much fun exercising and playing outside. Later, they went in for a healthy snack and Leigh told her mom all about what she had learned.

Digital Story Article Summary Kelly Martin Digital Storytelling Finds its Place in the Classroom The Place Project that this teacher in the article completed was all about storytelling. This particular teacher wanted to get his or her students writing more effectively. The teacher introduced to them the Place Project, in which each student had to think about a place where they felt most comfortable – physical or abstract. The teacher mentioned that coming up with a topic is really hard for students, and this project helped them narrow in on a topic quickly. Giving the students an outline to focus their ideas was a lot less chaotic then having them write a complete story. To protect copyright laws, the students drew, painted, or collaged their own visuals for their projects. It is very important for students to know that they cannot just take pictures off the web and use them without permission. Each students project had to be three minutes long. Modeling a video for the students is an important factor with any project you are asking students to make. The teacher even created an example video about Martin Luther King to introduce the students to iMovie. Even though the Place Project took about six months, the teacher explains that it was well worth it. Each student was individually able create their own personal movie with their own voice recording and images. The teacher in the article also explains the importance of the student recording his or her own voice. I would use this project in my classroom because it teaches students to be confident about their topic and their voice. The teacher used iMovie in a very creative way, and his students seemed to enjoy the Place Project just as much as the teacher did.

Chapter 11 DPK 2, 3 DPS 1 or 3 2. The use of multimedia in the classroom is becoming ever popular. Multimedia is the sequential or simultaneous use of a variety of media in a presentation or self-study program. Computers often have software that can create multimedia presentations that contain text, audio, and animated images. An example of a multimedia use in the classroom is the Oregon Trail interactive game. When learning about the Oregon Trail in Social Studies, students can play Oregon Trail and learn about the hardships people had to endure during that time period. Students can navigate through the trail and learn about each part of the trail. Educators can use multimedia kits, a collection of teaching and learning materials involving more than one type of medium. Some are designed for whole group instruction, and some are designed for small groups. Some advantages of using multimedia in the classroom are that they are interactive and engaging. Multimedia engage learners to make choices about moving within the content in a meaningful way. Multimedia accommodates special needs students – students with disabilities, ELL students, at-risk students, and gifted and talented students. The pace is up to the student when working with multimedia in the classroom. Multimedia usage also accommodates different types of learners by providing multiple learning experiences. A variety of instructional strategies allow students to learn in different ways. Some limitations with using multimedia in the classroom are the availability and the storage of certain materials. Multimedia materials can be pricy and difficult to find. Storage space of the variety of materials that comes with Multimedia kits can be problematic. Multimedia should be seamlessly integrated into the curriculum. The ASSURE model needs to be used when measuring the objectives of the multimedia. It should promote problem solving, cultivate creativity, facilitate collaboration, and emphasize the value of lifelong learning. 3. A learning center is a self-contained environment designed to promote individual or small-group learning focused on a specific topic. There are four types of learning center – skill centers, interest centers, remedial centers, and enrichment centers. These centers should encourage active participation rather than allowing students to just sit and read or write. A skills center provides students with opportunities to do additional practice, possibly to reinforce a skill that they have learned. Any subject could be taught in a skills centered environment because it engages students rather then just doing a worksheet. An interest center can stimulate new interests and creativity. Displaying photos prior to a new lesson or having models set up is a good way for students to become acquainted to a new topic. In my placement, my mentor teacher often has photos up of what they are learning in social studies. Last week they were learning about landforms, so she had pictures of mountains, hills, and rivers up for the students to examine. A remedial center helps students who need additional help with a particular skill. In math for example, a student can receive additional help from this center through manipulative, games, or flashcards. Remedial centers are good to have in a classroom because students might feel more comfortable to ask for help with the remedial center there. Lastly, there is an enrichment center. An enrichment center offers stimulating learning experiences for students who have completed required classroom activities. This would be good for advanced students, because they will not just be sitting around waiting for something to do. This center can have DVD’s for the students to watch or CD’s for the students to listen to. This center could also contain a computer station. In my placement, the students who are finished are allowed to go to the corner of the room, pick out a book from the bookshelf, and read on the beanbag chairs. DPS 3. A manipulative is an object that can be viewed and handled in a learning setting. Teaching time to students is one of the hardest concepts. Students struggle with telling time, and this manipulative would be sure to help students grasp the concept of time.

With this fun and colorful carpet, first grade students can have fun while learning to tell time. The learning objective would be: Students will be able to match a written time with the time on the clock. For example, "Can someone move the big and little hands on the clock to make it say 5:30?" I would have time set aside every day for students to be able to come down and spend time on the clock carpet. The students would associate telling time with fun, so they would be more engaged when learning. The life-size clock can help the visually impaired, and it could reach the visual learner. Since students would not be at their seats, the kinesthetic learner would also be reached. Taking turns is a character trait that can be taught using this clock carpet as well.

Chapter 12 DPK 1, 2, 4 1.The ASSURE model supports 21st century learning as described in the National Education Technology Plan. This is a step-by-step model that is structured to help teachers achieve 21st century classrooms. Teachers are able to develop, implement, evaluate, and revise lessons that integrate technology that increases student learning and engagement. The goal in the National Educational Technology Plan (NETP) is: All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. The steps of the ASSURE model are: Getting to know your students will greatly help when determining how to reach each learner. Lessons might need to be modified depending on what group of students you have. The students should always be told their objectives, "What they will be doing today." Teachers should utilize all technology in the room - T.V.'s, SmartBoards, Document camera, Overhead projector, Computers, CD players, and other media. These are designed to enhance student learning and engagement, and will help to get learner participation. Following these stops will allow the teacher to strategically plan and implement meaningful learning experiences that align to the NETP goal. Applying this model to lessons will help teachers gain knowledge and skills on becoming a competent technological educator. 2. The characteristics of a 21st century teacher are many. A teacher must possess the ability to be technologically competent, information literate, and committed to professional growth and engagement. A teacher must be able to regularly communicate with parents via the web, and could even create a class website for parents to visit to know what is going on with their children. Following copyright laws is also very important for educators to do. Using different kinds of technology for each subject will show that a teacher is technologically competent. Being used to computers and fun software that the students enjoy using will provide engagement and steady learning. Using hands-on media to engage students is considered technologically competent as well. When students are learning about the human body, it will be beneficial to bring in a human – like model of the students to view and touch. SmartBoards are a fun way to get students involved. They are easy for teachers to use, and students love to come up and use the SmartBoard. In my placement, my teacher uses the SmartBoard in all subject areas - In reading, the students play vocabulary games on it, and in math, the students take turns completing math problems on it. Teachers who can competently use the SmartBoard have opened technological doors for their students. Teachers can model our digital society by introducing students to safe social networking sites, such as a class discussion board where students can talk to each other online. Keeping up with the recent technology will be beneficial to both teacher and student, making it a win-win situation. Teachers need to make sure they are introducing the recent technological advances to students in the classroom. 4. There are two types of technology grants available for 21st century learning. There are government grants and organization grants. Government grants are funded at the state, district, or school level and come in all shapes and sizes. There are several grant programs that range from statewide funding to funding to improve the provision of assistive technology for special education. EETT grants, which are focused o improving elementary and secondary schools through technology, have to meet the following goals: 1. Helping all students become technologically literate by the end of 8th grade 2. Integrating technology into teacher training and core curriculum. 3. Establishing research-based instructional methods that can be widely implemented. Organization grants come from foundations, groups, or associations. Non-governmental associations and foundations involve a less extensive process because there are “less strings attached.” Some example sponsors are “AT&T” or “Kellogs.” Some websites also provide lists of organizations that offer PK-12 technology grants. These grants are usually less invasive since the government is not involved. Less people will look over the grant proposal, opposed to if the government was giving the grant. Writing a grant proposal means having clear and structured process to describe how the funds will be used. The grant proposal must have: All of these components need to be met in order to create a logical grant proposal.
 * 1) Analyze learners
 * 2) State standards and objectives
 * 3) Select strategies, technology, media, and materials.
 * 4) Utilize technology, media, and materials
 * 5) Require learner participation.
 * 1) A title page – a clear and concise title that states your claim or intent for the funding.
 * 2) Project Abstract – This is usually one page describing the project goals, purpose, how it will be implemented, who will be affected, and how.
 * 3) Statement of the problem – Convince the organization that the proposed project will benefit students. Include data, charts, and evidence. An example is the number of ELL students in a school, or the number of low-income students in a school.
 * 4) A project description – This is where the goals, outcomes, target population, methods, project staff, and timeline go. Begin this section with a clearly stated goal, and then add descriptions about what type of technology you want in the school. Next, add who will lead the project and a timeline about when each part of the project will begin and end.
 * 5) Resources – Available resources that will support the project; Resources that will need to be purchased.
 * 6) Evaluation Plan – Include a description of the methods and procedures for evaluation the degree to which the project goals and outcomes have been met.
 * 7) Appendices – Detailed descriptions of professional development models, example student work, data collection, and staff curriculum vitas.

Interactive Boards Lesson Evaluations – Promethean Planet Summertime Adjectives By: Tracy Pieper I chose this lesson because of the very colorful and sparkly title that engaged me. This teacher used very loud colors to grab the attention of the learner. The objective is that students will be able to determine the meaning of descriptive words, or adjectives. The lesson starts off with a few examples of beach adjectives: sunny, sandy, etc. Students are then able to drag the correct adjective to the correct object, such as rough and seashells, or wet and rain. Students are again able to drag colors and textures to the correct categories. Sounds go off in both of these activities if the students answer correctly. Next students decipher if certain sentences are more exciting with adjectives or not. I would use this lesson with my students, but I would add a few more interactive slides into it. I would like to see students writing on the board more, maybe writing some sentences to practice using adjectives in their writing. Telling Time By: Kelly Gilchrist The objective of this lesson is to have kids be able to tell time, only easy times like 9:00, 9:30, 10:00, 10:30. The students are able to go up and move the hands of the clock to the correct. A sound goes off if the students answer correctly. Students can then drag and drop the clock with the correct digital time to match. This will help students be able to actually read the clock. Next, students are able to practice writing the time of the clock that shows up on the screen. This lesson is very interactive and I would use it in my classroom. I like the sounds and animations. Students will really enjoy being able to move the hands of the clock. The objectives would be met because students would be able to tell time in multiple ways: reading a clock, moving the hands on a clock, and writing down time. Counting

By: Kelly Gilchrist This interactive lesson is very effective in my opinion. The objective is that students will count objects to the number fifteen on the screen, such as ice cream cones, pigs, candy, etc. Students drag and drop items into boxes and are also able to write in boxes. Then a short video from Sesame Street is included at the end. The video is very entreating and engaging. Students would really enjoy being able to come up and drag the correct number of lions to make five. By the end of the lesson, students would surely be able to count from the engaging interactive slides that they just participated in. I would use this lesson if I were teaching counting to my students.