Class Activity: Nov. 17

Each group should summarize their discussion for the following questions. Be prepared to discuss your answers in class.

0. Who was in your group?

1. Who are the stakeholders you identified?

2. What kinds of communication do you think are needed?

3. What features should your website have to support effective communication?

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Roblyer: Content-based Chapters

Choose one question.
Responses will counted as on-time for one week following this post (until Thursday, November 20)

1. What is the biggest challenge in integrating technology for content-based learning in your area? How do you plan to resolve/meet that challenge?

2. Choose one technology-based suggestion for content instruction from the textbook that you consider particularly useful and/or innovative. Explain how the suggested activity supports deep learning and how it leverages the relative advantage of technology.

Mayer: The Promise of Multimedia Learning

Choose one question to answer. Responses due by 12 noon on November 3.

Question 1: Given Mayer's explanation of different kinds of active learning, give an example of a "hands-on" activity that likely would not lead to meaningful learning. Then, explain how your example activity could be transformed to support meaningful learning.

Question 2: After watching the video clip (from the Roblyer textbook DVD): "Technology Across the Curriculum: Smartboards for Students Who are Hearing Impaired," explain whether you think this video clip shows a good example of active learning that could lead to meaningful understanding. Use information from prior readings to support your argument.

Brainstorm Authentic Problems

Posts due by November 3

Using the general topic that you've chosen for your WebQuest, brainstorm at least two authentic problems that you could use to develop a WebQuest. Briefly explain why these are useful authentic problems for your chosen topic.

Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests (Ikpeze & Boyd, 2007)

Choose one question. Responses due by Oct. 27, 12noon.

1. The authors discuss several benefits and challenges to using WebQuests for student learning. Summarize the important pros and cons of the WebQuest, and explain how you will minimize potential problems in the design and development of your WebQuest.

2. Choose at least two NETS-T that would be met by the WebQuest described in the article. Explain (specifically) how the NETS-T that you identified are connected to one or more of the activities implemented in the WebQuest.

Roblyer Chapter 3: Assigned Reading Posts

Answers are due by October 20th at 12 noon. Choose one question.

Question 1: Do you agree more with the criticisms or the praises of "drill and practice" software discussed in the book? Please explain when (if ever) you think that drill and practice software can help support deep understanding in the classroom. (Be specific.)

Question 2: A number of students in class have noted that they favor "hands-on" activities using technology. One example of a hands-on activity is online simulations. Explain how you could use simulations in your classroom using integration strategies discussed in the chapter while minimizing the misuse of simulations that Roblyer presents.

Creating An Evaluation Rubric

Answer the following questions:

1. Who is in your group?
2. What is in your final list of dimensions?
3. What dimensions did you drop? Why?
4. Was it difficult to create your rubric? What were your "Lessons Learned?"

Butcher & Bethard: "What Does Educational Quality Mean When Assessing Digital Learning Resources?"

Choose one question. Responses due by Oct 6 at 12 noon.

Question 1. In this article, Butcher and Bethard identify twelve dimensions of educational quality that teachers use to evaluate digital resources. Which two dimensions of educational quality do you think are most useful, and which two do you think are least useful? Why?

Question 2. Do you think that using the predictive indicators from Table 3 to rate websites would give useful information to teachers? That is, would information on these predictive indicators help you, as a teacher, decide whether or not to use an online resource? Why or why not?

Recker et al. (2005). You can Lead a Horse to Water: Teacher Development and Use of Digital Library Resources

Choose one question. Responses due by 9/29 at 12noon.

In this article, the authors are a group of researchers who are trying to create tools for teachers to use for effective technology integration. We will look at Instructional Architect in our next class.

Helpful vocabulary: Metadata = the "extra" information that helps digital libraries find materials with specific characteristics. (e.g., target age).

Question 1: In this article, the authors express disappointment that teachers did not use the Instructional Architect tool more often. Do you agree with their assessment of why the IA tool was not more heavily used? Why or why not?

Question 2: Given the authors' description of the Instructional Agent and your knowledge about using technology in classrooms, what do you think are the most helpful and least helpful parts of the tool? If you could give advice to the authors about how to make their tool most useful for you, what would it be?

Rice, Ryan, & Samson (1998). "Using Concept Maps..."

Responses due by 9/22 at 9am.

Question 1: Summarize 1 or 2 main points that you took away from this article. Based on the findings, analyze the pros and cons of using concept mapping in the classroom. Be sure to use findings from the article to justify your analysis.

Question 2: Explain the connection between concept maps and standardized assessments found in this article. Given this connection, do you think concept maps can be used effectively to "Facilitate and Inspire Student Learning and Creativity" (NETS-T #1)? Use data/findings from the article to justify your answer.

Roblyer Chapter 4

Responses due by 9/22 at 9am.

This week, we're going to use a constructive activity on the blog for the Roblyer textbook. Each of you should write a question about Chapter 4 that requires deep understanding to answer (e.g., should include integration and/or reflection, and the answer should NOT be directly available in the text). You should then answer your own question.

I will award bonus participation points for answering another person's question on the blog. To do this, just add an additional comment and note whose question you are answering. (One point for each extra question, for a maximum of 4 points. This is equivalent to earning an extra week of participation credit.)

Roblyer Chapter 8: Integrating the Internet into the Curriculum

Responses due by 9/15 at 9am. Choose one question and note which question you're answering in your response.

QUESTION 1:
Evaluate the six technology integration ideas on pages 258-260. Choose the idea that you find most appealing. Explain how your chosen idea meets either NETS-T #1 or NETS-T #3, using the specific processes in which students are engaged to connect to specific aspects of the standard. (To review the NETS-T standards, visit the following URL: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm)

QUESTION 2:
Use the criteria for evaluating web pages and website design on page 276 (and/or the checklist on p. 278) to analyze our class website (http://sites.google.com/site/edps3140fall2008/). Explain your evaluation of at least two criteria (and don't be afraid of constructive criticism).

Roblyer Chapter 7: Internet & Other Distance Learning Tools

Responses due by 9/15 at 9am. Choose one of the following questions to answer for this chapter. In your response, indicate if you're answering Question 1 or Question 2.

QUESTION 1.
This chapter briefly discusses four categories of communication on the web (1. Email, 2. Listservs, Bulletin Boards, and Blogs, 3. Chatrooms, Instant Messaging, and Video Conferencing, and 4. Cyber Collaborations). Which of these are techniques are you most interested in using in your future classes and why? Use evidence from what you've learned about student knowledge and understanding to justify and explain your choices.

QUESTION 2.
Examine the criteria for evaluating website content on page 236. Choose two of the criteria listed and explain how evaluating those criteria might help you find websites that are particularly well-suited to supporting deep learning and digital-age learning experiences. Use your knowledge of student learning and/or the NETS-T to justify your argument.

Questions for Robyler, Chapter 2: "Foundations of Effective Technology Integration Models..." (choose one and note which question you're answering)

Note: Comments due by 9/8 at 9am.

Question 1: Directed Instruction vs. Constructivist Models.

Do you identify more with a directed instruction or a constructivist model? Explain your answer and discuss how this will influence your use of technology in the classroom.


Question 2: Practicing Phase 1 of Technology Integration Planning.

Reflect on Phase 1 of the TIP checklist (p. 63), and choose a concrete example for which you can answer the four questions in Phase 1. Explain/describe your answers to these four questions in your posted comment.

Questions for Robyler, Chapter 1: "Educational Technology in Context..." (choose one -- note which question you are answering in your comment).

Note: Comments due by 9/8 at 9am.

Question 1: How do technology benefits in practice connect to NETS-T #1?

The first NETS-T is to "Facilitate and Inspire Student Learning and Creativity." How do the benefits of technology as stated by practitioners relate to this goal? (Choose 2-3 benefits listed in the figures on pages 15-17 of the chapter to make your case).


Question 2: Implications of New Technologies for Your Classroom.

On pages 25-27, Roblyer identified several implications of new technologies for teachers and students. Using evidence from your readings, identify the implication that you think is most important and explain how it will likely influence *your* teaching in future classrooms.

Questions for "Learning: From Speculation to Science" (choose one -- note which question you are answering in your comment).

Note: Comments due by 9/8 at 9am.

Question 1. "Learning: From Speculation to Science" (Chapter 1: How People Learn)

In this cartoon (Mallard Fillmore, Aug 24, 2008), the author suggests that non-lecture activities are used by lazy teachers. Based upon what you read in the chapter, do you agree with this assessment? Using information from the chapter, formulate a response to the author that explains what you know about effective methods for teaching/learning.



Question 2: "Learning: From Speculation to Science" (Chapter 1: How People Learn)

Using specific examples from the chapter, explain how current research knowledge about learning can help you meet at least TWO specific NETS-T.

NETS-T #5: Engage in Professional Growth & Leadership

Brainstorm and report out on concrete examples of beginning and proficient instructional activities that connect to this standard.

NETS-T #4: Promote and Model Digital Citizenship & Responsibility

Brainstorm and report out on concrete examples of beginning and proficient instructional activities that connect to this standard.

NETS-T #3: Model Digital-Age Work and Learning

Brainstorm and report out on concrete examples of beginning and proficient instructional activities that connect to this standard.

NETS-T #2: Design & Develop Digital-Age Learning Experiences

Brainstorm and report out on concrete examples of beginning and proficient instructional activities that connect to this standard.

NETS-T #1: Facilitate and Inspire Student Learning and Creativity

Brainstorm and report out on concrete examples of beginning and proficient instructional activities that connect to this standard.