Module 10 Part A1: One Page Summaries
Facilitating with Technology
Module 7 explained how to facilitate a classroom in a project-based learning
environment and how to use technology to increase my productivity and support instructional
practice. The chapter helped me to understand how to most effectively use technology to support and access student learning. It offered suggestions on how to facilitate a student-centered classroom where teachers talk less and students talk more.
The term “student-centered” simply means a classroom where learning is guided by authentic questions that rise out of meaningful work with the content. The curriculum framing questions in the previous module showed me how to tailor and design questions to spark thought provoking answers in both whole class and small group discussions.
To incorporate technology in assessment, the module suggested referring to the NETS-T Standards and familiarizing myself with them. Once I know the standards, I can use these standards in the lesson, engaging students using digital tools and resources. Presentations, documents, spreadsheets, web-based resources are all examples of implementing technology as I facilitate.
The unit concluded by emphasizing the importance of ongoing professional development, and how it is important for sustaining growth.


Showcasing Unit Portfolios
Module 8 explained how to share work by showcasing it in a portfolio. It also described the benefits of sharing work for both teachers and students.
Showcasing allows authentic feedback on student work and celebrates students’ achievements. The module stated that “when students realize that a wider audience than just their teacher and peers will view their work, they tend to invest more time in product development, often resulting in better projects.” I agree. I have seen that, at my school, students work harder and more diligently if I showcase their work. There are various ways to showcase work, including in small group and using wikis and blogs.
Unit portfolios can be shared also among teachers. I can share my work and ask for professional feedback from other teachers and vice versa. So, collecting my work and storing it in a digital portfolio could be an excellent source of collaboration among teachers.

Part D (25 Points)
Module 6 part D
1) Review these websites- Write a paragraphs on each and the benefits to help your colleagues in designing project based learning. Post to your web page.
www.intel.com/education/DesignProjects
Intel believes in technical innovation. The company seeks to improve lives through technology. In the classroom, they want to transform education through a world of opportunity by empowering the next generation of innovators. Infusing the curriculum with technology is one key. This page is beneficial because it provides links, resources, and instructional plans on incorporating project based learning.

http://educate.intel.com/en/projectdesign/
This site contains unit plans to incorporate technology in the curriculum. Because technology has become such an integral part of society, it is necessary to integrate its use in education in a variety of ways. The use of computer technology has moved beyond computer assisted instruction in the form of tutorials or drill and practice. As this site will show, computers can be used as devices for communicating with people literally a world apart. They can be used as tools to create instructional materials or as presentation devices to provide information in ways never before possible.

http://lsaenz956.blogspot.com/2009/06/unit-plan-template.html
This Unit Plan template will provide teachers with a template and sample as they plan their units. Excellent resource for modeling what a unit plan should look like.

2) Open a student sample presentation, newsletter , poster, wiki, blog from the Student
Another Resource
http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/BeatHeat/



Define the digital native and the digital immigrant. State how most teachers who are “digital immigrant” can facilitate learning for the “digital native”. Give the benefits (presentation, newsletter , poster, wiki, and blog ) of each as they relate to your unit plan. Post to your web page.
-Digital Native
A person familiar with digital devices and technology since childhood.

-Digital Immigrant
Born before existence of technology but later adopted it at some later stage in life
1. Students today are growing up in a digital world. These digital natives learn in new and different ways, so educators need new approaches to make learning both real and relevant for today’s students. There are many ways teachers who are digital immigrants can facilitate learning to those who are native, mainly through changing how instruction is presented and carried out. Infusing the curriculum with technology will reach digital natives: posting messages, downloading music, downloading videos, uploading music, updating personal websites or online profiles, posting photos, and blogging can all be added to any lesson.

EDT 575 Module 5 Part A

Module 5 Part A

1.Formative assessment-ongoing assessment throughout the semester that provides feedback to students about instructional objectives (ARMT/SAT/ End of semester finals)

2.Summative assessment-assessment that provides feedback to students about instructional objectives at a particular time (end of week Friday test)

3.Learning objectives-Desired goals students should learn

4. Curriculum Framing Questions-Questions that pertain to the overall objective of a curriculum, it answers the question "What are the most important goals you hope student in this unit?"

5.Gauge Student Needs-Observation of student needs, this data drives all aspects of instruction

6. Encourage self-direction and collaboration-planning lessons that are student centered

7.Monitor progress-rechecking for student comprehension

8.Check for understanding and monitor metacognition-rechecking for student comprehension using different assessment tools, and allowing students to assess themselves

9. Demonstrate understanding and skill-Student performance

Module 3 Part E

*I have updated my avatar to reflect who I am and the school's rules.

Module 3

Part C

1. Good site. Very informative on helping school close the achievement gaps that exist among students. My staff could take this information and allow it to guide our teaching practices.

2. Good resource for recruiting teachers. We could use this application before the interviewing process, which we conduct as a team.

3.Always good to know laws about copyright. This site helps ensure internet ethics.

4. This site had a link that allows you to browse new technology for all disciplines! We are incorporating math into my subject, so this will be a great resource. This will also be useful as a librarian.

5.Address not available. Message read "the item you are looking for is not found."

Module 3

Part A

1. Unfortunately, this website was unavailable when I visited it. The message read "page cannot be displayed." However, I did an engine search on Open Office software, and discovered that it has four main components: spreadsheets, word processing, presentations, and databases. I could use these applications in the educational setting in various ways. Excel would allow me to keep records of student data. Because I am a language arts teacher, I would use the word processor feature, which would allow me to export files using the PDF feature. In addition, we could used the "editor" function, which allows me to create and edit web pages with my students.

2. http://bit-Website not available. I typed the address in my browser and nothing came up. I am thinking the webpage is expired.

3. The video is extremely short(13 seconds). However, from what I viewed, creating spreadsheets can help me track grades and attendance. Also, because our system's network uses a spreadsheet, grades are computer using this feature. Math teachers can use spreadsheets for graphing and calculating.

4. teachers.tv- I could not find the video link at this website about spreadsheets. I did see links about ogther media. Not sure if the company has updated and removed certain videos off the site. However, as it related to the use of the spreadsheets, my answer would be same as above.

5. Interesting tips. Teachers can use excel in many ways: tracking grades, keeping student rrosters, creating rubrics, making charts and graphs, and organizing files. Also, I could track out-of-pocket education expenses. Students can use Excel to track data in math and science classes.

6. Microsoft Excel for Teachers-website not avialable. "Could not display this page."

7. Great resource for creating lesson plans.

Power-Up

Module 2

Chapter 14 Summary

Of all the points made in this chapter, I think the most important for me is the point made about multi-tasking online assignments with personal obligations and family. It can be difficulty. This chapter presented tips such as planning ahead, and to take more challenging classes during semesters when my personal life is more structured. As I navigate through the LEM program, the chapter suggested that adaptability and an open mind are key characteristics to cultivate as you progress through my program.

Power-Up!

Module 2

Chapter 13 Summary

Even though it would have been more helpful to read this chapter prior to the first day, I still found it helpful. Most of the contents of the chapter contains suggesstions that I did anyway before the class started, such as reviewing the syllabus and assignments and printing out the syllabus. There were many documents I had to print out (the Intel cd), and others I saved for later. The best lesson I took from this chapter about being prepared can be summed up in two words: be proactive.

Power Up!

Module 2

Chapter 12

Chapter 12 highlighted the importace of a personalized work space and working remotely. Ergonomics is important because online learners spend long hours at a computer. It gave tips on creating the ideal study environment, and I have learned I must leave my home to get work done. I often travel to a library because my home is too comfy, and I am likely to fall asleep. I soon plan to travel, and will have to take my assignments on the road, so the advice the chapter gave about working remotely was helpful, especially the reminder to be aware of changing time zones. Also, in this age of internet hackers, this chapter mentioned the importance of guarding our privacy while online, and using secure connections whenever possible.

Power-Up!

Module 2

Chapter 11 Summary

Chapter 11 is titled "Computer Concerns." This chapter was very informative to me because it covered some basics about the computer that I did not know. Especially enlightening was the section on operating systems. The other information about creating, formatting, and saving documents I already knew. However, it did remind me to be aware of how to work with documents on the computer.

Power-Up

Module 2

Chapter 10 Summary

Chapter 10 is a practical self-help guide citing strategies for successful online learning. One is feedback. In an online environment, one must give and receive feedback. We are able to do this among ourselves as we post comments on the discussion boards. Our instructor gives feedback to our assignments. Feedback, as the book suggested, is not intended to be an insult. It is a tool to improve us. It also important that as we work online, to keep time on task in mind, and pace ourselves-especially with lengthy assignments. It is true that online learning takes as much time, if not more time, than on-ground courses.

Power-Up!

Module 2

Chapter 9 Summary

Chapter 9 is an interesting chapter because it challenged me to think about how I think as I research information online and collaborate with peers in an online setting. It challenged me to think more deeply about all of the information presented, process it, and translate it into my own words and thoughts. I like one point the chapter makes, affirming that "the basis of critical thinking is questioning." The chapter covered how to most effectively use search engines, and reminding me of the Boolean Search was much needed. I remember learning about the Boolean search in another LEM class. While completing observation hours at a local jr high school, the librarian ask how much I knew about the Boolean search. This chapter was a fresh reminder how to search using and/or. Lastly, the chapter emphasized academic integrity and plagiarism. It listed a bulleted list of reasons why plagiarism is wrong. I liked the bulleted list because it did not just "tell" that it's wrong, but the chapter explained "why."

Power-Up!

Module 2

Chapter 8: Summary

This chapter highlighted the three most important disciplines needed to be successful in an online environment: proficient reading, typing, and writing skills. I recognized that it is, indeed, difficult for me to read from the computer monitor for prolonged periods of time, so I print hard copies of the modules, just as the chapter suggest for those with visual problems. The chapter affirmed that a quality reader is not necessarily someone who reads quickly, but one who comprehends what they have read. Therefore, it is important that we are focused when we read text on-screen. Also, typing and writing are the primary means of communicating in online environments. Thus, if a student is not proficient in one of these areas, the book listed suggestions and resources to improve writing and typing skills.

Module 1

Joycelyn Love and Sarah Bright

EDT 574

"Power Up": Chapter 7

Title: "Communicating Online: Who, What When,How, and Why"

Chapter 7 was an informative chapter for us. The email communication guidelines, especially the section on emoticons, helped us to better understand the rules governing email language. We laughed at the rule to "keep email addresses professional"; not using addresses like sexymama@asu.al.edu. Sad to see, we have seen examples of emails like these.

We learned that we should follow the same guidelines for responding to messages as we would responding to comments made in a classroom.

The chapter also highlighted and differentiated the carious forms of online communication, including forums, newsgroups, chat rooms, wikis, and blogs.

Module 1 "Power Up" Chapter 6 Reflections

Module 1

Joycelyn Love and Sarah Bright

EDT 574

Power Up: Chapter 6

Title: Chapter 6: Types of Online Classrooms

Very interesting chapter for Sarah and I both. The chapter began by introducing the software programs that organize and provide access to online learning, such as Moodle, Angel, ECollege, and Blackboard. Even though we were familiar with Moodle and Blackboard, it was our first time reading about Angel and ECollege. We also learned the technical name for these software programs: learning management systems.

The chapter helped us to learn basic functions of each system, and how to navigate throughout the program to post assignments, complete discussion boards, and collaborate with one another.

Of all the systems, we agreed we seem to like Moodle the best. To us, it seemed the most user-friendly and understandable of the four.

This chapter inspired us to explore and navigate our school's LMS, Blackboard, more thoroughly.

Module 1

Joycelyn Love and Sarah Bright
EDT 574
Reflections from the book "Power Up"

Chapter 5

Title: More Power to You-Becoming An Online Learner

As Sarah and I read through chapter 5, many of the points were already familiar to us. We have already been in the online program for a few semesters, so we are somewhat acclimated to how online classes operate. However, the information in chapter 5 would have been a great asset as an earlier orientation into the LEM program! :)

The online community is indeed different from face to face meetings. One point chapter 5 made is that online learning exposes us not to just students in our class, but students in the whole world. This was most surprising to us when we started the LEM program. We posted assignments to LiveText that people all over the world could read! Recently, we created an online binder. I read binders created by language arts teachers in other states; likewise mine is now viewable. We like that aspect of online learning; the world really does become "the classroom."

The chapter also mentioned the importance of leaning of fellow classmates for support. We agreed this seems to happen more in an online learning environment. In a sense this is advantageous because it teaches us teamwork and collaboration.

This chapter also mentioned that in online learning, "project teams" are often assigned throughout the course of our online education. We noticed this has been a trend in online learning. This allows for our team to gather in chat rooms, virtual communities, etc.

From chapter 5, we were once again reminded of what an online community is, what we might expect from it, and appropriate ways to contact all members in the environment.

I recently visited a website that allowed me to create my own Avatar. Oh how my students would love that! I plan on bookmarking the site and using the Avatar the upcoming school year. I will attach it to links and let it assist them through tutorials. I am sure they will keep up with the link and follow through with the directions because the avatar will make understanding the instructions "fun."