Module Objectives |
Transforming Learning
with Technology |
• Learners will be introduced to basic computer features and functions.
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• Learners will be able to perform introductory file management tasks. |
• Learners will know some basic troubleshooting, maintenance and safety
procedures for computers. |
• Learners will classify student tasks according to Grappling’s Technology and
Learning Spectrum. |
• Learners will develop a personal goal for technology use in the classroom. |
| Getting Started with Technology & File Management |
• Learners will develop plans for building classroom community among diverse
students and lay a foundation for collaboration with technology resources.
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• Learners will acquire knowledge about the useful features of electronic
communication. |
• Learners will become aware of security issues concerning the use of electronic
communication, including spam and viruses. |
• Learners will develop personal organizational plans for electronic file
management.
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• Learners will deepen their understanding and implement electronic file management plans that will enhance
classroom efficiency and productivity. |
Constructivism |
• Learners will be able to summarize eMINTS program components.
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• Learners will understand the elements of the eMINTS instructional model. |
• Learners will understand the basic elements of constructivism |
• Learners will identify the difference between a direct-instruction lesson-plan
format and a constructivist lesson-plan format. |
• Learners will develop a list of curriculum topics that could become inquiry-based
lessons. |
Internet Resources |
• Learners will organize Internet resources using browser bookmarking features
and will also become familiar with Web-based bookmarking tools.
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• Learners will gain knowledge about using search engines to locate Internet
information for classroom use that meets diverse learner needs. |
• Learners will become acquainted with using eThemes as an effective resource
tool. |
• Learners will determine how to use Internet safety resources in their
classrooms. |
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Cooperative Learning |
• Learners will understand why cooperative learning is instrumental in teaching
students to work on group technology projects that require higher-order
thinking skills.
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• Learners will identify several cooperative-learning strategies to include in their
own classrooms and plan ways to use these strategies. |
• Learners will articulate the importance of structuring positive interdependence
into cooperative-learning groups and plan how this will be implemented in their
classrooms. |
• Learners will become aware of how strong group-interaction skills are integral
to the success of cooperative group work. |
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Effective Uses of Productivity Tools |
• Learners will classify student use of technology based on Grappling’s
Technology and Learning Spectrum.
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• Learners will become comfortable enough using Microsoft Word to train their
students to use the program effectively. |
• Learners will gain knowledge about Microsoft Word as a classroom-productivity
tool. |
• Learners will identify instructional-design techniques that include using
Microsoft Word to support inquiry-based learning in the classroom. |
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Interactive Whiteboards |
• Learners will become familiar with the functions and features of the SMART
Board.
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• Learners will develop basic SMART Board troubleshooting skills. |
• Learners will become comfortable enough with SMART Notebook to use the
program with their students. |
• Learners will discover new ways to use these programs to support inquiry based
learning in the classroom. |
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Questioning Strategies |
• Learners will understand the underlying purpose behind questioning in the
classroom as a fuel for investigations and learning.
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• Learners will recognize the importance of fostering a classroom culture that
values student questions. |
• Learners will use a variety of strategies with technology, where appropriate, to
train students to ask and use questions that promote investigations, higher
levels of thinking and deeper understanding. |
• Learners will begin developing tasks that engage students in using questions to
guide learning. |
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Presentations |
• Learners will gain knowledge about Power Point as an instructional tool that can
be integrated across the curriculum.
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• Learners will become comfortable designing Power Point presentations and be
able to teach the software to students. |
• Learners will understand the importance of considering the cognitive level and
purpose of student tasks that include the development of Power Point
presentations. |
• Learners will discover and plan implementation and management strategies to
support inquiry-based learning in the classroom that includes Power Point
presentations. |
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Interdisciplinary Teaching and Problem-based Learning |
•Learners will understand the need for interdisciplinary teaching and the benefits
interdisciplinary teaching provides students.
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• Learners will identify the important elements of an interdisciplinary unit. |
• Learners will assess the design of an interdisciplinary unit. |
• Learners will plan interdisciplinary units for their classrooms that include
technology to support student learning. |
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Website I Planning |
• Learners will become aware of different purposes for creating class websites
and will understand how a class website can enhance inquiry-based learning.
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• Learners will identify the aspects of well-designed websites. |
• Learners will discern design elements that enhance usability and website
content that meets target audience needs. |
• Learners will storyboard their own websites. |
• Learners will become aware of resources that can aid in website creation. |
Website II Building |
• Learners will understand the importance of file management and pre-planning
as first steps in the website-development process.
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• Learners will gain knowledge and develop skills in creating a website with Web authoring
software. |
• Learners will create class websites using Web-authoring software. |
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Website III Enhancements |
• Learners will evaluate their websites for how well content meets intended goals
and the design in terms of usability.
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• Learners will be introduced to design techniques that enhance classroom
websites based on accessibility standards. |
• Learners will develop skills in using additional features and functions of
Dreamweaver to enhance website usability and accessibility. |
• Learners will redesign and/or update their classroom websites based on the
results of their website evaluations, employing new skills as appropriate. |
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Inquiry-based Lessons Intro |
• Learners will examine and describe the elements of an inquiry-based lesson.
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• Learners will understand the principles and concepts of essential questions and
higher-level thinking skills and their use in inquiry-based lessons. |
• Learners will develop essential questions and criteria for success for original
inquiry-based lessons. |
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Inquiry-based Lessons Language Arts |
• Learners will understand the basic elements of constructivism.
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• Learners will develop a plan for implementing inquiry-based teaching, or other
related constructivist methods, and incorporating technology into
communication arts lessons. |
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Inquiry-based Lessons Math |
• Learners will understand how to write lessons applying mathematics skills in
real decision-making situations.
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• Learners will transform traditional mathematics lessons into inquiry-based
lessons that incorporate technology. |
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Inquiry-based Lessons Science |
• Learners will experience a hands-on inquiry-based science activity and compare
it to a more traditional “cookbook” lab experience.
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• Learners will develop their own criteria for inquiry-based lab experiences. |
• Learners will analyze their own science activities by considering the degree to
which those activities are closed, directed or open inquiries. |
• Learners will each transform one of their own science activities by incorporating
science process skills and increasing the level of inquiry in the activity. |
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Inquiry-based Lessons Social Studies |
• Learners will understand the basic elements of constructivism.
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• Learners will reflect on their own lesson-planning styles and on creating lessons
that require higher level thinking from students. |
• Learners will explore various ways to approach transforming existing lessons
into the constructivist format and enhancing them with technology. |
• Learners will transform their own traditional social studies lessons into lessons
informed by constructivist theory and incorporating technology. |
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Webquests I
Introduction |
• Learners will understand the key elements of a WebQuest and the ways
WebQuests contribute to inquiry-based learning.
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• Learners will deepen their understanding of the process of choosing good
WebQuests to support inquiry-based learning in their classrooms. |
• Learners will select and teach existing WebQuests that meet the needs of their
students. |
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Webquests II
Modifying |
• Learners will deepen their understanding of WebQuests that are authentic in
nature and engage students in applying higher-level thinking skills.
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• Learners will evaluate an existing WebQuest to clarify instructional-design
strengths and weaknesses. |
• Learners will understand the mechanics of editing existing WebQuests to suit
the needs of their students. |
• Learners will redesign an existing WebQuest to strengthen identified
weaknesses before implementation in the classroom. |
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Webquests III
Writing |
- Learners will write a webquest
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Webquests IV
Revisiting |
• Learners will reflect on topics or important points related to designing and
implementing a WebQuest.
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• Learners will evaluate the objectives of a WebQuest using more than its title
and will be more effective at designing and finding WebQuests to meet
curriculum standards. |
• Learners will become familiar with the eMINTS WebQuest rubric and the
importance of assessing a WebQuest to improve instructional design. |
• Learners will use the eMINTS WebQuest rubric to assess the instructional design
of a WebQuest and identify elements that could be revised. |
• Learners will revise their own WebQuests to meet the standards set by the
eMINTS WebQuest rubric. |
Assessing Student Technology Products |
• Learners will become acquainted with design techniques and technical features
used to create multimedia products that meet communication needs.
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• Learners will determine the level of thinking employed to create a multimedia
product based on Bloom’s Taxonomy. |
• Learners will develop assessment tools for multimedia products that assess
content, design elements and presentation skills. |
• Learners will plan and implement multimedia projects that effectively meet
communication needs. |
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Learning Communities |
• Learners will determine the need for specific management strategies related to
the use of technology in the classroom and make appropriate choices based on
that information.
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• Learners will evaluate previously established classroom norms based on the
addition of student computers and plan appropriate modifications. |
• Learners will develop and implement Classroom Use Policies that promote the
safe and healthy use of technology by students. |
• Learners will augment their community-building repertoire and continue
implementing team-building activities in their classrooms. |
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Visual Literacy |
• Learners will understand the importance of reading and understanding intended
messages conveyed through images as a visual-literacy skill.
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• Learners will understand the skills required to use images for effective
communication as a visual-literacy skill. |
• Learners will gain knowledge about the functions of a digital camera. |
• Learners will use images to support inquiry-based learning in the classroom. |
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Digital Images |
• Learners will become aware of the different types of images needed to develop
a classroom website.
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• Learners will understand the process for saving and storing different graphical
formats. |
• Learners will become comfortable using Fireworks to edit existing images and to
create original images for use on classroom websites. |
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Thinking Tools |
• Learners will understand the underlying purpose for different types of graphic
organizers as tools for thinking.
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• Learners will determine when students could use graphic organizers as a tool to
support higher-level thinking. |
• Learners will develop skills for using concept-mapping software with their
students as a tool for organizing information and learning. |
• Learners will gain the ability to produce visual models and diagrams to meet
their students’ needs. |
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Classroom Communication |
• Learners will understand the value of selecting a communication tool that will
best meet a communication need.
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• Learners will examine online communication methods and determine how these
methods can enhance classroom communication for a variety of purposes |
• Learners will select and plan to use a method of communication (online or print based)
that will enhance classroom communication for a variety of purposes. |
• Learners will explore synchronous communication tools and develop an
awareness of the advantages for using these tools as a method of
communication in the classroom. |
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Class Management with Technology |
• Learners will align their classroom-management systems with the principles of
community building in their classrooms.
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• Learners will recognize that strong classroom behavior management means
assisting students in meeting their long-term needs in a positive manner rather
than extinguishing short-term behaviors. |
• Learners will create a system of classroom management that includes the use
of computers and other technologies. |
• Learners will plan methods for addressing technology safety issues. |
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Contemporary Literacy |
• Learners will understand the importance of teaching students to evaluate
information resources.
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• Learners will cultivate effective skills for evaluating Internet resources. |
• Learners will develop information-evaluation tools for use in the classroom. |
• Learners will become aware of copyright laws related to student and teacher
use of information found on the Internet. |
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Online Projects |
• Learners will be able to define an online project.
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• Learners will be aware of resources for finding online projects. |
• Learners will understand how to use online projects with technology to support
inquiry-based learning. |
• Learners will select and develop online projects for their classrooms that match
their curricular needs. |
• Learners will design projects that use the unique qualities of the Internet to
meet their individual curricular goals. |
Working with Authentic Data (Excel Based) |
• Learners will create a simple spreadsheet to analyze data.
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• Learners will make charts and diagrams to represent mathematical data. |
• Learners will use simple formulas in a spreadsheet. |
• Learners will develop spreadsheets appropriate for classroom organization and
productivity. |
• Learners will identify many uses for spreadsheets in an inquiry-based
classroom and plan activities to implement with their students. |
Multimedia I
Mapping a Project |
• Learners will understand the benefits of using story maps as a scaffolding tool
for multimedia projects.
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• Learners will determine how story maps can be used to support the
development of multimedia presentations for a variety of presentation formats. |
• Learners will become comfortable designing mPower5 presentations and will be
able to teach the software to students. |
• Learners will create a multimedia project using mPower5 that will be
implemented in their classrooms. |
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Multimedia II
Creating a Project |
• Learners will discover how student-produced movies can support inquiry-based
learning in the classroom.
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• Learners will recognize the value of story boarding during the pre-planning
phase of the multimedia development process. |
• Learners will gain knowledge about movie making software as a tool for the
production of multimedia presentations. |
• Learners will become comfortable enough using movie making software to teach
it to students. |
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