Title: Teaching to Teach Technology Integration in Union University's Teacher Education Program
1Teaching to Teach Technology Integration in
Union University'sTeacher Education Program
- Anna Clifford
- Carrie Whaley
- The Department of Education's Colloquium Series
2Mousing Around
3Research and Integration of Technology the
results
- teachers pedagogic practices may change from a
teacher-centered or teacher-directed model to a
more student-centered - students working cooperatively, having
opportunities to make choices, and playing an
active role in their learning - student-teacher interactions are more
student-centered and individualized in a
computer-based teaching and learning environment. - students are more actively engaged in learning
tasks - instruction is much less whole class instruction
and much more independent - students are found to be on task significantly
more - of the time
- (Waxman, Connell Gray, 2002)
4Menu Slide
- Learning Web
- The STAR Center (fieldtrip)
- Book Buddies
- Key Pals
- Teacher Tools
5What is a Learning Web?
- A learning web is an instructional tool that
uses interactive technologies. This tool shifts
the teacher's role from one of delivering content
to students to a new role of providing a context
for learning and assisting students in
constructing meaning in learning. The Internet is
used to enhance and improve classroom teaching
and student learning.
(Keating, Wiles, and Piazza, 2002)
6Components of a Learning Web
- Topic/Grade Level
- Meets Standards
- Materials Needed
- Duration
- Scaffolding Activities
- Statement of Problem
- Introduction
- Activities
- Searching the URLS
- Adaptations
- Assessment
7Creating a Learning Web
Planning
Searching Websites
8Creating Learning Webs
9Collaboration
10Peer Review and Uploading
11Learning Webs Created by Teachers
(graduate students)
- Parts of Speech
- http//www.uu.edu/programs/tep/techprojects/summer
03/KathyBartholomewLaNetteCainMicheleGlisson/PARTS
20OF20SPEECH20REVIEW.htm - Geometry is Fun
- http//www.uu.edu/programs/tep/techprojects/summer
03/SylviaWalker/learning20web.htm - Rumbling in the Dinosaur World
- http//www.uu.edu/programs/tep/techprojects/summer
03/DeborahHillShalondaTurner/web20page.htm - A Walk I the Clouds
- http//www.uu.edu/programs/tep/techprojects/summer
03/DixonAllenDeniseBellLoriNanney/Learning20Web.h
tm - and more
- http//www.uu.edu/programs/tep/techprojects/
Back to Menu
12What is the STAR Center?What is the STAR Center
Access Express?
13- The STAR Center is a model demonstration,
resource and training center dedicated to
ensuring that all individuals with disabilities
or other special needs maximize their potential
for independence and achieve their personal goals
of employment, effective learning and independent
living through assistive technology, assistive
aids and support services. - Named by STAR staffers and commonly referred to
as "The STAR Center on wheels" by many staffers
and consumers alike, that is exactly what The
Access Express is. -
http//www.starcenter.tn.org
14learning with Assistive Technology
- Art Therapy
- Music Therapy
- Augmentative Communication
- Low Vision
- Environmental Controls
- Hardware (Ex keyboards)
- Software (Ex. Dragon Dictate)
-
15Assistive Technology
16Art Music Therapy
17Low Vision
Back to Menu
18Book Buddies fifth grade students and
pre-service teachers
- Book Buddies give pre-service teachers the
opportunity to read an elementary-level book and
participate in an on-going dialogue with a 5th
grade student about the books content and
implications to the students life - Book Buddies allow pre-service teachers to
participate in an authentic writing experience by
corresponding with a 5th grade student about a
book they read during the eight-week project. - Book Buddies help pre-service teachers
experience the application of technology in the
classroom by using e-mail to communicate with 5th
grade students.
19According to research
- Criteria for age-appropriate uses of technology
include - The application should be transparent to the user
- The child should be in control of the technology
- The technology should be integrated with the
classroom and curricula - The application should encourage collaboration
- (Brooker, 2003)
20Pre-service Teachers visit to Terabithia
The Book Buddy project allowed children to use
computers both in their classroom and homes to
converse with a college "buddy" about a book they
were reading. Students learned about email
technology and how to use it they were engaged
with classroom literature as they conversed with
their "buddy," they worked with each other to
master word processing skills and the technology
required to send their messages, then shared
their messages with the class. The project
culminated with a party at the school or
university.
21Research says
- Computers' physical arrangement in the classroom
should enhance their social use and invite
students to participate. This can best be done
when time is allowed for children to work
individually and together. Have more than one
computer available if possible. Provide enough
guidance to keep students from becoming
frustrated. - (Clements Sarama, 2002)
22Corresponding with their Book Buddy
- Students involved in the Book Buddy project had
time allowed during class for the composition and
sending of their emails. They were allowed to
work together or independently in both the
classroom and the library. The teacher was always
available to assist with problems and questions,
although students maintained a strong sense of
ownership over their work.
23Book BuddiesTimeline
- Week 1Read the book and think of questions youd
like to ask a 5th grader - Week 2First contactSend a personal hello note
to your buddy - Week 3Prepare interview questions (you play the
role of Mr. Henshaw.) Send answers to their
interview questions along with your questions to
your buddy. - Week 4Find or write down your favorite recipe
and send it to your - buddy.
- Week 5Write a poem using one of the forms on
the handout sheet and send it to your buddy. - Week 6Bring a poem to class you think the
Bolivar class will enjoy. Well have time in
class to select one for your group to turn into a
choral reading. - Week 7Plan and host party for buddies
24Lunching with Book Buddies
25Reflecting on the Book Buddies Experience
- from the 5th Graders
- I think this will be the best memory Ive
had. - I liked the whole project because I got to
know things I didnt - already know and got to know a new person.
- from the Pre-service Teachers
- This was my favorite activity in this course.
- Awesome!
- I loved this!
- from the classroom teacher
- Ive never seen my students so excited!
- The children talk about you each day and look
forward to the day - we can come and visit.
Back to Menu
26Keypaling third grade students and pre-service
teachers
- Although not all the problems of technological
innovations have been resolved, research has
demonstrated that technology-rich environments
contributes to student's school success. This
environment can best be created through a
constructivist design that encourages students to
explore, question, and discover. - (Szente, 2003)
-
- Needs were assessed from a 3rd grade perspective
and it was noted that a thematic unit needed to
be developed entitled Historical Jackson-Madison
County to fulfill the standards for third grade
Social Studies. Pre-service teachers stepped in
to assist! Joining together, third grade students
and pre-service teachers became knowledgeable
keypals, by exchanging purposeful e-mails. - Pre-service teachers were assigned three 3rd
grade students as Keypals and historical sites in
Jackson-Madison County to research via Internet
and through campus library resources. Professors
and classroom teachers worked together to assure
success and cohesiveness between the Keypals.
27Jackson-Madison County, Tennessee
28Scavenging for information
- During the second week, with highlighted maps,
gassed vehicles, locally manufactured snacks and
loaded cameras, pre-service teachers were sent
out to seek assigned historical sites and/or
prominent local leaders. Pictures taken with the
mayors were very popular!
29Collaborating and keying in
- The information was sifted, placed on a
timeline and simplified for understanding.
Pictures were developed and scanned. In an
organized manner (and keeping the 3rd grade
teachers informed) pre-service teachers began to
move newly learned information and graphics into
the third grade classroom via e-mails. Pieces of
the puzzle began to fit together. - Third graders plotted sites and information on
their area map and timeline, while receiving the
documents and pictures from their Keypals. Third
graders began to illustrate and author a book
entitled All You Ever Wanted to Know About OUR
Town, based upon the combined findings.
30Interviews
- To attain a different perspective of the
Jackson-Madison County area, pre-service teachers
interviewed university employees who were
considered native Jacksonians - to learn more
about the good ole days in the surrounding
area. Third grade students interviewed
significant locals, as well. - Again, information was exchanged between the
keypals. The historical factual information
combined with the memoir interviews gave everyone
added dimension to their understanding of the
Hub City.
31touring together.
- During the fourth week, a contact was made to
Virginia and Bob Conger (former Jackson Mayor and
native Jacksonian) who occasionally guided
city-county tours. Yes, plans were in place for
the grand tour! The Third graders from Denmark
and pre-service teachers from Union, about fifty
altogether, joined as Keypals and boarded a big,
yellow school bus to experience some of the sites
and sounds in their study. The days itinerary
included Denmark, Union University, Lane,
historical Main Street, the Carnegie, Madison
County Court House and City Hall, The Depot and
Wells, and Riverside Cemetery.
32Keypals meet and part
- The fieldtrip concluded at Britton Lane with an
old-fashioned wiener roast (provided by the
pre-service teachers). A member of the Daughters
of the Confederacy met the group at Britton Lane,
a Civil War battleground with a new, much
needed American flag. The pre-service teachers
presented their rendition of a Jackson-Madison
County human historical timeline though rehearsed
monologues and dorm-created costumes, portraying
many of those who have contributed to making our
town the place it is today! The day was concluded
with goodbyes expressed, hugs given, and a few
tears fell as Keypals parted ways knowing so much
more about each other and the place in which they
live.
33Reflectionsof the Keypal Experience
- from the third grade students
- I liked meeting new friends on the email.
- It was hard to decide what we were going to write
back. My friend was absent a lot. I hope she
gets well soon. I like the hotdogs. They were
good. - My daddy rode that greyhound bus to Nashville
when he was a little boy. - from the third grade teachers
- Students were engaged in collaboration and
decision making. - The exchange of letters generated class
discussion on appropriate letter format. Wow! - The Ten-Nash system was down for several days.
We used a personal account and the flow
continued. - from the pre-service teachers
- Great unit! This was so exciting for me because I
love live history and I learned so much! - It helped us to see that historical places area
at our fingertips. - I am checking out my hometown.
Back to Menu
34Teacher Tools computer generated
- Activity Sheet
- PPP non linear
- Electronic Record Book
- Card Game
- Floor Plan/Map
- Newsletter
- Electronic Teaching Portfolio
35Reteach Worksheetsusing Word
Back to Menu
36Stacy Klein
EXIT
ENTER
37Stacys Menu
Click on a picture.
- Experiences
- Hobby
- Goals
- Quote
Return to Stacy Press Last
38Experiences
- My family and I love to take vacations in the
summer. We especially enjoy going to water and
amusement parks. Last summer we went to
Dollywood and Splash Country in Gatlinburg. This
summer we spent a week at Disneyworld. Making
memories are an important part of family.
Click picture to return to Menu
39Hobby
- Scrapbooking is my hobby. I love to take
pictures and preserve them in books. I have
several family books and three childrens books.
Click picture to return to Menu
40Goals
- I am a wife and mother of two children. Every
since I can remember I have wanted to be a
teacher. The opportunity has finally become
available for me to pursue this goal.
Click picture to return to Menu
41I Can Do All Things Through Christ Who
Strengthens Me. Philippians 413
Click picture to return to Menu
42Electronic Record Book using Excel
Back to Menu
43Cardgame using Word (insert Table)
Back to Menu
44Floor Plan or Mapusing Excel or Word (Draw
Toolbar)
Back to Menu
45Newsletter using Word
Back to Menu
46Electronic Teaching Portfolio using FrontPage
- "A portfolio is a purposeful collection of
student work demonstrating the student's
achievement or growth as characterized by a
strong vision of content," according to Todd
Bergman, an independent consultant and a teacher
at Mt. Edgecumbe High School in Sitka, Alaska.
(Brown, 2002) - Visit a teaching portfolio
- http//www.uu.edu/programs/tep/techprojects/spring
03/stephanieking/
47Thank you
- Teacher Education Program, Union University
- Anna Clifford, M. Ed., Assistant Professor of
Education - Sandra Hathcox, M.Ed., Instructor of Education
- Melessia Mathis, M. Ed., Director of Clinical
Experience and Instructor of Education - Dottie Myatt, Ed.D., Director of Teacher
Education Associate Professor of Education - Ann Singleton, Ed.D., Associate Professor of
Education and Department Chair - Carrie Whaley, Ed. D., Assistant Professor of
Education - Pre-service Teachers
- Janet Brasch
- Stephanie King
- Stacy Klein
- Shannon Pickerill
- Classroom Teachers (Graduate Program)
- Dixon Allen
- Denise Bell
- Deborah Hill
- Lori Nanney
- Shalonda Turner
- Sylvia Walker
48..and catch that mouse!
49References
- Brooker, L. (2003). Integrating new
technologies in UK classrooms Lessons for
teachers from early years practitioners.
Childhood Education, (79)5, 261-267. - Brown, M.D. (2002). Electronic portfolios in
the K-12 classroom. Retrieved Sept. 8, 2003 from
http//www.educationworld.com/a_tech/tech111.shtml
- Clements, D.H. Sarama, J. (2002). Teaching
with computers in early childhood education
Strategies and professional development. Journal
of Early Childhood Teacher Education, (23)3,
215-226. - Keating, M., Wiles, J., Piazza, M.W. (2002).
Learning Webs Curriculum Journeys on the
Internet. Upper Saddle River, NJ Merrill
Prentice Hall. - Sheridan, S. Samuelsson, I.P. (2003).
Learning through ICT in Swedish early childhood
education from a pedagogical perspective of
quality. Childhood Education, (79)5, 276-282. - Szente, J. (2003). Teleconferencing across
borders Promoting literacy--and more--in the
elementary grades. Childhood Education, (79)5,
299-306. - Waxman, H.C., Connell, M.L. Gray, J. (2002).
A quantitative synthesis of recent research on
the effects of teaching and learning with
technology on student outcomes. Retrieved July
22, 2003 from http//www.ncrel.org/tech/effects/in
tro.htm