Teaching to Teach Technology Integration in Union University's Teacher Education Program - PowerPoint PPT Presentation

Loading...

PPT – Teaching to Teach Technology Integration in Union University's Teacher Education Program PowerPoint presentation | free to view - id: 1bf64-N2Q0Y



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Teaching to Teach Technology Integration in Union University's Teacher Education Program

Description:

... newly learned information and graphics into the third grade classroom ... Britton Lane, a Civil War battleground with a new, 'much needed' American flag. ... – PowerPoint PPT presentation

Number of Views:99
Avg rating:3.0/5.0
Slides: 50
Provided by: acli3
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Teaching to Teach Technology Integration in Union University's Teacher Education Program


1
Teaching to Teach Technology Integration in
Union University'sTeacher Education Program
  • Anna Clifford
  • Carrie Whaley
  • The Department of Education's Colloquium Series

2
Mousing Around

3
Research 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)

4
Menu Slide
  • Learning Web
  • The STAR Center (fieldtrip)
  • Book Buddies
  • Key Pals
  • Teacher Tools

5
What 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)

6
Components of a Learning Web
  • Topic/Grade Level
  • Meets Standards
  • Materials Needed
  • Duration
  • Scaffolding Activities
  • Statement of Problem
  • Introduction
  • Activities
  • Searching the URLS
  • Adaptations
  • Assessment

7
Creating a Learning Web
Planning
Searching Websites
8
Creating Learning Webs
9
Collaboration
10
Peer Review and Uploading
11
Learning 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
12
What 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

14
learning with Assistive Technology
  • Art Therapy
  • Music Therapy
  • Augmentative Communication
  • Low Vision
  • Environmental Controls
  • Hardware (Ex keyboards)
  • Software (Ex. Dragon Dictate)

15
Assistive Technology
16
Art Music Therapy
17
Low Vision
Back to Menu
18
Book 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.

19
According 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)

20
Pre-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.
21
Research 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)

22
Corresponding 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.

23
Book 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

24
Lunching with Book Buddies
25
Reflecting 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
26
Keypaling 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.

27
Jackson-Madison County, Tennessee
28
Scavenging 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!

29
Collaborating 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.

30
Interviews
  • 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.

31
touring 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.

32
Keypals 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.

33
Reflectionsof 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
34
Teacher Tools computer generated
  • Activity Sheet
  • PPP non linear
  • Electronic Record Book
  • Card Game
  • Floor Plan/Map
  • Newsletter
  • Electronic Teaching Portfolio

35
Reteach Worksheetsusing Word
Back to Menu
36
Stacy Klein
  • August 24

EXIT
ENTER
37
Stacys Menu
Click on a picture.
  • Experiences
  • Hobby
  • Goals
  • Quote

Return to Stacy Press Last
38
Experiences
  • 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
39
Hobby
  • 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
40
Goals
  • 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
41
I Can Do All Things Through Christ Who
Strengthens Me. Philippians 413
Click picture to return to Menu
42
Electronic Record Book using Excel
Back to Menu
43
Cardgame using Word (insert Table)
Back to Menu
44
Floor Plan or Mapusing Excel or Word (Draw
Toolbar)
Back to Menu
45
Newsletter using Word
Back to Menu
46
Electronic 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/

47
Thank 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!
49
References
  • 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
About PowerShow.com