| The fourth week, we will be discussing
how to integrate technology into the curriculum. Not only do we want
our students to be intelligent consumers of knowledge -- "surfing", getting information on the Web, we want them to be active participants, offering their own resources and insights to the larger community via the Web -- i.e. "serving". In many classes, this involves "publishing" student work on the Web to make class work more widely available than it was in the age before the Web, when even the best student work was put on a classroom wall for a few parents to admire then tucked into a desk drawer at home. Electronic publishing of exemplary student work changes the very nature of an assignment by providing a broader audience for it and increasing student motivation.
4a. Miniproject: Self-evaluation on TCD form
The Technologies Competencies Database (TCD) is a checklist
for the technology competencies of gradudate and undergraduate students
in Education which is being developed by Jim Levin and Jim Buell here in the College
of Education at UIUC. The checklist is based on accreditation standards
developed by ISTE , the International
Society for Technology in Education, and NCATE, the National Council on
Accreditation and Teacher Education.
Whether you realized it or not, you have been gaining most of those
competencies over the course of this summer's two courses. Now it's time
to prove it to yourself by going to the TCD
site and rating your competecy levels on the checklist. We hope you'll be pleasantly surprised! When you finish rating yourself, note this in your CTERbase portfolio as assignment 4a. You don't have to list any URL in CTERbase for this.
Due Monday (July 27).
4b. Article for reading and discussion: The 'Vision Thing'
Read Margaret Riel's futuristic scenario for networking technologies in K-12 education by Tuesday (July 28) and post a response to the WebBoard in conference 387 4b. Where do schools and teachers as we know them fit into this vision of the future?
She also discusses the future of online education in her article
"The Internet
and the Humanities: the Human Side of Networking" (optional). (Yes,
we realize you have a lot of other things going on this week!) :-)
4c. Major Project: Final drafts
Final drafts are due Wednesday (July 29) to be published on the Web (via WebBoard, as usual, in conference 387 4c). This will allow others in the cohort a chance to read and react to your final draft before you present it. If most of your major project report consists of web pages, be sure to put the URL in your WebBoard entry.
4d. Major Project Presentations:
The majority of these will be presented as a set of web pages describing your major project. You will then "present" them on-line to the entire class on one of the following two days: Thursday (July 30), and Friday (July 31) at 1 pm. Some will use TAPPED IN, others will use the chat space of WebBoard. (Those still having technical problems with either of these media or preferring an alternative presentation method should discuss this with Jim prior to the presentation date.)
The general idea is that you'll have your major project final report
available on the network for others to see by
Wednesday of this last week. We urge each of you to read all the final reports of the others in the class. Then on Thursday and Friday we'll schedule
time in for each of you to briefly cover the highlites (and
lo-lites) of your project, fielding questions. You'll have 5 minutes
to give your brief overview (assume that people have read your final project report already), with 5 minutes for questions. This will take approximately 2 hours on each day. For group projects, the group will get five minutes per group
member plus 5 minutes for questions (ie. three group members would get 20
minutes). Since you don't have much time, you'll need to prepare your presentations ahead of time. Don't overwhelm people
with text - just focus on what the most important aspects of your project
are.
We'll start at noon on Thursday and
Friday, July 30th & 31st, and go through half of the CTER students' reports
on Thursday and half on Friday. You can volunteer for one day or the other
- send us email. Otherwise we'll come up with some basis for assigning you
to a day.
Weekly schedule
EdPsy 387 homepage
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