Multimedia Instructional Tools

From the outside, it's easy to look at the overwhelming number of tools available to teachers and expect all of them to be an expert in several different things.  From the inside, we see this overwhelming number of tools and many of us feel-overwhelmed.  To see a comprehensive list of everything we could or should be using gives me a true reality check.  I come back down to Earth, i fall from my pedestal where I look down all of the bad or "computer illiterate" teachers.

 To tackle these tools, a teacher needs a few things.  First, the time and patience to try them.  Just looking at the list I know that, given time, I could use several in my class, the problem is, where do I find that time.  Most teachers are not keen on adding more to their already full plate.  To rework plans they've honed for years and incorporate something they have never seen before.  In my case, to find time in the summer, around working a part-time job, going to school, and raising three (soon to be four) kids.  Time is something we all simply have to make.  We must take these tools and break them down-one at a time.  Second, we need guidance.  Just like all our students need a push in the right direction, a spark, something to get them started, we need the same thing.  Many of us have complained of our seemingly limitless resources but no training in how to actually incorporate them into our class.  We need some facilitation in order to get us going.  Online tutorials can go so far, but it is more relevant to see how others in the same profession are using these tools.

Hopefully, given time in this course and beyond, this toolkit can be explored and put to use in the class.  This week I will go through several more tools and try to turn them into actual resources to expand real lessons-things I can begin to use in September when school begins again.

My Voki Link

http://www.voki.com/pickup.php?scid=8383653&height=267&width=200

NETS Standards (1 nd 2) and how we use them

Atomic Discoveries Timeline (Standards 1 and 2)

Standard 1

Creativity and Innovation 
-Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities

Standard 2
Communication and Collaboration 
-Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners of other cultures

d. Contribute to project teams

A- Identify types of learners in classroom and group different learning styles together.  This will encourage  more diverse looking timeline with different types of information presented in different ways.
S - The assignment will include identification of discoveries and theories that led to the current atomic theory beginning with Democritus over 2000 years ago.  A rubric will be included regarding type of information required, number of theories discussed, use of artwork/pictures/animations.  The expectation is that all students participate in the group activity and, depending on the size of the group, focus their attention on 1-3 discoveries/theories apiece with innovative or interesting and creative presentation
S - Students/groups will have the opportunity to choose their own artwork/pictures, etc.  These should be original and authentic to the group and to the member of the group. Students will also be required to choose their own method of collaboration with choices including, but not limited to, wiki pages like wetpaint, wikispaces, wikispot, and google docs.
U - Students should create and their own wiki page from scratch or using a template and build all materials without the assistance of the teacher in any way other than guidance and facilitation.
R - Students will present materials to the class by transferring each portion to Powerpoint or some other similar presentation media.  They wll be required to answer questionsfrom classmates and the teacher when necessary
E - After teacher and class comments, questions and suggestions, the groups will revise their wiki timeline and send the site to the teacher for final grading.  Revision should reflect any relevant criticism and commentary on the timeline.

This assignment should take a total of 5 days and after it's over, students should be more than prepared to complete a summative assessment regarding the atomic timeline and theories.

Standard 3-6 coming later this week

Standard 3
Research and Information Fluency 
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

d. Process data and report results

A-
S
S
U
R
E

Standard 4
Critical Thinking, Problem Solving, and Decision Making 
-Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions

A-
S
S
U
R
E

Standard 5
Digital Citizenship 
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning

d. Exhibit leadership for digital citizenship

A-
S
S
U
R
E

Standard 6
Technology Operations and Concepts 
Students demonstrate a sound understanding of technology concepts, systems, and operations. 
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies

A-
S
S
U
R
E

NET.S Standards

I actually had the opportunity to go over the NET.S Standards in a previous course last year and at the time I was unaware of their existence.  I knew that technology integration and literacy were becoming increasingly important but didn't realize that there were extensive standards already in place.  As I went through them, I realized that some of the standards were being met regularly by staff in my building and others were not regularly being met.  The first standard seems to be the easiest to meet and probably the most commonly met. Using things like word processors or lab simulation software together they are able to meet the creativity and innovation standard.  Students apply existing knowledge to generate  ideas, products, or processes and they use models and simulations to explore complex systems and issues.  A goal of mine for the next year is to incorporate more lessons that hit standards 2-6. In coming blog posts I hope to start creating plans and look for comments on how they look in the opinion of my peers.

Unit 1

Over time as a teacher you find new ways to plan and present lessons.  Early on, I reverted back to the way I was taught in high school.  Needless to say, this included minimal technology integration because, frankly, in the nineties there was very little technology use in my high school.  We were limited to video tapes and very limited internet access early in the age of the internet.  As time has gone on I have adapted, as has my instruction and preparation.  I have gained access to new technology and have (in some ways) been able to incorporate some of it in my teaching.

The ASSURE method is a great tool for planning and implementation of technology infused instruction.  We, as teachers, have a responsibility to plan lessons in the best interests of our students.  This involves analysis of each student's abilities and achievement on a daily basis followed by aligning new plans with state standards for curriculum and technology.  Once planning is done, the technology must be utilized in instruction to present the lessons that involve student participation and use of some of that same technology.  After presentation comes the hard part: revision and re-adaptation.

Many teachers would tell you that they do all of these things with every lesson.  The truth is, every teacher uses at least part of this method all the time and all of it on occasion but most are not adept enough to do all of it all the time.  We run into problems with technology integration or have trouble successfully revising lessons so we reuse the same lessons with limited effectiveness hoping that results will change on a new day or in a new year.  We have to adapt and use our time wisely to use this method because it is effective but only if we complete each task each time.

I have to work on two phases of this method.  First, selecting and using technology that is relevant and appropriate each day; and second, revising lessons when they are unsuccessful to create success later. These two things can be very related, especially when using things like surveys after lessons or prior to classes.  Below is a survey I've seen that I could may use prior to the year for parents.

http://www.surveymonkey.com/s/J6BK9HT