Presentation is loading. Please wait.

Presentation is loading. Please wait.

Introduction to: Computers and Instruction

Similar presentations

Presentation on theme: "Introduction to: Computers and Instruction"— Presentation transcript:

1 Introduction to: Computers and Instruction
Debbie Meadows CSUB, EDCI 560 CTAP Level 2 Revised 3-06

2 Class Requirements For a Grade of “A” For a Grade of “B”
Complete CTAP Portfolio for Levels I & II Multimedia Presentation/PowerPoint WebCt Discussions 10 Internet Site Reviews within WebCT One Article Review within WebCT Personal Technology Plan Technology Research Paper For a Grade of “B” Complete CTAP Portfolio for Levels I & II Multimedia Presentation/PowerPoint WebCT Discussions 10 Internet Site Reviews within WebCT One Article Review within WebCT Personal Technology Plan

3 Proficiency 2.1 2.1 Communicates through a variety of electronic media. Possible examples include: • PowerPoint Presentations • Web pages • Electronic portfolios • Multimedia, hypermedia, and video projects • Student projects that utilize digital tools to interact with subject matter experts or collaborate with others.

4 Evidence for 2.1 PowerPoint Presentations Website
Teacher Lecture or game/activity Student Website Electronic/Digital Portfolio Hot List or WebQuest

5 Proficiency 2.2 2.2 Collaborates with others through electronic media and computer based collaborative tools. Possible examples include: • Evidence of sustained communication with parents, students, and/or colleagues (e.g., , mailing lists, video conferencing, class web page, voice mail, homework hotline.)

6 Evidence for 2.2 Threaded Discussion Participation
WebCt participation--screenshots with colleagues or parents Class Newsletter from template Website updates if used by parents Voic anecdotal records

7 Proficiency 2.3 2.3 Collaborate with other teachers, mentors, librarians, resource specialists, and other experts to support technology-enhanced curriculum. • Collaborate on lessons or projects that incorporate the use of technology (e.g. locally, interdisciplinary, cross-grade level, world-wide, etc.)

8 Evidence for 2.3 Collaborative technology-based lesson plan
Listserv questions for lesson screenshots regarding the lesson Internet site reviews applicable to lesson

9 Proficiency 2.4 2.4 Contribute to site-based planning or local decision-making regarding the use of technology and acquisition of technological resources. • Participate in planning sessions with teachers, administrators and/or parents that involve the use or acquisition of technology at your site. • Be an active member of your site’s technology committee. • Attend conferences and share information with site colleagues.

10 Evidence for 2.4 Meeting notes from technology committee meetings
Interview with a school site technology leader Conference attendance badge and handouts or notes

11 Proficiency 2.5 2.5 Demonstrate competence in evaluating the authenticity, reliability, and bias of the data gathered. Include project/lesson plan and student samples that demonstrate students were taught to evaluate authenticity of information from a variety of sources such as Internet, , books, periodicals, etc.

12 Evidence for 2.5 Lesson Plan to teach about Information Literacy
Students are taught about evaluation of information Websites such as Tree Octopus Fact or Fantasy tie-in Correct resource for research 2 samples of student work from the lesson Reflection in narrative

13 Proficiency 2.6 2.6 Design or adapt lessons that promote the effective use of technology in teaching and state content standards or instructional objectives. • Content to be taught. • Alignment with the state content standards or instructional objectives • Student learning styles. • Selection of relevant, effective software and hardware. • Technology resources and learning environments available in the classroom, library, media centers, and computer labs, and other locations. • Assessment of student learning • Incorporate an Internet (or Internet derived) online project/lesson into a core subject, or incorporate a primary source document from the Internet into a curricular area.

14 Evidence for 2.6 Technology Lesson Plan
Follow requirements of proficiency must be technology and core subject area standards based Or use of primary source documents 2 samples of student work from the lesson Reflection in narrative

15 Proficiency 2.7 2.7 Designs, adapts, and uses lessons which develop student information literacy and problem solving skills as tools for lifelong learning • Develop and teach learning units or lessons that encompass information literacy skills, using technology to increase each student’s ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions. • Determine outcomes and evaluate the success or effectiveness of the process used. • Develop and use a performance-based rubric for the project/lesson to demonstrate success.

16 Evidence for 2.7 Information Literacy lesson plan to show student use of Information Literacy skills 2 samples of student work form the lesson Performance-based rubric Reflection in narrative

17 Proficiency 2.8 2.8 Demonstrate knowledge and understanding of the legal and ethical issues concerned with the use of computer-based technology. • Intellectual property concerns. •Privacy concerns. •Copyright issues. •Security and safety issues. •Use of proper “net etiquette”. •School’s/district’s Acceptable Use Policy (AUP). Appropriate citation of resources

18 Evidence for 2.8 Student AUP from local district
Student Classroom AUP from EDCI 560 Article on netiquette or acceptable use Reflection on article in narrative

19 Proficiency 2.9 2.9 Use a computer application to manipulate and analyze data. Disaggregate data from multiple sources to compare or show student achievement among sub-groups; for example, state and local measures, classroom assessments, etc. In narrative, draw conclusions from the data

20 Evidence for 2.9 Graphs from grades/spreadsheets created for CTAP Level 1, proficiency 1.12 Accelerated Reader printouts Enterprise Math printouts Digital Report Cards Evaluation of state test scores (API)

21 Proficiency 2.10 2.10 Use technology as a tool for assessing student learning and for providing feedback to students and their parents. • Give an example of how technology was used to assess student learning in a lesson • Electronic portfolios • Student multimedia projects with a rubric • Video of student performance • Student web pages with a rubric • Individual learning reports for parents and students Classroom Website

22 Evidence for 2.10 Student multimedia projects and websites
Rubrics for student work Videos of student activities Digital picture “scrapbook” of student activities Website (if parents use it) Narrative reflection on assessments

23 Proficiency 2.11 Locate or develop Internet-based learning exercises and research projects relevant to lesson plans and incorporate them into course curricula. Incorporate an Internet (or Internet derived) online project/lesson into a core subject, or incorporate a primary source document from the Internet into a curricular area (Photos, text, songs, etc. from National Archives, Smithsonian, Library of Congress, or similar resource.) Include a range of examples in portfolio.

24 Evidence for 2.11 Lesson Plans incorporating primary sources
Student activities demonstrating use of primary source documents WebQuests with student evidence Treasure Hunts with student evidence Correlate to lessons

25 Portfolio Requirements
Certification application Print out and fill out 2 applications Proficiency checklist name at the top of each page Current resume Cover letter explaining the context of your professional position and work environment Narrative describing each artifact contained in the portfolio

26 Narrative Requirements
There are two methods for describing the artifacts in your portfolio. With either method, the narrative description should clearly describe how the artifact/evidence has met the requirements of the proficiency standard. 1. Narratives at the beginning of each proficiency section describing the artifacts in that proficiency; or 2. Individual narratives placed on or with the artifacts themselves describing the artifacts.

27 Multi-Media Presentation
Required for all students in EDCI 560 Create a PowerPoint Presentation Idea-- one of your required lesson plans Demonstrate for your colleagues Rubric is in the syllabus

28 Internet Reviews Required for all students in EDCI 560
10 sites reviewed New sites, not sites show in class Identify, review, and critique Internet websites and demonstrate the ability to use several search engines to locate online information. (CTAP Proficiency 2.3) Evaluation Sheet and Grading Rubric in Syllabus

29 Article Reviews One Review for grade of “A”
One Review for grade of “B” Read and compare two educational articles that deal with technology in the classroom. These articles may be found online or in published professional journals. Grading Rubric in Syllabus

30 Personal Technology Plan
Required for all students in EDCI 560 This plan will address how technology applies to you: where you were before taking this class where you are as you leave this class where you see yourself a year from now This is your Final Exam.

31 Technology Research Paper
Required for a grade of “A” 4 - 5 page paper regarding the use of technology in the classroom. You should have four to six sources with APA citations and bibliography.

32 Create A WebQuest Instead of the research paper, you can create a webquest for your students Resources

33 Reminders Narrative must address all artifacts/evidence
Articles must have a reflection in narrative Narratives are about 1 page single-spaced long (minimum) for this portfolio Use in class activities in your discussions

34 Required Materials Floppy Disks for Class Printer Paper for Class
CTAP Level 1 Portfolio 2” binder with dividers 2 copies of the application 1 copy of Level 2 checklist

35 Resources

Download ppt "Introduction to: Computers and Instruction"

Similar presentations

Ads by Google