Prezi Final Project

Prezi RubricStudent Prezi Template

Wanda's Final Project GLEs

Mrs. Knight's Prezi Presentation

Wanda Knight

EDUC 3302

Professor Adair

7 November 2013

Final Technology Project: Autobiographical Prezi Presentation

The project I have chosen for my 5th grade students is to create 

an online autobiography which they will  present to the class. 

This autobiography will allow others to get to know a little more 

about each student in a fun and exciting way while engaging the 

student in learning and becoming proficient with a new technology 

tool. (Prezi) 

Supplies: Cameras, (video and still) computers (Ipads, netbooks 

or PC) internet websites, and creativity will be used.

Student template, EALR's/NETS and Prezi will be linked. 

Wanda Knight

Tech. in Education

Professor Adair

30 October 2013

Lesson Plan

Teacher:           Wanda Knight

Professor:        Monica Adair

Target grade:   5^th grade

Subject:            Writing-Language Arts

Date:                 October 31, 2013

School District:Northwest University

Title focus:     Writer’s Workshop. Write a story that is suitable and interesting 

                       for a younger audience.

Common

Core:               English Language Arts Standards

CC 3a:             Orient the reader by establishing a situation and introducing a 

                       narrator and/or characters; organize an even sequence that 

                       unfolds naturally.

CC 5.3b:          Use narrative techniques, such as dialogue, description, and 

                      pacing, to develop experiences and events or show the responses 

                      of characters to situations.

CC 5.3c:          Use a variety of transitional words, phrases, and clauses to manage 

                      the sequence of events.

CC 5.3d:         Use concrete words and phrases and sensory details to convey 

                      experiences and events precisely.

CC 5.3e:          Provide a conclusion that follows from the narrated experiences 

                      or events.

CC 5.6:           With some guidance and support from adults, use technology, 

                     including the internet, to produce and publish writing as well as 

                     to interact and collaborate with others;

GLE’s: 1.1.1  Applies more than one strategy for generating ideas and planning 

                     writing. Generates ideas prior to organizing them and adjusts 

                     prewriting strategies accordingly (e.g., brainstorms a list selects 

                     relevant ideas/details to include in a piece of writing, uses a story

2.1.1             Applies understanding of multiple and varied audiences to write 

                    effectively. Identifies an intended audience. Identifies and includes

                    information a diverse audience needs to know (e.g.,explains prior 

                    events, makes no assumptions about audience’s prior knowledge, 

                    such as defining an ollie in skateboarding). Anticipates readers’ 

                    questions and writes accordingly

EALR’s: 1.1: Innovate: Demonstrate creative thinking, construct knowledge 

                     and develop innovative products and processes using technology.

EALR 2 – Digital Citizenship

Students demonstrate a clear understanding of technology 

systems and operations and practice safe, legal and ethical 

behavior.

Components

2.1: Practice Safety:

Practice safe, legal and ethical behavior in the use of information 

and technology.

2.2: Operate Systems:

Understand technology systems and use hardware and networks 

to support learning.

Learning Target: Students will write a short children’s story intended for a 

                        Kindergarten-2^nd grade audience. Students will use their 

                        imaginations to create a story that will show knowledge of 

                        vocabulary words learned for this lesson. They may use 

                        Storybird.com to create the book. Their story will be read to 

                       a child in a partnering K-2 classroom at a later date.

End Goal:       For students to successfully share thoughts and ideas in a logical 

                      and sequential manner. To write for a specific audience. 

                      Successfully share their ideas through the use of written language 

                      and technology.

Vocab words:  Introduction, body, conclusion, moral, plot, setting, illustrations 

                      (These words will be used to help students define and understand 

                      the link between the logical thought and writing process. We will 

                      go over the definitions on the Smartboard together prior to  

                     beginning this assignment.)

Anticipatory

set:                Teacher to read a familiar children’s story to the students. 

                      Model how to ‘hook’ the interest of their audience. Students 

                      are asked to be aware of their feelings, emotions and thoughts 

                      as they are listening to the story. They will want to keep these

                      in mind as they are writing. 

Management

Of students:    We will be using the school’s mobile lab (laptops) for this project.

                       I will partner experienced and confident students with less 

                       experienced classmates. Students may help each other first. I will 

                       be available to students throughout this lesson, but each student 

                       must ask two classmates for help first.

Closure:         We will have a brief wrap-up where students may share their

                      thoughts on writing their own children’s story. We will set a time, 

                      at a later date, to share our presentations with our class and also 

                     with a participating classroom’s students.

Teacher Tasks:*Secure usage of mobile laptop station from media center.

  

 *Gather all needed supplies ahead of time. Type up and post 

   websites and instructions on Smartboard.

                          

                      *Read a short, familiar story to the students using the Smartboard. 

                       Point out vocabulary words ‘in action’ as they appear in the story.

                          

                      *Students given a few minutes to think of a theme. Students choose 

                       several illustrations from Storybird.com and begin to write their 

                       book incorporating the vocabulary concepts into their writing.

                         

                     *Coordinate with another teacher/classroom, for a later date, so 

                      students may share their work with an age appropriate audience.

                          

                    *Reserving laptops/netbooks for a follow-up presentation.

                          

                     *Teacher will assess student technology use/abilities as students 

                      are working.  Grading of the writing will be separate.

Student Learning

Behavior:        *Students using emerging writing skills to logically and sequentially 

                        convey thoughts and ideas.

                          

                       *Use of creative writing and imagination to develop a story.

                         

                       *Use technology to create a book to showcase their new story.

                          

                       *Find illustrations that will complement their story.

                         

                       *Experience sharing their ideas with a younger audience.

                          

                       *Students will use technology and gain additional writing skills.

Instructional

Resources:        Smartboard, internet, laptops/netbooks, and flash drives.

Instructions:    1. Move near your assigned computer buddy.

                        2. Think of a story topic or theme.

                        

                        3. Open a Word document and begin writing.

                         

                        4. When your story is complete go to Storybird.com and choose 

                        several illustrations that will work for your story. (It doesn’t have 

                        to be very long, but does need to include our vocab concepts in it.)

 5. Add the text to your illustrations.

 6. Proofread for errors.

 7. Title and SAVE to your flash drive.

 8. Help a friend if they are struggling.

 9. We will share these with a younger class at a later date.

                                    

Wanda Knight

Professor Adair

EDUC 3302Technology in Education

24 October 2013

Blog Post 3

     Julie Willis, neurologist turned educator, has some very encouraging information

for parents concerned with their children's video game playing. Dr. Willis discusses

the,"...dopamine-reward system (which) is fueled by the brain's recognition of making

a successful prediction, choice, or behavioral response." (Willis 2013) Because

"...dopamine produces a powerful pleasure response." (Willis 2013) students will

choose to continue on to the next level of a video game. Students will want to learn,

without any extrinsic reward, such as grades, simply for the dopamine rush and

the satisfaction of gaining new information.

     This is a fantastic discovery for teachers as they struggle to engage students on a

daily basis. As teachers learn and implement the new technology available to them

their students will benefit. They will be more engaged, interested in the material

and excited to learn. As students interact in the classroom using Smart Responders,

personal white boards, iPads, Netbooks or laptop computers, they are in a

continual state of sending and receiving information. This, if used for their benefit,

is new and empowering information for educators and parents.

     Many parents are not comfortable with bringing video games into the classroom

setting. There are strong beliefs around 'the way things should be done;' (Video

games and devices are for home and books are for school). Educators may

experience some push-back from well-meaning, yet uninformed, parents who

either do not support digital learning or are afraid of it themselves. One of the

biggest obstacles teachers may have in a digital classroom is getting the 'buy in'

from parents.

     Another negative factor in supporting the dopamine/instant reward need

for students, in the digital age, would be inconsistencies in technology. A student

may be better connected at home than school (or the other way around). Not

all districts are equipped with the latest and best technology for education. If

a teacher, or a classroom, become too dependent upon technology use the

students are in a continual state of  'instant gratification.' They do not have

opportunities to develop patience and learn to wait for their reward.

      As with every new technology and discovery, it takes time and

familiarity before it is embraced by the older generations.

 This is an area where the old familiar cliche' "That's not the way we

did it when I was a kid" is very true-no, it is not. Balance would

be a better way to meet the needs and concerns of both the older

and the younger generation.Technology is here to stay, whether any of

us like it or not.

Sources cited:

Willis, Julie, MD. "A Neurologist Makes the Case for the Video Game Model as

     a Learning Tool." Edutopia. Edutopia, 14 Apr. 2011. Web. 24 Oct. 2013.

Wanda Knight

Professor Adair

EDUC 3302 Technology in Educational

17 October 2013

Teaching with Interactive Whiteboards

     The modern classroom has come a long way from the traditional chalkboard,

 erasers, textbooks and lectures of yester-year. The students of the digital age will

never know the joys of cleaning the chalkboards and erasers on a brick wall outside

of their school, but they have an advantage that former students could never have

imagined-the internet. Students of the digital age confidently use computersand all

things related. They thrive using interactive programs and touch-screen technology.

This being the case, it is only natural that technology be incorporated into their daily

learning at school as well.

     Through the use of technology in the classroom, students of today are able to

obtain information immediately on any subject they may be studying. Teachers now

prepare lessons which incorporate interactive portions and require a response from

the students. In classrooms where interactive whiteboards are used, teachers receive

immediate feedback as students use their learner response device-handheld voting

device. (Marzano 2009) Through the use of pie charts and bar graphs displayed on

the whiteboard, teachers assess student's comprehension of material in real time.

(Marzano 2009) As student responses are submitted, teachers assess if the class is

ready to move to the next concept, or if more review is needed. Real time

assessment is an effective way for teachers to determine if theirlessons are meeting

all learning styles represented in their classrooms as well as the goals of the

curriculum.

     Marzano tells us that students in classrooms where interactive whiteboards are

used can gain a sixteen percentile point gain in their overall scores. (Marzano 2009)

That is very impressive and encouraging for new teachers coming into the

classrooms, however, this is representing teachers/classrooms where technology

use was effective. What happens in classrooms where technology may be available,

but not used effectively?

     According to the study mentioned in the article, The Art and Science of 

Teaching/Teaching with Interactive Whiteboards, by Robert J. Marzano (2009), not

all classrooms benefited from technology use. Marzano lists some of the 'cons' of

whiteboard use. These ranged anywhere from pointless data collection to graphics

 lacking student interaction capabilities. Marzano offers some pointers for educators

who are using interactive whiteboards, or may be new to the technology. 

     Teachers spend valuable time preparing lessons to meet the ever-changing

technological demands of individual student learning needs and curriculum

objectives. Their confidence with, and ability to effectively use technology in

their classrooms will either prepare students for the future or simply serve  to

entertain them. For teachers who are not comfortable with the 'new' way of

teaching it is time to "get over it." Learn how to adapt and facilitate instead of

lecture. Your future, and your students' futures,depend on it.

Works Cited:

Marzano, Robert. “The Art and Science of Teaching/Teaching with Interactive
Whiteboards.” Educational Leadership. 67.3 (2009): n. page. Web. 17 Oct. 2013.