EDIT 2000 Fall

practice post

2006-12-14T01:12:00.000-05:00

The Last Day of Class :(

2005-12-08T09:00:00.000-05:00

Well - this is it! We just have a few things left to do. I've truly enjoyed getting to know each of you and look forward to hearing from you as you continue here at UGA.

1. We need to complete the end-of-course evaluations- please take these seriously - (as I -- and my department head -- certainly do).

2. We need to take a class picture.

3. We need to present our portfolios! Make sure to share your favorite project.

4. You have two opportunities to earn an additional 5 points on your portfolio:
Opportunity #1: Attend the EDIT Studio Showcase tonight at 5:15 pm in rm 616 and send me an email telling me about 3 of the projects you viewed (in detail!). The email is due Friday by noon.
Opportunity #2: One of your classmates and I have been talking about how nice it would be to have a cookbook with ideas for cooking in a dorm or apartment for one or two people. We figured between all of my four classes we could get enough recipes to make a cookbook. I meant to do this earlier in the semester but haven't gotten around to it. If you'd like to contribute your favorite recipe - please send it in an email to me by noon Friday. I'll send an electronic copy of the finished recipe to you before Christmas.

5. Please make sure you fill in the sign-in sheet before you leave - with your portfolio address and your contact information in case I am unable to access your work.

6. I will finish grading by next Thursday - your grade will be available in OASIS immediately after I post them. Please let me know if you have questions about your final grade.

Have an absolutely wonderful holiday - and please stop by and visit next semester!

Final Reflection Update

2005-12-06T15:00:00.000-05:00

The following was emailed to all EDIT 2000 students on Tuesday, December 6:

I've had several questions from EDIT 2000 students about the 1st question on the final reflection assignment. This was something we discussed during class at the very beginning of the semester. I normally provide a reading for this but for whatever reason, I did not this semester. I have copies of the reading in a green bucket outside of my office. The outside doors to my office are open until 5:00 each day. I'm not running a full class set -- so if the bucket is empty when you stop by - send me an email and I'll get another copy to you.

You can also look online for background information on different types of learning theories and teaching strategies (this is from your EPSY class if you've taken it yet):

Funderstanding:
You'll find links to descriptions of several different learning theories

Teaching and Learning Strategies:

You'll find descriptions of various teaching and learning strategies -- many of which we have discussed in class

Please let me know if you have any additional questions about your reflections paper.

I have some appointment times that have opened up on Wednesday should you find that you need help with your portfolio. Please make sure it is completed before you arrive for class - I will not be available before class on Thursday.

Uploading your portfolios

2005-12-01T09:30:00.000-05:00

**** If you want to upload from home - you can access a free download of WS_FTP for your PC at this site. (Scroll all they way to the bottom and select "WS_FTP LE 5.08 in the table)

** If you have an appointment to meet with me - please make sure all of your content is complete before you arrive. I expect that your portfolio will be completely finished unless you have specific questions about how to link to documents or how to insert images. If you do not have questions such as those, you should be ready to upload your portfolio folder when you arrive for your appointment.

Today is the last day for in-class work on your portfolios. Should you need additional assistance after today's class, make sure to sign up for an appointment. If you find that you no longer need to meet with me - please let me know as soon as possible so that the time slot will be available for other students.

Assuming all parts of your portfolio are complete, you'll upload your website in class today following the directions provided in class. If everything is complete and all links and images are working -- you'll leave your web address on the sign-in sheet before you leave class today.

You can complete a peer review of a classmates completed (and uploaded) portfolio during class to earn an additional 5 points on your portfolio grade. The peer review must be completed during Thursday's class and must be completed by accessing your classmate's portfolio via the web - you cannot review a portfolio from a classmate's key drive. Peer reviews must be submitted by the end of class today.

Showcase assignment: You will need to create a display for your work area for next Thursday's class. This can consist of signs to place around your computer, a tri-board (as seen in our classroom), and/or food. You will be asked to give one reason why students should come and view your projects -- so your display should be enticing. You will be taking the display with you at the end of Thursday's class - so don't bring anything too large or difficult to carry.

You will need to bring a printed copy of your final reflection to class on Thursday.

So, what are we doing in class next Thursday?
1. Completing the end-of-course evaluation
2. Presenting our work to our classmates in a round robin format
3. Taking a class picture
4. Eating any snacks you might choose to bring for our class

Web-based Portfolio Handouts: Missing a handout? - print it out here:
1. Checklist for required components
2. Creating a menu page and autobiographical page in Fireworks
3. Creating pages for your web-based portfolio
4. Linking artifacts to your web-based portfolio
5. Inserting images into your web pages
6. Uploading your web-based portfolio

Linking to Images

2005-11-29T09:30:00.000-05:00

The first thing we need to do is check the size of your portfolio folder. We are limited to 10 Mb of space in your Arches account. To check the size do one of the following at the beginning of class.
1. PC: Open your key drive and right-click on the portfolio folder. Choose "Properties". This will tell you the size of your folder.
2. Mac: Open your key drive. CTRL+Click on your portfolio folder. Choose "Get Info". This will tell you the size of your folder.
If your portfolio folder is larger that 8 Mb - please put your name, UGA ID, and actual size of your portfolio folder on the sign-in sheet before leaving class today.

Today we will export the menu and autobiography pages that you created in Fireworks. We'll import them as images into the .htm pages that you created in Dreamweaver. We'll also talk about inserting other images that you might want to use on your web pages.

Do not forget about the final reflection paper that is due at the beginning of class on Thursday, December 8.

If you are planning on using your late pass to count as an absence - be prepared to turn in your late pass by Thursday, December 8.

What's left for the semester?

Thursday, December 1 - Showcase assignment, Independent portfolio work, uploading your portfolio
Tuesday, December 6 - Class does not meet, UGA follows MWF schedule
Thursday, December 8 - Final reflection due, Portfolio due, End-of-course evaluation, showcase of portfolios, class pictures

Web-based Portfolio Handouts:
Missing a handout - print it out here:
1. Checklist for required components
2. Creating a menu page and autobiographical page in Fireworks
3. Creating pages for your web-based portfolio
4. Linking artifacts to your web-based portfolio
5. Inserting images into your web pages

Linking to Artifacts

2005-11-22T09:30:00.000-05:00

Your final WebQuest reflection is due at the beginning of class today.

Today you'll prepare your course projects to be added to your web-based portfolio. You'll rename documents and copy them into your portfolio folder. You'll also save your Inspiration/Kidspiration projects as images and your resume as a .pdf.

After getting everything organized, you'll link to your individual artifacts/projects on the appropriate pages in your web-based portfolio. You may want to go ahead and link to all of your artifacts or you may want to work on content and then add the artifact links as you go. Remember to use this student portfolio as a reference for what is expected. Also, continue to refer to the checklist so you know what is required for each page in your portfolio.

***Did you know that Dreamweaver will allow you to spellcheck your work?! Go to Text>Spelling.
***Don't forget to save all web pages with the .htm file extension!!

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We do not have a final exam in this class - we have a final project: the web-based portfolio and a final reflection paper. The purpose of the final reflection paper is to allow you the opportunity to reflect on what you've learned in EDIT 2000 this semester and to begin to think about how you will apply your new knowledge and skills in your future classroom. Because the end of the semester is so focused on technical skills, it is important to recall the theories and ideas behind K-12 technology integration. While the reflection paper is not a research paper - it is a summation of all that you have learned this semester. Before writing your paper, I recommend the following:
1. Review the assignment description - plan to organize your paper around the specific questions that are asked - no more, no less.
2. Review the blog postings from this semester - they are more than just links to resources.
3. Review the readings that were distributed at the beginning of the semester.
4. Take the reflection assignment seriously - it is worth 10% of your grade and I am looking for a synthesis of what you have learned this semester.

The reflection paper is due (in a printed copy) on Thursday, December 8. It will not be accepted late or as an email attachment.

What's left for the semester?

Thursday, November 24 - Thanksgiving Holiday
Tuesday, November 29 - Menu page and autobiography page due, inserting images into your portfolio
Thursday, December 1 - Showcase assignment, Independent portfolio work, uploading your portfolio
Tuesday, December 6 - Class does not meet, UGA follows MWF schedule
Thursday, December 8 - Final reflection due, Portfolio due, End-of-course evaluation, showcase of portfolios, class pictures

Web-based Portfolio Handouts:
Missing a handout - print it out here:
1. Checklist for required components
2. Creating a menu page and autobiographical page in Fireworks
3. Creating pages for your web-based portfolio
4. Linking artifacts to your web-based portfolio

Web-based Portfolios

2005-11-17T09:30:00.000-05:00

Using technology to enhance the learning experience for students with varied learning styles is important -- as is creating projects at a LoTi level of 3 or higher. We're going to step away from this today and work at a LoTi level one as we develop an environment to showcase the work you have done this semester.

We will begin to build your website today, you'll continue to add to it throughout the remainder of the semester. This website will allow you to connect all of your course projects together so that you will finish the semester with your own web-based portfolio.

Being able to communicate via the web to parents, co-workers, students, and the community is important -- building this website will help you to begin learning how to create an online presence that can ease you into those communications. As you work on your website -- think about what image you want to project, what ideas you want to get across, and what level of communication you want to have with your audience. View samples from previous semesters to get an idea of how you might organize your work. You also have a checklist to keep you on track with the requirements for the portfolio.

You'll probably want to download the 30-day trial of Dreamweaver and Fireworks so that you can work from home: Download trial There is also an online tutorial that may help you: Dreamweaver tutorial.

Continue working on your Fireworks elements outside of class -- it is due on Tuesday, November 29.

WebQuest Reflection - Part of your WebQuest assignment is 2 reflections and a peer review. These questions comprise the 2nd required reflection. Please open the attached Word document and respond to the questions. Bring a printed copy of your responses to class on Tuesday, November 22.

What's left for the semester?
Tuesday, November 22 - WebQuest reflection due, adding all of your project work into your portfolio, final reflection assignment
Thursday, November 24 - Thanksgiving Holiday
Tuesday, November 29 - Menu page due, inserting images into your portfolio
Thursday, December 1 - Showcase assignment, Independent portfolio work, uploading your portfolio
Tuesday, December 6 - Class does not meet, UGA follows MWF schedule
Thursday, December 8 - Final reflection due, Portfolio due, End-of-course evaluation, showcase of portfolios

Getting Images Ready for Your Portfolio

2005-11-15T09:30:00.000-05:00

Over the next few weeks you will build a portfolio to showcase the work you have done in EDIT 2000. We will begin today by creating a menu page and learn how to edit images for your autobiography page.

We will use Fireworks, a photo editing tool. It allows you to manipulate images and create images for the Web. Don't forget to take a look at some of the portfolio samples from past classes to get some ideas.

You may want to download the 30-day trial of Fireworks and Dreamweaver. It is expected that you work on some of this outside of class. The following places on campus also have Dreamweaver on them: 228 Aderhold, 216 Ramsey Center, and the Student Learning Center.

On Thursday we will begin to create the pages for your portfolio. WebQuests are due Thursday at the beginning of class - you will save an electronic copy of the teacher and student pages to the dropbox. (If you have not completed a peer review or had one completed for your WebQuest - you will need to arrange this on your own before Thursday - see last Thursday's blog posting for additional information).

What's left for the semester?

Thursday, November 17 - WebQuests due, WebQuest reflection assigned, creating your web-based portfolio with Dreamweaver
Tuesday, November 22 - WebQuest reflection due, adding all of your project work into your portfolio, final reflection assignment
Thursday, November 24 - Thanksgiving Holiday
Tuesday, November 29 - Menu page due, inserting images into your portfolio
Thursday, December 1 - Showcase assignment, Independent portfolio work, uploading your portfolio
Tuesday, December 6 - Class does not meet, UGA follows MWF schedule
Thursday, December 8 - Final reflection due, Portfolio due, End-of-course evaluation, showcase of portfolios

Peer Reviews for WebQuests

2005-11-10T09:30:00.000-05:00

**If you had trouble accessing the student template -- get it here.

For Tuesday - start saving electronic copies of photos to your key drive - you'll need at least 3 or 4 for your web-based portfolio.

Want to see a first grade powerpoint project? Here's my niece's project on Frogs (she did have some help from her mom on the clip art).

Technical stuff:

If you have created other Word documents that you would like to link to your webquest page -- do the following:
1. Save the document as a web page in your portfolio folder
2. Open your webquest page
3. Highlight the text on your webquest page that you want to serve as the link to your new document
4. Go to File>Insert Hyperlink
5. In the window that opens up - select the "Document" tab
6. Click the "Select" button and browse for your document.

Peer Review:
Now is the time to take a few minutes to provide feedback on a classmate's webquest. This is not the time to say "It looks great!" or "I can't think of anything I'd change". Your task is to give specific feedback that will assist your classmate in improving his or her webquest.

Working with a partner, take 5 minutes to share the basic ideas behind your webquests. Open this feedback document and type your responses. (Remember, you'll have to right-click on the link and choose save as.) Make sure that you are giving more than yes or no responses. When you have completed your feedback, email a copy of your responses to your partner and save another copy in the dropbox - save the file as: firstinitial_lastname.doc

After you have completed the peer review, continue working on your project. Make sure to review the project description and to incorporate some of the suggestions from the peer feedback section. You may also want to use these two checklists to improve your webquest even more:

Fine Points - Little Things Make a Big Difference
Process Checklist

Remember that your final WebQuest is not due until Thursday, November 17. You will submit your final project electronically to the dropbox.

11:00 Class - Here is the text of the survey some of you will complete for the dissertation study. It will be a paper-based survey.

What's left for the semester?
Tuesday, November 15 - Creating a menu page for your web-based portfolio with Fireworks
Thursday, November 17 - WebQuests due, WebQuest reflection assigned, creating your web-based portfolio with Dreamweaver
Tuesday, November 22 - WebQuest reflection due, adding all of your project work into your portfolio, final reflection assignment
Thursday, November 24 - Thanksgiving Holiday
Tuesday, November 29 - Menu page due, inserting images into your portfolio
Thursday, December 1 - Showcase assignment, Independent portfolio work, uploading your portfolio
Tuesday, December 6 - Class does not meet, UGA follows MWF schedule
Thursday, December 8 - Final reflection due, Portfolio due, End-of-course evaluation, showcase of portfolios

WebQuest Work Day

2005-11-08T09:30:00.000-05:00

Class attendance today is optional - we will be working on WebQuests during class. Please make sure to have at least half of your WebQuest completed by the beginning of class on Thursday. We will be working in pairs to conduct peer reviews of your WebQuest.

Here are some links that will be helpful as you work on your WebQuest:

WebQuest Project Description
Generic WebQuest Template - Student Version (you'll need to right-click this link and choose "Save As")
Generic WebQuest Template - Teacher Version (you'll need to right-click this link and choose "Save As")
Sample WebQuests

Make sure to save everything to your portfolio folder!

WebQuest Design Patterns

2005-11-03T09:30:00.000-05:00

How do you ensure that students will be engaged in your WebQuest activity? View the WebQuest Taxonomy of Tasks to determine in what category your original WebQuest will fall. Share with the class your idea for a "hook" or introduction and your WebQuest category.

Now that you have an idea for your WebQuest, how will you design the entire process section for your learners? What are the major components of a WebQuest and what is the role of each in the learning activity? The Building Blocks of a WebQuest page will help you to better understand the purpose of each.

So, how do you get started writing your own WebQuest? The WebQuest Design Process flowchart created by Tom March is a great way to keep track of what you are doing.

Now that you have an idea for content flow how do you put it all together into a web-based learning activity? Bernie Dodge has put together a large list of templates you can use to create your activity. Choose the appropriate template from the WebQuest Design Patterns page. You should download the student page only. You can access the template for the teacher page here. Remember, you'll need to open the pages in Word to edit them.

Spend some time working on your WebQuest, making sure to check the project description and rubric to ensure you are including all required elements.

Tuesday's class attendance will be optional. We will be working on your WebQuests throughout the class. Regardless of whether or not you attend class on Tuesday - you will need to complete at least half of your WebQuest before next Thursday's class - as we will be working in groups to review WebQuests. Make sure to check the blog on Tuesday for any updates.

Here are some questions to consider about your WebQuest before next Thursday's class:
*Is your WebQuest topic authentic in order to engage your students?
*Is your WebQuest task challenging and doable?
*Do your learners need to think independently and critically during the WebQuest activity?
*Is collaboration between your students important for the successful completion of the WebQuest?
*What scaffolds (visual organizers, software tools, prompting questions and suggestions) are provided in your WebQuest?

Web-based Resources

2005-10-25T09:30:00.000-04:00

PowerPoint Games are due today - we will save them to the dropbox at the beginning of class.

Finding and using web-based resources is a large part of integrating technology in the K-12 classroom. While discussions of search strategies and how to evaluate websites are important -knowing how to use the resources is of utmost value.

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What is it that gets students interested in your content area? What is the hook that draws them in? Sometimes it's a story, a "what if?" questions, or a model of something really large or really small. In other instances, it's a controversial issue that directly impacts the lives of your students. How can technology help you to find that hook? Internet resources and WebQuests can help a teacher to create a learning environment that makes students want to know more.

For the next several class sessions, we'll be looking at exemplary web resources for your content area and creating a WebQuest to add to your web-based portfolio. MarcoPolo is called a gateway site -- since it is acts as a "gateway" to 7 nationally recognized educational sites. We'll spend some time surveying the MarcoPolo partner sites and discussing how resources can enhance your curriculum.

Although most educators are aware of the wealth of resources available via the Internet, they are not sure how to use them appropriately in teaching their content area. In the mid-90s, Bernie Dodge, a professor of educational technology at San Diego State University, developed the notion of WebQuests. What is a WebQuest, you ask? Let Dr. Dodge tell you himself. Why would you teach using a WebQuest? One of Bernie Dodge's former graduate students, Tom March will tell you why.

For Tuesday's class - be familiar with the definition of a WebQuest and bring to class at least 2 of your content standards that could be addressed with a WebQuest.

Optional PowerPoint Game Day

2005-10-18T09:30:00.000-04:00

Today is an optional/attendance makeup class. I will be available for questions and help with your games.

Your PowerPoint Game project is due Tuesday, October 25 at the beginning of class. You will submit your game electronically to the dropbox. Extra points will be given for "game packaging" that is submitted on time.

Please remember that class will not meet on Thursday, October 20 as I will be at the AECT conference in Orlando giving a presentation on - of all things - PowerPoint games. I should have email access - but please allow 48 hours for a response. I will be back in town on Sunday evening and will catch up with any unanswered email messages then. Don't forget that our classroom will be open from 9:30-3:15 should you want to work on your project.

Next Tuesday we will begin talking about web-based resources in preparation for our Webquest project.

More PowerPoint Game Work!

2005-10-13T12:30:00.000-04:00

It's the halfway mark and you've completed 4 assignments/projects for the course. Now is a good time to back up your files (I suggest backing up at least once a week). If you are unsure how to do this -- let me know and I'll show you how.

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Congratulations to Meagan Goodwin and Brittani McCormick for winning the very stylish Inspiration t-shirts for their exemplary Inspiration / Kidspiration projects!

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As you continue work on your PowerPoint games -- it is important to focus on the instructional value of your game -- and value is added through good questions. Bloom's Taxonomy is an easy way to learn more about various levels of questioning. The class handout will show you the levels. Test your knowledge of Bloom's with this online quiz.

Even young children can use Bloom's Taxonomy to improve their work. Here's a video of a class of children who use it to design literature units. Learn even more about this project here.

Using the handouts on Bloom's Taxonomy and question development, work with a partner to take your 3 sample questions "up a level" on Bloom's Taxonomy. Use these improved questions as a model for all 25 questions to be included in your game. Don't forget that you can checkout textbooks from the Curriculum Materials Center in rm 207 for more ideas for questions (just make sure you're not plagiarizing!)

Continue working on your game outside of class (it is due Tuesday, October 25)-- you have a handout on scanning in gameboards if you choose to draw yours by hand. Many students will choose to use the drawing tools in PowerPoint to create their boards. As you work -- review student samples and the PowerPoint Games Project Rubric to ensure that you are meeting the expectations of the assignment.

For Tuesday:
1. All text-based slides should be completed (i.e. story, game directions, etc.)
2. 3/4 of your question slides should be completed
3. If you are drawing a board by hand - it should be ready to be scanned.
4. Have someone "play" your game - to double-check your game directions.

Tuesday's class is an optional / attendance make-up day. If you need help with or time to work on your game you should attend class. If you have missed 2 days of class or more - you should attend class.

Please remember that class will not meet on Thursday, October 20 - the lab will be open from 9:30-3:15 for project work.

PowerPoint Games

2005-10-11T12:30:00.000-04:00

For more information about EDIT 5500 (offered next semester) and the undergraduate certificate in instructional technology - go to this link.

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By now you should have a story idea and you should have selected the standards you'll be addressing with your game. Make sure that you are not creating a game that will review multiple standards. Your game should be designed to introduce content or to provide practice for student understanding. If your game is designed around basic factual recall -- think of another game!

After sharing our story and game ideas, we'll review the project assignment and begin working on the template. Most of the technical skill you need was acquired when we created seating charts during the Productivity Tools Assignment. Using the drawing toolbar in PowerPoint will allow you to customize your game template.

Action buttons are easier than they seem. Being slow and methodical makes it easier to create action buttons that direct the user to the correct feedback.

Here are some links that will review what we learned in class today:
Creating feedback slides
Creating question slides
Creating the headquarters to access your question slides

There are two parts of your game that ensure students will want to use it for learning: the story and the level of questions. You want to make sure that you have an engaging story - and you also want to make sure that your game is the right level of challenge. Factual level questions are too easy (and boring) regardless of the grade level you are targeting. We'll spend time in class on Thursday working on your game design and learning how to write good questions.

For Thursday's class:
1. Begin customizing the game template
2. Write your game directions
3. Finish the basic slides: objectives, game pieces, copyright notice, credits, etc.
4. Write 3 questions to use in your game (on scratch paper) and bring to class.

EDIT Certificate Information

2005-10-10T15:42:00.000-04:00

The Interdisciplinary Certificate Program is designed for pre-service teachers to encourage:
(1) practical and developmental knowledge of technology within a
(2) framework of service to the community by working with practicing teachers solving pedagogical problems and a
(3) global, multinational and multicultural perspective of technology integration

The certificate is comprised of four core courses and one elective:

Core Course 1: EDIT 2000 – Introduction to Computers for Teachers – 3 credits
This course will explore technology and its educational applications for preservice teachers, with an emphasis on integrating computer tools into classroom instruction. Students will focus on computer-based educational applications in the areas of instruction, text, and data processing, multimedia, and telecommunications.

Core Course 2: EDIT 4150 – Introduction to Computer-Based Education – 3 credits
The computer, modern technology, and its educational applications. Computer-based education in the areas of instruction, technology integration, multimedia, and new designs for teaching and learning. Philosophical perspectives on the role of modern technology in education.

Core Course 3: EDIT 4160 – Design and Development Tools – 3 credits
Students will learn a variety of tools appropriate for computer-based development. These include graphics, media, and software development tools. Students will be required to write a contract for the specific tools and curriculum materials they choose to learn. Students will work independently learning computer-based tools. In addition, scheduled class time will allow students to self select workshops, collaboration with peers, and assistance opportunities with instructors. This class will employ a mixture of structured learning and independent learning experiences at the discretion of the student. Ultimate performance in the class will be evaluated using a complex rubric that focuses on the major application project that students construct independently.

Core Course 4: EDIT 5500 – Technology-Enhanced Learning Environments – 3 credits
Students will analyze issues in technology integration in the K-12 environment. Specifically, students will perform needs analyses, design and develop curriculum materials and lesson plans based on these needs, and learn to evaluate their own work as well as provide peer feedback to others. This course will require students to perform field-work in partnership with public/educational institutions, non- profit organizations, or any other appropriate agency to apply the concepts learned in this course, following a service-learning format. This partnership will develop technology solutions to challenges in adapting to diversity, learning styles, bridging the digital divide, and other relevant issues. Inherent in this course is the intent to develop lasting solutions and strategies that will have immediate as well as long term pedagogical impacts on teaching practice.

Elective options (student will select one elective course):

Elective Course 1: EDIT 4600 – Multicultural Perspectives on Technology – 3 credits
Investigation of the policies, motivations, and beliefs surrounding the use of technology in educational systems around the globe. Students will learn to recognize, analyze, and benefit from different perspectives on the use and meaning of technology in educational contexts.

Elective Course 2: EDIT 4170 – Instructional Design – 3 credits
Systematic procedures for designing, developing, evaluating, and revising instruction to meet identified goals and objectives.

COURSE ROTATION (all classes open to education majors only):

Spring 2006:
EDIT 2000 – 10 sections offered
EDIT 4150 – student teachers only
EDIT 4170 – cross-listed with 6170 – evening course
EDIT 5500 – T/Th 12:30-1:45

Summer 2006:
EDIT 2000 – 4 sections offered
EDIT 4170 – cross-listed with 6170 – online

Fall 2006:
EDIT 2000 – 10 sections offered
EDIT 4150 – student teachers only
EDIT 4160 – T/Th 12:30-1:45
EDIT 4170 – cross-listed with 6170 – evening course

Spring 2007:
EDIT 2000 – 10 sections offered
EDIT 4150 – student teachers only
EDIT 4170 – cross-listed with 6170 – evening course
EDIT 4600 – cross-listed with 6600 – online
EDIT 5500 – T/Th (time undetermined)

PowerPoint Games

2005-10-06T12:30:00.000-04:00

Please turn in your Inspiration/Kidspiration project. If your project has features that can only be viewed electronically, please make a note of that on your printed project and save a copy to the Inspiration folder in your class folder in the Dropbox.

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Addressing learning styles is important when designing activities to teach content standards. Inspiration and Kidspiration software allow an educator to do just that -- by addressing needs of visual learners. Technology also allows educators to respond to various learning theories - from behaviorism to constructionism. Today we'll talk about PowerPoint games: what they are and how they help students construct their own knowledge.

It's important to know a little bit of background on the PowerPoint games project before we begin. Dr. Lloyd Rieber - a professor in my department - wrote a paper on this very topic that is an interesting read. Many EDIT 2000 students have created their own games and more and more K-12 classrooms are using PowerPoint games as a way to address content standards through constructionism. I'll share some stories from these projects in class. You'll want to view some sample games from the Homemade PowerPoint Games website and from student portfolios from previous semesters.

After viewing several, you'll want to get started on your game. You'll need to look over the project assignment and and complete the game outline sheet distributed during today's class - this is due at the beginning of class on Tuesday.

Inspiration Workday

2005-10-04T12:30:00.000-04:00

Today you'll submit your "All About Me" assignment to the dropbox. We'll learn how to create an activity in Kidspiration and look at some additional examples of project ideas. You will have the remainder of class to work on your project.

Your Inspiration/Kidspiration project is due Thursday, October 6 at the beginning of class. You should bring a printed copy of each activity and each teacher information sheet.

For your Teacher Information Sheet the Technology Integration Standard addressed is:
"Uses brainstorming/webbing software in planning, organizing, and prewriting. " This is from the Technology Integration Standards on the Georgia Learning Connections website. Your content standards should come from the Georgia Performance Standards.

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Please mark your calendars: class will not meet on Thursday, October 20. I will be attending the Association for Educational Communications and Technology's Annual Conference.
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NEW COURSE!
EDIT 5500 - Technology-Enhanced Learning Environments will be offered for the first time during Spring Semester 2006 on T/Th from 12:30-1:45. This course is a part of the Interdisciplinary Certificate Program in Instructional Technology (EDIT 2000 is also a part of the Certificate!). In this course you will design and develop curriculum materials and lesson plans for public/educational institutions, non-profit organizations - following a service learning format. You will develop technology-based solutions to challenges in adapting to diversity and learning styles, bridging the digital divide, and other relevant issues. This course is open to education majors.

Please email me if you would like more information about the course or the certificate.

Visual Learning and Inspiration

2005-09-29T12:30:00.000-04:00

Your understanding of learning theory and technology integration is really starting to come together. You are learning that technology is not used in K-12 classrooms just to make learning more fun. Technology tools can be used in conjunction with good teaching strategies to address various learning styles and student needs.

What is your learning style? Take this online quiz to find out.

Today we will be looking at visual learning software -- Inspiration and Kidspiration. Both tools allow PreK-12 students to see a concept and its connecting themes and ideas. During class today, we will create an "All About Me" concept map. These will be turned in at the beginning of class on Tuesday.

For the class project, you'll create two activities for your subject area/grade level -- one for a whole group lesson and one for a small group or individual lesson. You'll need to find out more information about visual learning by reading the articles distributed during class and read more about the Kidspiration and Inspiration assignment before getting started on your project. You'll also want to install the 30-day trial CD that was distributed during class.

The Inspiration/Kidspiration project is due Thursday, October 6 at the beginning of class. Don't forget -- the best 2 projects out of my 4 classes win an Inspiration t-shirt!

Finishing up iMovie and Digital Images

2005-09-27T11:00:00.000-04:00

9:30/11:00 classes - Digital Images

Over the past few days you have utilized a number of technologies on the computer. In each of those programs you probably worked with images and animations (clip art). You either inserted clip art from the library within the application or navigated to the Internet to gather clip art. Fortunately with the advent of digital cameras (and scanners) we are able to insert any number of various images into computer applications.

Today we are going to spend some time working with digital images. Why use a digital camera in the first place? This page lists some advantages and disadvantages.

Once you make the decision to use digital cameras in your classroom, what is the best way to proceed? There are a number of resources you can take a look at to see how others have used them.

This page offers a compilation of various lessons across grade levels and subject areas.

The Apple Learning Interchange offers an abundance of lessons and ideas on using digital images. From the home page use the key word iPhoto in the search box. From there you should have several pages of lessons and ideas to look through. Here are 3 different ones for you to take a look at:

Past and Present
Social Studies, grade 9-12
Fabulous Fairy Tales
Language Arts, grade 4-6
Mystery Numbers in Everyday Life
Math, grade K-3

Once you have a digital image there are a number of ways you can manipulate them. Office applications have various editing tools we will use. However, there are several other programs out there: Adobe Photoshop, Microsoft Digital Image Suite 10, Picasa, and iPhoto are just a few.

Today you will spend some time locating digital images to use in teaching. The images you find should relate to the content area you have chosen to work with for the semester.

Download the digital images template. Use the template to create a lesson idea using digital images. For example, you may have an image of a house being built. That image may serve as a story starter for your students. A math teacher may insert several pictures of buildings with odd shapes. The purpose of that lesson could be for the students to identify whether the angles and the buildings are acute, obtuse, or right angles.

Use the images you found today to complete your assignment. The Digital Images assignment is due Thursday, September 29 at the beginning of class -- you should bring a printed copy of the completed template.

For Thursday:
Your digital images lesson idea and your iMovie teacher information sheet are due at the beginning of class on Thursday.

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12:30 / 2:00 classes - Final editing

Finish editing your iMovie. Export a copy to each group member's key drive and to the editing station you have been working on.

For Thursday:
Your iMovie teacher information sheet is due at the beginning of class on Thursday.

iMovie Editing

2005-09-20T12:30:00.000-04:00

9:30 / 11:00 classes

Continue editing your video clips today. You should finish any cropping this morning and begin work on titles and transitions. Make sure to limit titles to 4 or 5 words - any more than that will be impossible to read. Don't forget that your clip needs to be as long or longer than the title that you want to place on it or iMovie will give you an error message. Adjust the length of the title to prevent this from happening.

Thursday will be your last day to edit -- make sure you bring any music that you will need.

Don't forget that you can reserve the editing suite on your own in rm 232.

12:30 / 2:00 classes

Today you'll begin editing your video. Your goal for today is to import all of your raw footage and begin cropping. Decide what (if any) music or voiceovers you want to use and be prepared to work on them on Thursday.

Please note that your group can reserve the editing suites on your own through OIT in room 232. We will be working on editing until next Tuesday.

iMovie Editing

2005-09-15T11:30:00.000-04:00

9:30/11:00 classes - Editing Video

Today you'll begin editing your video. Your goal for today is to import all of your raw footage and begin cropping.

Decide what (if any) music or voiceovers you want to use and be prepared to work on them on Tuesday.

Please note that your group can reserve the editing suites on your own through OIT in room 232. We will be working on editing until next Thursday.

12:30/2:00 classes - Learning to use iMovie

Public service announcements have been around forever. It is incredible what an impact 30 seconds can have -- think about Smokey the Bear and the Crash Test Dummies. Using video in education has been around for a long time, but it is just in recent years that it has become simple for classroom teachers and children to create and edit their own educational videos. The Apple Learning Interchange gives multiple examples of using educational video for teaching content standards.

You'll want to review the project guidelines for this project. We will use iMovie for editing. iMovie HD is the software available in the iLife suite on Macintosh computers. PCs have a similar software called Movie Maker 2.0 -- but it is not as easy to use in its existing version. Today you'll learn the ins and outs of the software. We will edit video during the next 3 class meetings.

For Tuesday's class:
1. Bring your tape of no more than 8 minutes of raw footage for your video.
2. Bring any music that you want to use as background on your video.

iMovie and Digital Images

2005-09-13T11:30:00.000-04:00

The Productivity Tools Project is due for all T/Th classes. Please turn in all portions of the project at the beginning of class.
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9:30 / 11:00 classes -- iMovie Project

Public service announcements have been around forever. It is incredible what an impact 30 seconds can have -- think about Smokey the Bear and the Crash Test Dummies. Using video in education has been around for a long time, but it is just in recent years that it has become simple for classroom teachers and children to create and edit their own educational videos. The Apple Learning Interchange gives multiple examples of using educational video for teaching content standards.

You'll want to review the project guidelines for this project. We will use iMovie for editing. iMovie HD is the software available in the iLife suite on Macintosh computers. PCs have a similar software called Movie Maker 2.0 -- but it is not as easy to use in its existing version. Today you'll learn the ins and outs of the software. We will edit video during the next 3 class meetings.

For Thursday's class:
1. Bring your tape of no more than 8 minutes of raw footage for your video.
2. Bring any music that you want to use as background on your video.

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12:30 / 2:00 classes - Digital Images

Past and Present
Social Studies, grade 9-12
Fabulous Fairy Tales
Language Arts, grade 4-6
Mystery Numbers in Everyday Life
Math, grade K-3

Once you have a digital image there are a number of ways you can manipulate them. Office applications have various editing tools we will use. However, there are several other programs out there: Adobe Photoshop, Microsoft Digital Image Suite 10, Picasa, and iPhoto are just a few.

Today you will spend some time locating digital images to use in teaching. The images you find should relate to the content area you have chosen to work with for the semester.

Download the digital images template. Use the template to create a lesson idea using digital images. For example, you may have an image of a house being built. That image may serve as a story starter for your students. A math teacher may insert several pictures of buildings with odd shapes. The purpose of that lesson could be for the students to identify whether the angles and the buildings are acute, obtuse, or right angles.

Use the images you found today to complete your assignment. The Digital Images assignment is due Tuesday, September 20 at the beginning of class -- you should bring a printed copy of the completed template.

For Thursday:
1. Begin capturing video for your iMovie project.
2. Work on the Digital Images assignment - due Tuesday, September 20 at the beginning of class.

Productivity Tools - Last Day

2005-09-08T12:30:00.000-04:00

By now you are familiar with locating and customizing templates to create newsletters, hall passes, business cards, etc. You have also used PowerPoint to create a seating chart and Excel to create an attendance and grade record. Your remaining tasks for the Productivity Tools Project are to create a worksheet, choose an item of your own, and write a 1-2 page reflection on productivity tools in teaching and learning.

To find a worksheet to customize, there are two useful websites:
Discovery School Teaching Tools and Education World.

Use any of the template websites we've viewed this week to find the "item of your choice". Keep in mind that the item you select should be customized by you before submitting it.

The final portion of your assignment (worth 30% of your grade) is the reflection:

Write a 1-2 page single-spaced paper explaining in detail the types of activities students can do using productivity tools. Your discussion and specific descriptions should focus on activities at a LoTi level of 3 or greater. Use examples from class readings.

The easiest way to go about completing this portion of the assignment is to locate 3 or 4 lesson plans that use the productivity tools and discuss them in detail. The reading you were given in class today can assist you with the reflection, as well. You should not spend time summarizing the project, defining what productivity tools are, or describing the ways teachers can use the tools. The focus of this reflection is on the ways students can use the tools at a LoTi level of 3 or higher.

There are two good places to go to find sample lessons that use productivity tools:
Georgia Learning Connections
(select your grade level, select "technology integration" for the subject. Click the "Search QCC button". Then click the "Productivity" link)

Microsoft Lesson Plans

Remember that lower grade levels may use tools like Graph Club (for spreadsheets/graphing) and KidPix (for multimedia presentations) instead of Excel and PowerPoint - but you can use these as examples for your reflection.
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For Tuesday:

Bring a printed copy of all 8 objects and your reflection paper to class. All portions of the Productivity Tools Project are due at the beginning of class. Please print all materials before the beginning of class. You will not be able to leave during class to pick up printed materials.

Productivity Tools

2005-09-06T12:30:00.000-04:00

Using templates and becoming familiar with productivity tools such as Word, PowerPoint, and Excel are important in creating a professional teaching environment. Today we will use PowerPoint to create a seating chart and begin work on an attendance/grade book using Excel. The Excel survey is no longer required.

Review the Productivity Tools Project description for further information. All project materials are due Tuesday, September 13 at the beginning of class.

iMovie update:
9:30 and 11:00 classes -
1. By now you and your group members should have reserved cameras and scheduled a time to meet to capture your video.
2. See the iMovie project description for details on project requirements.
3. View sample public service announcements.
4. You will learn how to edit video on Tuesday, September 13 and will begin editing on Thursday, September 15.

12:30 and 2:00 classes -
1. By now you and your group members should have reserved cameras and scheduled a time to meet to capture your video.
2. See the iMovie project description for details on project requirements.
3. View sample public service announcements.
4. You will learn how to edit video on Thursday, September 15 and will begin editing on Tuesday, September 20.

Productivity Tools

2005-09-01T12:30:00.000-04:00

Evaluating Information Sources
One of the most important things we can teach children is how to evaluate sources of information -- a part of media literacy. After yesterday, I realized that there are many adults who have not acquired this skill. Here's a reliable place to go to check out rumors and hoaxes before you forward them on to others.

Productivity Tools Project
Now that you have begun to build a foundation in learning theories, teaching strategies, state and national content standards, and levels of technology implementation, it is time to begin putting together your classroom. You'll use various productivity tools: Word, Excel, and PowerPoint to prepare materials for your class.Use the link to the productivity tools project description to get the specifics on the deliverables you will be expected to create.

Before you begin working on your materials, you'll sit in on a short lesson on using templates to streamline your work. On Tuesday, you'll have a short seminar on analyzing survey data in Excel and using drawing tools to create classroom layouts. With these sessions, you'll have all of the tools and resources you need to complete your task by Tuesday, September 13.

Reserving Cameras for iMovie
We are starting our iMovie project in a few weeks. We need to go ahead and reserve cameras for the project. Please see today's handout for information about forming groups of 4 and reserving your cameras. Please make a reservation in rm 232 for one mini-DV camera for your group by the end of the week.

For Tuesday:
1. Organize your iMovie reservation
2. Look over the available templates and begin working on your productivity tools project.

BlogWatch

2005-08-30T12:30:00.000-04:00

By now you should have chosen the grade level and subject area that you will be focusing on for the semester. Becoming familiar with these standards will allow you to create projects that could be used in your future classroom. What surprised you about your standards? Which ones lend themselves to incorporating technology? How do the standards differ from what you learned in that grade level? Is it possible to teach at a LoTi level 3 or 4 using these standards?

On Thursday we watched a video about an elementary school in North Carolina to see a model of technology integration at lower LoTi levels. Today we'll watch a short video from a high school in Gulfport, Mississippi to see some examples of technology integration at high LoTi levels.

Viewing models of technology integration and conducting virtual observations of classrooms are good ways to become familiar with how to incorporate technology into your curriculum - bridging the gap between digital immigrants and digital natives. Keeping an eye on educational blogs and journals is another way to learn technology's place in the K-12 curriculum. This semester you will select a K-12 school site or education-related weblog to monitor on a weekly basis. The purpose will be to learn how technology is currently integrated into classrooms and to begin to understand the use of emerging technologies in K-12 education.

A good place to start in Anne Davis' blog from Georgia State: Edublog Insights. Anne was an Instructional Technology Specialist for Rockdale County Schools for many years and now works in the School of Education at Georgia State. Anne is on the cutting edge of how blogging can be used in K-12 classrooms. I keep an eye on her blog to know what is current in this emerging area of technology integration. In addition to providing current information about blogging in schools, Anne also provides links to other "edubloggers" on the web. This is a good starting point for choosing your blog to watch.

Other starting points to find an edublog or school website.
*Any Georgia school system can be found by typing in the following URL:
--http://www.districtname.k12.ga.us (i.e. http://www.rockdale.k12.ga.us)
*EdBlogger Praxis - find a list of pioneer edubloggers here
*Bud the Teacher - find another list of relevant sites here
*Do a search in Google using relevant search terms such as: technology integration blog, school blog, etc.

Make sure that you are selecting a school site or edublog that focuses on an area of interest in education - some edublogs focus only on using blogs in teaching and learning.

After you've selected your blog/school website to watch for the semester, you'll want to post it for the class. We'll use a site called BlinkList to keep track of this. This is the link to our class Blinklist: http://www.blinklist.com/edit2000. You will be given the login and password during today's class.

Add the "Blink this Site" button to your browser toolbar and Blink your blog/school website. Add information about why you chose this site and add "blogs to watch" as your tag so that we can keep these organized.

For Thursday:
1. Blink your blog/school site and tell why you chose it.
2. Look over the Productivity Tools Project - we'll start this project on Thursday. Please do not start on any of the projects as some of the descriptions may change. I just want you to be familiar with what we will be discussing in class on Thursday.
3. Read the short article about Educational Blogging that was distributed in class.

Standards and LoTi Levels

2005-08-25T12:30:00.000-04:00

Contrasting Viewpoints
After viewing the Mabry Middle School site - what examples of technology use did you find? What responses could you give to the Stoll and Prensky articles? Is there always one right answer?

How does the general public define/describe instructional technology? Does the general public agree more with Stoll or Prensky as to the importance of instructional technology in K-12 education? Does their level of technical expertise impact their opinion? What does this tell you about the attitudes/mindsets of the parents of your future students? How does the Roblyer article help support uses of technology in K-12 classrooms. Is "fun" reason enough for using technology?

Curriculum Standards
Technology integration aside, how do teachers know what to teach? How do they know what students should learn? Every state has standards and every content area has national standards. There are even standards for technology integration. Georgia is transitioning from Quality Core Curriculum Standards (QCC) to the Georgia Performance Standards. You'll want to become familiar with the state standards for your content area and grade level.

You'll also want to be familiar with the ISTE standards for technology integration -- this course, and all of your projects, are based on these standards.

Levels of Technology Implementation
Once you know what content you should address for your subject and grade level, how do you know what types of activities to inclue? Look inside of an elementary school that integrates technology into its curriculum. Using the Levels of Technology Implementation to quantify what is going on in a classroom is a good way to begin. You'll be referring to these levels, along with standards, in all facets of your project work.

For Tuesday
1. Print a copy of the standards for your subject area/grade level.
2. Based on your standards, type a response to the following questions. Bring a copy of your standards and your response to these questions to class on Tuesday.

*Why did you chose this content area/grade level?
*In general, what is the content focus for your grade level?
*What surprised you about your standards?
*What specific standards address the needs of the "digital generation"?
*What specific standards lend themselves to technology integration?What is it about them that causes you to determine this?
*If you were actually teaching this content area/grade level what would you want your students to know and be able to do? What would be your priorities? What would you want them to remember from your class?

The Digital Generation

2005-08-23T12:30:00.000-04:00

We are living in the digital generation -- today we'll learn about its native speakers and test drive some of its tools.

You read an article over the weekend about "Weaving Technology into Teaching". What have you experienced as a K-12 student that would exemplify that weaving? What knowledge do you currently have about teaching and learning? About what technology integration looks like in a classroom? What technology skills do you already possess?
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We will be working in a "dual platform" lab this semester. You'll learn to use both Windows and Macintosh machines. You'll find that they are very similar - once you test drive them both.

It's important to set up an organized file structure on any storage device - from a 3-ring binder to your usb drive. We use two main folders in your usb drive for this course: an assignments folder and a portfolio folder. Everything you create in this course should immediately be saved to the assignments folder. If you are using your usb drive for other courses, you'll want to create folders for them as well. Usb drives are easy to lose, so you'll want to make sure to have a Word document named "Open if found" saved to your usb drive - it should include all of your contact information.
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How would you describe your future students? What type of learners will they be? What expectations will they have for their learning environment, for their teachers, for their community?

You'll be teaching the millenials -- or the digital generation. Marc Prensky is an educational speaker who discusses this generation in great detail. If you were born after 1982 - you are a part of this generation - you are a digital native. Most of your teachers were digital immigrants. What does that mean for education? Where does instructional technology fit?

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For Thursday:
1. Review the syllabus - you'll have a quiz on Thursday
2. Read the articles by Clifford Stoll and Marc Prensky
3. View the Mabry Middle School website - find one example from the site that debunks and/or supports the ideas in the Stoll and Prensky articles
4. Read the Roblyer chapter: "Integrating Educational Technology into Teaching"
5. Interview 3 people - type up their responses to the following questions and turn them in on Thursday:
--What is instructional technology?
--What is the importance of instructional technology in K-12 education?
--How would you describe your technical expertise?

Welcome to EDIT 2000!

2005-08-18T12:30:00.000-04:00

Welcome to EDIT 2000! The purpose of this course is to help you to explore the tools that can support teaching and learning in a P-12 classroom. As you learn about these tools you will focus on the educational processes that these tools support -- not the technical skills that you acquire. In other words, this is not a course about learning computer skills in isolation; it is a course that will encourage you to find appropriate uses for technological tools in the P-12 classroom.

In order to find and document these appropriate uses of technology, you will work independently, in partners, and in groups to prepare educational activities for specific curriculum topics. You will play the role of a classroom teacher and use your content knowledge, understanding of teaching and learning strategies, and your technology skills to develop real applications for the various tools explored during the semester. Your final product will be a web-based set of activities to teach specific curriculum objectives.

The instructor for your EDIT 2000 is Gretchen Thomas. The instructors for the 2:00 class are Gretchen Thomas and Min Ling Hung. The course website will give you all of the background information you need. The syllabus will give you specifics on what to expect during the semester. Know the syllabus well -- there could be a quiz!

The only materials you'll need for this course are a key drive and a 3-ring binder to keep track of handouts. We use Macintosh and Windows computers in this lab -- so you'll need to become familiar with both operating systems. Think schools don't use Macs? Think again . . .

So, what does technology integration look like?Harrison County High School in Gulfport, Mississippi is a wonderful example of students and teachers using technology tools for learning. If that's not enough, see how Mary Scroggs Elementary School in Chapel Hill, North Carolina integrates technology to help younger children learn.

It's time to get started -- there is a background article I would like for you to read that gives you a bit of history about technology in education. I hope reading it will help you to understand what I think about technology's place in P-12 teaching and learning.

Most importantly, in order for me to learn more about you (and to get a head start on one or our first projects) you will need to submit a professional resume. This is due at the beginning of class Tuesday. You'll want everything to look professional, so use a resume template . If you have any questions, remember that I am always glad to help!

Behind the Scenes

2005-07-20T17:40:00.000-04:00

So - what goes into planning EDIT 2000? Lately, alot of web surfing to catch up with what's going on in educational technology and to learn how to use some new tools. A lot of time has been spent looking at educator's blogs to see what they are talking about - what they are planning to use in their classrooms this fall, etc. Enjoyable, but I'm getting a little "carsick" from reading so much text on the computer screen.

I've come across some ideas I want to try out for fall semester -- I want to start talking about emerging technologies more - but there just doesn't seem to be enough time - but I'm working on it. Here's my wishlist for what I'd like to be able to talk with students about, do, etc.:
1. Blogs (really this time -- instead of just posting to post).
2. Podcasts
3. Flickr
4. Wikis
5. The Digital Generation
6. The National Educational Technology Plan, Georgia's plans for technology

I'd also like to have students be able to download or order a copy of a "text" for our course. Lulu seems to be an interesting way to go about this. But I would need to actually create some text for this . . .

I want students to keep up with web resources they've found throughout the semester and keep them in a community list organized by class-determine categories. I think I want to use the Delicious site to do this and I've already set up a site that we can use. But we could use a Wiki for this?

I also want students to keep an eye on an ed tech blog all semester and listen to at least 1 podcast -- but how do I keep up with this -- and I need to put together a list of valuable blogs to view -- I'll have 80 students this semester so I don't know how I should divide all of that up. And what do they do with the information? How will it help them to understand about what is going on in schools?

I want to breathe some life into what we do at the beginning of the semester -- there's got to be a better (read: more interesting) way to introduce the basic foundation stuff. Can I do most of it through personal inventories and class discussions -- can I actually do it without using PowerPoint at all -- can I use iMovie instead? That's what I really need to work on next -- because it will set the tone for the entire semester.

I've also gone through all of the projects and thought of improvements:

Productivity Tools - I need new examples and new template sites -- and I definitely need better readings and anecdotes for this. The assignment needs to be updated and some of the elements that are redundant need to be eliminated.

Inspiration - I need to review the readings I currently use. I'm happy with the project itself but I could use better examples, a better how-to handout, and the requirements for the teacher info sheet could be improved so that I could use it for other projects (it's a bit redundant as is).

PowerPoint Game - I'm pretty happy with this one - so to keep my sanity I'm going to leave it as is for fall

iMovie -- so much work to be done here -- but just not enough time alloted for the project -- I need to give more background on Internet safety and have a better evaluation with a list of expectations. I want them to be funny - but they really need to teach something specific to a specific audience

Web Resources -- I want to do this early -- not later -- and work on it throughout the semester with the class list of resources -- I still need to think about this one alot. It always gets short shrift and out of all the things my students are learning to use in this course -- it is web resources that they will use so much - so why am I not spending more time on them?

Curriculum software -- I like the way I did this back in the spring -- so I think I'll keep it as is for now.

WebQuests -- lots to do here: I need to break down the classroom work into sections. I need to place more focus on: writing the process, finding good resources (using thematic sites like emints and other WebQuests). I need to find or create new templates -- Bernie Dodge's Quest Garden is supposed to go live in September so I may be able to use that. I also need a new evaluation rubric and provide more support (and time) for peer review.

Portfolio -- I want to rethink this -- with the advent of LiveText I don't know how important it is to create portfolios from scratch - what if we refocused our efforts on classroom websites?

Reflection -- I'm okay with this as is

Hmm -- I think that's it for now -- there's an interesting article that has been getting some discussion on other blogs about the 20 Tech Skills every educator should have and whether or not those really are the 20 - might make for nice class discussions - also found (on a blog) a new "diatribe" by Cliff Stoll - that should be great for the beginning of the semester. I can't find the link for that -- should have been keeping this blog while I was doing all of my exploring.