Gayl & Sue's Integration of Technology and Instruction Group Learning Lesson

Integration of Technology and Instruction

Students: Undergraduate students in a Special Education Teacher Cohort Program at an Oregon University

Purpose of the Lesson: Investigate the integration of technology in teaching by applying the TPACK (Technological Pedagogical Content Knowledge) paradigm. This paradigm is based on the concept that "the teacher interprets the subject matter and finds different ways to represent it and make it accessible to learners." (Mishra & Koehler, 2006) In their article, Mishra & Koehler go on to say that using technology is a great way to achieve accessibility for all learners A reading is attached with this description.

Outcomes: Learners will be able to apply the TPACK paradigm when integrating technology into their instructional strategies.

Groups: Class participants will work in groups of 3-5. Groups will be assigned based on the ages and present level of performance of the students in their practicum placements.

Technology for the Online Lesson: Each group will be assigned a discussion and work area that is only available to the group members. Students will have choices on the chat area they wish to experiment with. Some ideas include (but are not limited to) : https://www.zoho.com/projects/ ; tinychat.com and/or Elluminate if available Discussions and sharing will take place in this area. To create a final product for submission, participants will co-create a lesson plan on the typewith.me site. The rubric for required components of the lesson plan will be provided by the instructor.

Group Project: The group will choose a lesson/unit topic that they might deliver in their practicum placement. The lesson can be anything from reading and/or math to activities of daily living or social skills. Individual group members will be assigned to individually investigate one of three topics.

1. Content of the lesson/unit to be taught as it relates to the classroom curriculum
2. Technology tools that could be used in the instruction-their function and operation
3. Delivery (Pedagogy) of the lesson to the students involved in the curriculum
Activities

Independently:
1. Read the TPACK Article
2. Think of a lesson /unit that you might teach to the students in your practicum placement. Post a description of your students and the lesson on the class web site under your group’s work area

In the group work area:
1. Describe your students and the unit/lesson you want to teach them

2. Review postings by the others in you group.

3. Decide which lesson/students you want to use for your project

4. Assign each group member to do research on one aspect of the assignment
a. Technology that could be used in this lesson
b. Specific content to be addressed
c. Instructional strategies to be used to deliver the content

With your group on www.typewith.me (instructions on using this tool can be found at http://educationaltech-med.blogspot.com/2011/01/type-with-me-quick-educative-online.html): Develop a lesson plan based on the format provided by the instructor. Also be sure to include a copy of the collaboration effort that was used on typewith.me

Self-evaluation: Each project participant will use the grading rubric as a self rating and submit to the instructor

Technology Group work Lesson plan format

Standards Addressed:

Students/Grade Level:

Objectives of the Lesson:

Content of the lesson: include introduction to content, culminating activities and assessment methods..

Instructional Methods (Pedagogy: include plans for addressing student interests, student readiness and student learning styles.

Technology Use: include all technology used, reasons why that particular technology was chosen

Unfortunately I was unable to figure out how to copy the rubric onto this page - mainly it involves the following:

• Unit Content: Standards Met, Objective clearly stated and met, rubric included



• Instructional Delivery:performance levels taken into consideration, learning styles and student interest



• Technology Integration: Used by both Teacher and Learner



• Project Development: Online collaboration clear

TPACK:

Mishra, Punya., Koehler, Matthew J., 2006. Technological Pedagogical Content
Knowledge: A Framework for Teacher Knowledge. Found at
http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf

Mallory and Eileen's Group Project

Group Project: Small Business Record-keeping
Mallory Smith & Eileen Casey White

Objectives:
1) Identify different types of bookkeeping methods used by small business owners.
2) Recognize the strengths and limitations of each method.
3) Develop local contacts within the small-business community who may someday serve as mentors or advocates.

Background:
There are many different types of accounting systems used in small businesses, from hand ledgers to sophisticated software. To understand the different ways of record-keeping, students will interview at least one local business owner in their communities. Prior to beginning the group work the students must work together to draft a contract that outlines the expectations that the members have of one another as well as the steps that will be taken if a student fails to meet the expectations that the group has agreed to.

Activity Set-up:
Students are assigned in groups of 3-4, based on the type of business they are interested in (e.g., retail, personal services, consulting, food service, sales, etc). Each group needs to establish a wiki or Google doc site to serve as their common point of information sharing. They may use Eluminate or other communication tools to organize their work, set timelines, and support each other’s progress. Each group needs to produce the following:

• a link to their final shared planning document
• a PowerPoint or Prezi presentation of their experience
• answers to the interview protocols in some form, with references to the week’s readings.

Each student will also write an individual paper expressing how they felt the group worked together, if there was an equitable distribution of responsibilities, and how each student participated. In the paper, students should also reflect on the distribution of points among members; that is, if they were to assign points for this project, would they assign everyone equal points and if not, what point value they would give to each student.

Interview protocols:
Each group needs to include at least these questions in their interviews and findings:
Systems:
1) What type of record keeping system did you use when you first started your business?
2) What is your current system?
3) Why did you choose the first method?
4) Why did you change?
Best Practices:
1) What 3 “best practices” in record-keeping have you discovered that you would recommend to those starting a business?
2) What 3 things would you change about your record-keeping experience if you could do it over again?
What You Learned (Student):
1) What did you learn from the interview(s) that you didn’t know?
2) How will this assignment change how you manage your own financial records?
Contact Information:
Include the business owner’s name, business name, and email.

Assessment / Evaluation:
The students will be graded both individually and as a group. The individual student grade will be determined based on all of the group members’ assessment of each individual (as described in the group’s papers), the student’s individual paper, and his/her ability to adhere to the requirements set forth by the group contract.
The group will be graded on the relevance of the site that they jointly develop, the thoroughness of the interview that they conduct with the business, and the final presentation.

Group Work / Presentation Rubric: (100 points total)

• Planning site was established with evidence that all group members participated: 10 pts
• Each group member asked all relevant interview questions: 10 pts
• Group recommended “best practices” in record-keeping for the companies: 10 pts
• Group identified practices that the business owners would change: 10 pts
• Group described any new insights based on the project: 10 pts
• Group explained any changes that they plan to make in their own business finances based on their findings: 15 pts
• Each group member made connections between their experiences and the class readings on record-keeping: 15 pts
• Presentation included information about all interviews: 10 pts
• Presentation quality, completeness, and effectiveness: 10 pts

Sara Barlow & Carissa McCann's Group Project Assignment

Introduction

The topic of our group project assignment is how to create a “Collaborative Online Teaching Strategy Handbook” and will consist of small groups of faculty members (between 3-5) coming together to create a wiki or similar collaborative space to share successful and creative online teaching strategies.

Learning Outcomes

After completing this project, participants will gain skills in:

• rubric creation and evaluation;

• collaborating with peers, as a successful virtual team;

• choosing, maintaining, and contributing to an online environment, like a wiki, as a group;

• building on their personal experience and knowledge of e-tools through their own contributions and research, and through others’ contributions as well; and

• creating a usable product (online teaching handbook) through this collaboration.

Potential Project Resources

Students will be free to use a variety of online resources to help them complete their projects, including but not limited to:

• Wikis
• Google Docs
• Elluminate
• Rubistar
• Email

Project Outline

Each member of the group will first individually investigate the different online collaborative tools available to them, and then decide as a group which tool they would like to use. For instance, one group might decide to use Google Docs, while another group might decide to use a wiki. It is recommended that an Elluminate synchronous webinar will be used at this point to discuss their findings and next steps. They can then utilise this tool as and when they think appropriate.

The groups will then create a rubric through Rubistar, which they will use to evaluate themselves and each other at the midpoint of the project and at the end of the project. This rubric will be approved by the instructor before participants proceed. (20 group points)

Once the rubric has been created, the group members will create a plan for the process of the project. They will decide how the tasks will be carried out, how the wiki will be designed, and the ways in which to summarize information at the end of the project to create the online teaching strategy handbook. They will then build the tool collaboratively. (40 group points)

Each participant will then post resources and teaching strategies to the collaborative online environment they chose with an annotation on how those resources could be used to improve online teaching. Each member needs to contribute a minimum of five ideas or strategies. (10 individual points)

During the final part of the project, the group members will create a summary of the best online teaching resources and strategies out of those that were contributed and present this to the rest of the class as the final product of the project. This final project will be evaluated by peers and the instructor using a questionnaire devised by the instructor (10 group points).
Each group member completes the rubric evaluation for themselves and their group members. (10 individual points)

In addition, each group member will also write a one page reflection piece on working as a team in an online environment. They should include what they thought they offered to the team and why it did or did not work well. This part will be individually evaluated by the instructor based on how well the participants addressed their experiences throughout the project (10 individual points) .

The point allocation will be group 70% / Individual 30%


Example of Rubric made by the group for self and peer evaluation

CATEGORY	4	3	2	1
Contributions	Routinely provides useful ideas when participating in the group and in discussions. A definite leader who contributes a lot of effort. Submits five or more quality strategies or ideas.	Usually provides useful ideas when participating in the group and in discussions. A strong group member who tries hard! Submits four quality strategies or ideas.	Sometimes provides useful ideas when participating in the group and in discussions. A satisfactory group member who does what is required. Submits lower quality posts or two to three sufficient strategies or ideas.	Rarely provides useful ideas when participating in the group and in discussions. May refuse to participate. Does not submit any ideas or strategies, or posts low quality work.
Quality of Work	Provides work of the highest quality. Each idea and strategy is meaningful and the participant adds in-depth comments as to how the strategy could best be used.	Provides high quality work. Most ideas and strategies are meaningful and the participant adds sufficient comments as to how the strategy could best be used.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality. The ideas and strategies that are shared are not well explained.	Provides work that usually needs to be checked/redone by others to ensure quality. There may be a lack of posts or no posts, the ideas/strategies contributed if any are not well explained.
Final Summary Task	Participant is extensively involved in the process to compile the final summary for the project. He/she contributes ideas for how best to pull the information together and helps others to organize their ideas as well.	Participant is adequately involved in the process to compile the final summary for the project. He/she contributes some ideas on how to go about the process.	Participant's involvement is limited. He/she contributes minor suggestions.	Participant is not involved or very minimally involved with the final summary and makes few, if any, suggestions.
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.
Working within a Group	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Is a great team player.	Usually listens to, shares, with, and supports the efforts of others. Is a good team player.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Problem-solving	Actively looks for and suggests solutions to problems.	Refines solutions suggested by others.	Does not suggest or refine solutions, but is willing to try out solutions suggested by others.	Does not try to solve problems or help others solve problems. Lets others do the work.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Monitors Group Effectiveness	Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.	Routinely monitors the effectiveness of the group and works to make the group more effective.	Occasionally monitors the effectiveness of the group and works to make the group more effective.	Rarely monitors the effectiveness of the group and does not work to make it more effective.

Source: Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

THANKYOU!

I did the same thing!

I read Mallory's post and realized I had done exactly what she did. Posted my profile but not on the blog. Lots to learn evidently. I actually HAVE a blog, but someone else set it up for me.

Here's what I wrote in my profile

I'm a retired special educator who works as an independent consultant. I specialize in technology applications for people with disabilities. I sometimes teach online classes and webinars but I am am a self-taught teacher. I am very excited about the chance to learn with others. E-learning has so much potential!

Intro- I posted it on the profile area not realizing that we need to post it here too.

My name is Mallory. I live in Vancouver. I am 24. I am in my final year of the PACE program with a focus in student services. I am a first generation college student myself and know first hand how overwhelming navigating the college system can be for the inexperienced student. Although I am currently a PSU student I am a true Coug at heart. I have two bachelor degrees: Psychology and Human Development. I spent a month in India on a service-learning trip this past winter. I loved it and want to go back someday. I look forward to getting to know all of you a bit better.

Its about time

Hello All,

My name is Dave Williams and I am a bit late to the class but I am going to jump in anyway.  I teach Health/Physical Education, I am the Dean of Students, act as Athletic and Activities Director, at a middle school in La Pine, and Coach baseball at Bend High School.  I also have twin Kindergartners and my wife is student services coordinator (different name for assistant principal) at two elementary schools.  Pretty active life but I can also handle a class right no.  I am looking forward to diving into the class with you all.

As you probably noticed we are beavers!!

Hello all!

Sorry the introduction took so very long! My name is Monica Root. I was born and raised in Oregon, though I love to travel and have spent 3 months living in Spain. I love the outdoors, sports and spending time with my hubby and dogs. My weekends are usually full of sports and fun, so it's often a chore to sit down at the computer. ;-) I am a special education teacher in a juvenile corrections facility. I originally got my teaching license at Oregon State University in elementary education. I just finished up my licensure for special education at Portland State and am going to work on getting my high school endorsement. We use a lot of online (well, computer-based) programs at our facility and I am pretty technology challenged so I thought I would take a course to try to learn more. I am excited and nervous for the course because I tend to only do the basic things on the computer but will love knowing more. I love a challenge and am looking forward to seeing what I can learn from this class!

*Monica*