Title: A Great Place to Live Description: To answer the guiding question -- What makes our community a great place to live? Our students will engage in a comparative study of their favorite community, city, and state attractions. Lesson content will also pull from prior knowledge (obtained from student traveling experiences and classroom field trips) and from collaborative group study. As a culminating, authentic assessment activity, each individual class will create a printable travel brochure and collaborate on creating a VoiceThread to present their information. The National Social Studies Standards for Geography K-12 targeted by this project are: Standards 1-6 (The World in Spatial Terms, Places and Regions, Physical Systems, and Human Systems). LESSON PLAN Teacher/Instructor Name: Henry Briggs
Subject: Geography Grade Levels: 9-12 School Environment: Small Public High School with a school population of 80. A supportive environment Learner Characteristics: Alternative High School, Grades 9 – 12, small class sizes 5 – 10 students Anticipated entry level skills of Audience: Some computer skills, but will need direction and support Standards: Standards 1-6 (The World in Spatial Terms, Places and Regions, Physical Systems, and Human Systems). Lesson/Module Title: “A Great Place to Live” Class Days: Monday – Friday, Five days Class Duration: One and a half hour per day = 5 days and one field trip Field Trip Location: Norwich, CT USA Class Strengths: Young- high growth potential Class Concerns for Growth: Low interest and motivation for typical classroom activities Other Comments: Strategy: Experiential and Interactive Brainstorming Adaptations: Adaptations should also be made for students with learning disabilities and extensions for others. The main specific adaptations for many students will be keeping their attention on the assigned project. In addition, all individual differences will be taken into consideration. Also, for the field trip a vehicle that is ADA compliance may be necessary. Resources and Materials: ü Pen/Pencil ü Writing and printer paper ü CD/DVD to keep paper as back-up in case of computer issues or shared system ü Hard cover or internet dictionary ü Computer usage with Microsoft Office Word processing software ü Access to the internet and possible useful internet resources ü Printer to print final project ü Digital camera, web-cam, cell phone with camera, video camera, web-sites and any digital device to interface with VoiceThread ü Rubrics ü Access to a Wiki site. ü GIS/GPS software if available Goals:
Students will create a brochure of their favorite community attraction.
Students will know how various digital technologies are interfaced.
Students will share the best of their community with other communities.
Students will collaborate with other schools.
Objective:
The students will know how to demonstrate and show that Norwich, CT is a Great Place to Live. The objectives will be directly measurable by the outcome of the brochure. The student will also complete an assessment and evaluation. In other words, we will be able to know if the objectives were met by the end results the brochure and evaluation of VoiceThread. In addition, the class will be logging into another class site to interact with other students in another state and at a different level grade than themselves.
Outcomes: The outcome for A Great Place to Live will be an informative and visually attractive brochure hard copy and electronic copy.
Keywords: VoiceThread, collaboration, community, brochure, digital technology, residential choice Complimentary Standards and Connections for other related discipline subject matter: Anthropology: “the study of human beings and their ancestors through time and space and in relation to physical character, environmental and social relations, and culture” [Webster.Com 7/28/07] of where families and individuals choose to live. Art: “the conscious use of skill and creative imagination especially in the production of aesthetic objects”, images, etc. The creation of the visually pleasing brochure for the class will require artistic skills and using basic artistic methods. Communication: “A process by which information is exchanged between individuals through a common system of symbols, signs, or behavior.” The way information is given to the general public and professions giving information to the general public, individuals living in certain areas, the research institutions, real estate companies, the media, teachers [us], and many others. Economics: “A social science concerned chiefly with description and analysis of the production, distribution, and consumption of goods and services”. Cost of the total cost of living in areas and moving. History: “A chronological record of significant events” (as affecting a town, city, state, nation or institution) “often including an explanation of their causes”. The recording of information throughout the history of a town or city Psychology: “The mental or behavioral characteristics of an individual or group” “in relation to a particular field of knowledge or activity”. How living in an area, moving or other related items are reacted to behaviorally by all others including self, individuals, families and all groups as mentioned above. Sociology: The “scientific analysis of a social institution as a functioning whole and as it relates to the rest of society” [Webster.Com, 7/28/07] in relation to the living or moving or working in a particular area Technology: “The practical application of knowledge especially in a particular area.” In this category it can mean the research develops new technology which can assist in choosing where to live or work. Some student learners in this age of technology may see it linking with communication in the spreading of information as quick as the speed of light on the internet or intranet via the computer. In addition, GIS/GPS software may be utilized. Strategy: Jigsaw Tiered Lesson Steps:
1. Introduction lesson
a. Why is your community a great place to live? Braindstorming-15 minutes
b. VoiceThread - http://voicethread.com/#u0Step c. Assign groups of three to four students 2. Handouts a. web release for field trip - underaged students b. rubrics c. lesson plan 3. Create a class wiki 4. Select tools for project 5. Field trip to began collecting information for visitors given out at a visitor’s center 6. Organize artifacts a. Brainstorming- How does this relate to the essential question? 7. Write narrative for VoiceThread a.Use appropriate language to describe artifact b.Image of artifact is appropriate. c. Grammer is correct 8. Post artifact to VoiceThread and brochure template a. Access Capstone project wiki site. b. Post to VoiceThread of the three classes on the wiki
Anticipatory Set: To lead into the lesson plan and develop the students' interest in learning what is about to be taught. The teacher could start by asking the students how they would divide up the tasks to create the brochure making sure that the tasks are assigned equally and fairly as much as possible. Assigning task time making sure all students would spend an equal amount of time on the project including homework. Explaining time management would help. Perhaps fractions may be helpful too. Lecture: Discussion Group:
Selected Readings:
Demonstration by or Interviewing of an Expert:
Case Studies:
Background Research:
Literature Review:
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. Clearing House, 83(2), 39-43. Doi: 10.1080/00098650903505415.
The article is about the use of problem-based learning to develop skills by the learner that can not be measured by standardized test. A question answered by the learner guided and supervised to ensure the process of finding the solution. Standardized testing does not measure critical skills needed in the 21st Century. The authentic question is a motivating factor to the learners, because it is applicable to the real-world. Learning responsibility, independence, and discipline are three outcomes of PBL (Bell, 2010). PBL promotes social learning as children practice and become proficient with the twenty-first-century skills of communication, negotiation, and collaboration.
This is relevant to the project to answer the question; why is our town a great place to live? The project will allow learners to use some of the skills needed to be successful in the 21st Century. The educator will guide the learners through the process of communication and collaboration while using digital technology to answer a real-world applicable question that pique the interest of the learners.
Kim, D., Kwok-Bun, Y., Hall, S., & Gates, T. (2009). Global Diffusion of the Internet XV: Web 2.0 Technologies, Principles, and Applications: A Conceptual Framework from Technology Push and Demand Pull Perspective. Communications of AIS, 2009(24), 657-672. Retrieved from Business Source Complete database. ISSN: 1529-3181 Accession number: 45267836.
This article discusses web 2.0 technologies and their implications for education and business. Web 2.0 technologies allow participation, collaboration, rich user experiences, social networking, semantics and interactivity responsiveness (Kim, Kwok-Bun, Hall & Gates 2009). Web 2.0 features have improved the ability of users to create, distribute, and use content. Web 2.0 technologies have increased availability of materials that learners use for the educational community.
For our team’s collaborative project, we are using the web 2.0 tool known as VoiceThread. VoiceThread has all of the features mentioned above of a web 2.0 tool. The learners use skills needed in the 21st Century workplace such as; critical thinking, collaboration and using digital technology communication tools.
Lim, D., & Yoon, S. (2008). Team Learning and Collaboration Between Online and Blended Learner Groups. Performance Improvement Quarterly, 21(3), 59-72. Retrieved July 29, 2010, from ABI/INFORM Global. (Document ID: 1814830191). This study is to determine the differences between online learning and collaboration and blended learning and collaboration. This article defined online instruction as a form of virtual learning and instructional environment that facilitates participants' cognitive, constructive, and communicative learning needs. Blended instruction as most commonly defined as the mix of traditional on-site instruction with innovative learning technologies (Lim & Yoon 2008). The result of the study is the blended instruction is more effective than the online instruction. Researchers strongly suggest adopting blending because it improves learner satisfaction and educational experiences from increased access to knowledge, enhanced social presence, ease of updating content, and technology-enhanced learning experiences (Lim & Yoon 2008). Instructors should be competent in aligning live events, self-paced learning, collaboration, assessment, and learning support materials.
The article is relevant to my team’s research project because it is using the blended instructional strategy to implement the project. There will be online collaboration with face to face instruction to complete the project. The educator will be the “guide on the side” opposed to “sage on the stage”.
Meyer, R., E. (2009). Multi-Media Learning (2nd ed.). New York, NY: Cambridge University Press New York, NY. .
In this book, the author feels the research base and theoretical base of multi-media continues to grow. The book describes some of the principles of multi-media learning and the implications it has on cognitive processing. One of the principles is the modality principle which is, people learn more deeply from pictures and spoken words than from pictures and written text (Mayer 2009, ch.11, pg, 200). This one of the assumptions of the modality approach, but there is a rationale that claims the modality approach does not matter. The information-delivery hypothesis is the idea that multi-media learning is presenting the information to learners via as manyroutes as possible (Mayer 2009, ch.11, pg, 2004, p.3). Part of the hypothesis is that learning is deeper when narration presented with pictures either by spoken words or written text to prevent cognitive overload, because in either case; there are only two paths of delivery to the learner.
The book is relevant to the project because we are presenting information by narration and pictures and printed text and pictures. Each picture presented will have one form of narration to explain the picture to prevent information overload.
Pollalis, Y., & Mavrommatis, G... (2009). Using similarity measures for collaborating groups formation: A model for distance learning environments. European Journal of Operational Research, 193(2), 626. Retrieved July 29, 2010, from ABI/INFORM Global. (Document ID: 1591906401).
The article makes the case that learning environments should be streamlined to prevent the possibility of multiple solutions to the problem presented. When the learning objectives known, the next step is finding accepted tools: learning theories, instructional design, information retrieval, and taxonomy in online environments. In the article, there is a method used to select appropriate learning objects to form educational packages.
The authors believe that because distance learners hardly get into physical contact, characteristics like gender, nationality, age, shyness, religion and color are of less importance than they are in the case of traditional classroom collaboration (Pollalis & Mavrommatis, 2009).
This article is relevant to our project in that a plethora of learners will be collaborating using a tool accepted in k-12 online learning environment. The learning objective is clearly defined with only one solution to the problem.
Tivadar, M. (2010). Is it Better to Live in a US or European City? ScientificCommons; Regional Science and Urban Economic vol.40 (4) pg.221 retrieved from; http://de.scientificcommons.org/58028413 on 7/13/10 doi:10.1016/j.regsciurbeco.2010.03.006.
In the article, location to a workplace is a factor to decide where one should live. Households with individuals working in different areas may opt to live in a location central to workplaces. According to the author living expenses in this area are cheaper.
My learners are alternative high school, and only a few will go to higher education. A good part of the learners will enter the workforce. This project will stimulate their thinking in hopes they will apply locations to a workplace as a factor when they move. This has real-world implications to help the learners make good decisions that affect their lives.
Valentine, B., & Bernhisel, S. (2008). Teens and Their Technologies in High School and College: Implications for Teaching and Learning. Journal of Academic Librarianship, 34(6), 502-512. Retrieved from Library, Information Science & Technology Abstracts database.
This article is a study on digital technology and the implications of popular digital technologies used by high school students. The technologies have the potential to be transferred for use by educators at the college level to engage students in online environments. The survey also compared the use and frequency of various digital and communication technologies by high school and college students. The survey found that many of the popular technologies used by high school students in the past are helpful when college educators create effective curriculum in online environments.
The article is relevant to the project because my section of the project created by high school students and many of the devices are new. The students will use any of their popular digital devices that interface with VoiceThread to present their information.
Currently the data bases I have used for information on educational technology are Walden University EBSCO and Google search. I have not subscribed to any publications at this time; however, I read articles found in newspapers and magazines whenever located.
Conclusion:
By using a tiered lesson plan the diversity of the differentiated classroom can be met and each student who will have the opportunity to reach the standard that is set. The goal is the same but the students will take different paths to reach it and the student will take the path they are more comfortable with and at an appropriate level. The educator will be effective with the design and implementation of their tiered lesson plan curriculum thus the educator will be successful in assisting all students to participate in the learning process. “No child left behind.”
References: Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning. Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Januszewski, A. & Molenda, M. (2008). Educational technology: a definition with commentary. New York, NY: Lawrence Erlbaum Associates.
New Haven Region circa 1650 map, Accession Number 299619; Ellickson personal collection donated to Yale University. PBL-Online. (n.d.). Project based learning: The online resources for PBL. Retrieved July 2, 2010, from http://pblonline.org/default.htm South Central Connecticut Region1990 map. Accession Number 299615; Ellickson personal collection donated to Yale University. www.merriam-webster.com Definition retrievals in July and August 2010 and on 7/28/10 and 08/08/2010.
WORKING DRAFT
GOOGLE MAPS: **Google Maps Norwich CT USA**
View Larger Map
VoiceThread Working Copy: http://voicethread.com/share/1266959/
Title: A Great Place to Live
Description: To answer the guiding question -- What makes our community a great place to live? Our students will engage in a comparative study of their favorite community, city, and state attractions. Lesson content will also pull from prior knowledge (obtained from student traveling experiences and classroom field trips) and from collaborative group study. As a culminating, authentic assessment activity, each individual class will create a printable travel brochure and collaborate on creating a VoiceThread to present their information. The National Social Studies Standards for Geography K-12 targeted by this project are: Standards 1-6 (The World in Spatial Terms, Places and Regions, Physical Systems, and Human Systems).
LESSON PLAN
Teacher/Instructor Name: Henry Briggs
Subject: Geography
Grade Levels: 9-12
School Environment: Small Public High School with a school population of 80. A supportive environment
Learner Characteristics: Alternative High School, Grades 9 – 12, small class sizes 5 – 10 students
Anticipated entry level skills of Audience: Some computer skills, but will need direction and support
Standards:
Standards 1-6
(The World in Spatial Terms, Places and Regions, Physical Systems, and Human Systems).
Lesson/Module Title: “A Great Place to Live”
Class Days: Monday – Friday, Five days
Class Duration: One and a half hour per day = 5 days and one field trip
Field Trip Location: Norwich, CT USA
Class Strengths: Young- high growth potential
Class Concerns for Growth: Low interest and motivation for typical classroom activities
Other Comments:
Strategy: Experiential and Interactive Brainstorming
Adaptations:
Adaptations should also be made for students with learning disabilities and extensions for others. The main specific adaptations for many students will be keeping their attention on the assigned project. In addition, all individual differences will be taken into consideration. Also, for the field trip a vehicle that is ADA compliance may be necessary.
Resources and Materials:
ü Pen/Pencil
ü Writing and printer paper
ü CD/DVD to keep paper as back-up in case of computer issues or shared system
ü Hard cover or internet dictionary
ü Computer usage with Microsoft Office Word processing software
ü Access to the internet and possible useful internet resources
ü Printer to print final project
ü Digital camera, web-cam, cell phone with camera, video camera, web-sites and any digital device to interface with VoiceThread
ü Rubrics
ü Access to a Wiki site.
ü GIS/GPS software if available
Goals:
Objective:
The students will know how to demonstrate and show that Norwich, CT is a Great Place to Live. The objectives will be directly measurable by the outcome of the brochure. The student will also complete an assessment and evaluation. In other words, we will be able to know if the objectives were met by the end results the brochure and evaluation of VoiceThread. In addition, the class will be logging into another class site to interact with other students in another state and at a different level grade than themselves.
Outcomes: The outcome for A Great Place to Live will be an informative and visually attractive brochure hard copy and electronic copy.
Keywords: VoiceThread, collaboration, community, brochure, digital technology, residential choice
Complimentary Standards and Connections for other related discipline subject matter:
Anthropology: “the study of human beings and their ancestors through time and space and in relation to physical character, environmental and social relations, and culture” [Webster.Com 7/28/07] of where families and individuals choose to live.
Art: “the conscious use of skill and creative imagination especially in the production of aesthetic objects”, images, etc. The creation of the visually pleasing brochure for the class will require artistic skills and using basic artistic methods.
Communication: “A process by which information is exchanged between individuals through a common system of symbols, signs, or behavior.” The way information is given to the general public and professions giving information to the general public, individuals living in certain areas, the research institutions, real estate companies, the media, teachers [us], and many others.
Economics: “A social science concerned chiefly with description and analysis of the production, distribution, and consumption of goods and services”. Cost of the total cost of living in areas and moving.
History: “A chronological record of significant events” (as affecting a town, city, state, nation or institution) “often including an explanation of their causes”. The recording of information throughout the history of a town or city
Psychology: “The mental or behavioral characteristics of an individual or group” “in relation to a particular field of knowledge or activity”. How living in an area, moving or other related items are reacted to behaviorally by all others including self, individuals, families and all groups as mentioned above.
Sociology: The “scientific analysis of a social institution as a functioning whole and as it relates to the rest of society” [Webster.Com, 7/28/07] in relation to the living or moving or working in a particular area
Technology: “The practical application of knowledge especially in a particular area.” In this category it can mean the research develops new technology which can assist in choosing where to live or work. Some student learners in this age of technology may see it linking with communication in the spreading of information as quick as the speed of light on the internet or intranet via the computer. In addition, GIS/GPS software may be utilized.
Strategy: Jigsaw Tiered Lesson Steps:
1. Introduction lesson
a. Why is your community a great place to live? Braindstorming-15 minutes
b. VoiceThread - http://voicethread.com/#u0Step
c. Assign groups of three to four students
2. Handouts
a. web release for field trip - underaged students
b. rubrics
c. lesson plan
3. Create a class wiki
4. Select tools for project
5. Field trip to began collecting information for visitors given out at a visitor’s center
6. Organize artifacts
a. Brainstorming- How does this relate to the essential question?
7. Write narrative for VoiceThread
a.Use appropriate language to describe artifact
b.Image of artifact is appropriate.
c. Grammer is correct
8. Post artifact to VoiceThread and brochure template
a. Access Capstone project wiki site.
b. Post to VoiceThread of the three classes on the wiki
Anticipatory Set:
To lead into the lesson plan and develop the students' interest in learning what is about to be taught. The teacher could start by asking the students how they would divide up the tasks to create the brochure making sure that the tasks are assigned equally and fairly as much as possible. Assigning task time making sure all students would spend an equal amount of time on the project including homework. Explaining time management would help. Perhaps fractions may be helpful too.
Lecture:
Discussion Group:
Selected Readings:
Demonstration by or Interviewing of an Expert:
Case Studies:
Background Research:
Literature Review:
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. Clearing House, 83(2), 39-43. Doi: 10.1080/00098650903505415.
The article is about the use of problem-based learning to develop skills by the learner that can not be measured by standardized test. A question answered by the learner guided and supervised to ensure the process of finding the solution. Standardized testing does not measure critical skills needed in the 21st Century. The authentic question is a motivating factor to the learners, because it is applicable to the real-world. Learning responsibility, independence, and discipline are three outcomes of PBL (Bell, 2010). PBL promotes social learning as children practice and become proficient with the twenty-first-century skills of communication, negotiation, and collaboration.
This is relevant to the project to answer the question; why is our town a great place to live? The project will allow learners to use some of the skills needed to be successful in the 21st Century. The educator will guide the learners through the process of communication and collaboration while using digital technology to answer a real-world applicable question that pique the interest of the learners.
Kim, D., Kwok-Bun, Y., Hall, S., & Gates, T. (2009). Global Diffusion of the Internet XV: Web 2.0 Technologies, Principles, and Applications: A Conceptual Framework from Technology Push and Demand Pull Perspective. Communications of AIS, 2009(24), 657-672. Retrieved from Business Source Complete database. ISSN: 1529-3181 Accession number: 45267836.
This article discusses web 2.0 technologies and their implications for education and business. Web 2.0 technologies allow participation, collaboration, rich user experiences, social networking, semantics and interactivity responsiveness (Kim, Kwok-Bun, Hall & Gates 2009). Web 2.0 features have improved the ability of users to create, distribute, and use content. Web 2.0 technologies have increased availability of materials that learners use for the educational community.
For our team’s collaborative project, we are using the web 2.0 tool known as VoiceThread. VoiceThread has all of the features mentioned above of a web 2.0 tool. The learners use skills needed in the 21st Century workplace such as; critical thinking, collaboration and using digital technology communication tools.
Lim, D., & Yoon, S. (2008). Team Learning and Collaboration Between Online and Blended Learner Groups. Performance Improvement Quarterly, 21(3), 59-72. Retrieved July 29, 2010, from ABI/INFORM Global. (Document ID: 1814830191).
This study is to determine the differences between online learning and collaboration and blended learning and collaboration. This article defined online instruction as a form of virtual learning and instructional environment that facilitates participants' cognitive, constructive, and communicative learning needs. Blended instruction as most commonly defined as the mix of traditional on-site instruction with innovative learning technologies (Lim & Yoon 2008). The result of the study is the blended instruction is more effective than the online instruction. Researchers strongly suggest adopting blending because it improves learner satisfaction and educational experiences from increased access to knowledge, enhanced social presence, ease of updating content, and technology-enhanced learning experiences (Lim & Yoon 2008). Instructors should be competent in aligning live events, self-paced learning, collaboration, assessment, and learning support materials.
The article is relevant to my team’s research project because it is using the blended instructional strategy to implement the project. There will be online collaboration with face to face instruction to complete the project. The educator will be the “guide on the side” opposed to “sage on the stage”.
Meyer, R., E. (2009). Multi-Media Learning (2nd ed.). New York, NY: Cambridge University Press New York, NY. .
In this book, the author feels the research base and theoretical base of multi-media continues to grow. The book describes some of the principles of multi-media learning and the implications it has on cognitive processing. One of the principles is the modality principle which is, people learn more deeply from pictures and spoken words than from pictures and written text (Mayer 2009, ch.11, pg, 200). This one of the assumptions of the modality approach, but there is a rationale that claims the modality approach does not matter. The information-delivery hypothesis is the idea that multi-media learning is presenting the information to learners via as manyroutes as possible (Mayer 2009, ch.11, pg, 2004, p.3). Part of the hypothesis is that learning is deeper when narration presented with pictures either by spoken words or written text to prevent cognitive overload, because in either case; there are only two paths of delivery to the learner.
The book is relevant to the project because we are presenting information by narration and pictures and printed text and pictures. Each picture presented will have one form of narration to explain the picture to prevent information overload.
Pollalis, Y., & Mavrommatis, G... (2009). Using similarity measures for collaborating groups formation: A model for distance learning environments. European Journal of Operational Research, 193(2), 626. Retrieved July 29, 2010, from ABI/INFORM Global. (Document ID: 1591906401).
The article makes the case that learning environments should be streamlined to prevent the possibility of multiple solutions to the problem presented. When the learning objectives known, the next step is finding accepted tools: learning theories, instructional design, information retrieval, and taxonomy in online environments. In the article, there is a method used to select appropriate learning objects to form educational packages.
The authors believe that because distance learners hardly get into physical contact, characteristics like gender, nationality, age, shyness, religion and color are of less importance than they are in the case of traditional classroom collaboration (Pollalis & Mavrommatis, 2009).
This article is relevant to our project in that a plethora of learners will be collaborating using a tool accepted in k-12 online learning environment. The learning objective is clearly defined with only one solution to the problem.
Tivadar, M. (2010). Is it Better to Live in a US or European City? ScientificCommons; Regional Science and Urban Economic vol.40 (4) pg.221 retrieved from; http://de.scientificcommons.org/58028413 on 7/13/10 doi:10.1016/j.regsciurbeco.2010.03.006.
In the article, location to a workplace is a factor to decide where one should live. Households with individuals working in different areas may opt to live in a location central to workplaces. According to the author living expenses in this area are cheaper.
My learners are alternative high school, and only a few will go to higher education. A good part of the learners will enter the workforce. This project will stimulate their thinking in hopes they will apply locations to a workplace as a factor when they move. This has real-world implications to help the learners make good decisions that affect their lives.
Valentine, B., & Bernhisel, S. (2008). Teens and Their Technologies in High School and College: Implications for Teaching and Learning. Journal of Academic Librarianship, 34(6), 502-512. Retrieved from Library, Information Science & Technology Abstracts database.
This article is a study on digital technology and the implications of popular digital technologies used by high school students. The technologies have the potential to be transferred for use by educators at the college level to engage students in online environments. The survey also compared the use and frequency of various digital and communication technologies by high school and college students. The survey found that many of the popular technologies used by high school students in the past are helpful when college educators create effective curriculum in online environments.
The article is relevant to the project because my section of the project created by high school students and many of the devices are new. The students will use any of their popular digital devices that interface with VoiceThread to present their information.
Currently the data bases I have used for information on educational technology are Walden University EBSCO and Google search. I have not subscribed to any publications at this time; however, I read articles found in newspapers and magazines whenever located.
Conclusion:
By using a tiered lesson plan the diversity of the differentiated classroom can be met and each student who will have the opportunity to reach the standard that is set. The goal is the same but the students will take different paths to reach it and the student will take the path they are more comfortable with and at an appropriate level. The educator will be effective with the design and implementation of their tiered lesson plan curriculum thus the educator will be successful in assisting all students to participate in the learning process. “No child left behind.”
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Januszewski, A. & Molenda, M. (2008). Educational technology: a definition with commentary. New York, NY: Lawrence Erlbaum Associates.
New Haven Region circa 1650 map, Accession Number 299619; Ellickson personal collection donated to Yale University.
PBL-Online. (n.d.). Project based learning: The online resources for PBL. Retrieved July 2, 2010, from http://pblonline.org/default.htm
South Central Connecticut Region1990 map. Accession Number 299615; Ellickson personal collection donated to Yale University.
www.merriam-webster.com
Definition retrievals in July and August 2010 and on 7/28/10 and 08/08/2010.