 281 Tools and the Curriculum
Final Project
Due at Face-to-Face on December 1-2, 2006
This semester we have been exploring different learning theories, teaching strategies, and technologies. We've tried, tested, troubleshooted, projected, jig-sawed, uploaded and downloaded a handful of new ideas and technologies in educational technology.
Now it's time to start asking questions. What would happen if you took tech A and combined it with strategy B? Do you think it would work? Has anyone else out there tried something like it? What does the research say?
1) identify an instructional strategy or blend of strategies;
2)
identify technology to support the strategy(ies);
3)
examine the literature for the strategy(ies) and technology; and
4)
create an experience (lesson, training, web resource, etc.) that integrates the technology and strategy(ies).
Requirements
Work in groups of three or four. The project should include:
1)
a presentation method, like a website or powerpoint;
2)
the actual product itself (e.g. lesson plan, documents, web-based resource, training plan, etc.);
3)
a handout for the class describing:
your tool(s) and strategy(ies),
addressed standards (use can use TaskStream for this), and
an annotated bibliography of 4-6 citations supporting your tool(s) and strategy(ies)
Presentation
You will be presenting projects face-to-face December 1-2. Presentations should be 20 minutes plus an extra 5 minutes for questions and answers. In your 20 minutes, you needn't present your lesson as if you were delivering it to students (most lessons will require much more than 20 minutes). Instead, use a presentation method to describe to the cohort your lesson(s), your tool(s), and your strategy(ies).
See the project rubric to help scaffold your project.
Example
Group Propellerheads decides that they want to integrate the use of Blogger for journaling. They create a lesson built around introducing and setting up blog accounts for students in a high school advanced English course. They scaffold a lesson in which students must reflect through journaling on The Great Gatsby. For this product, the group produces: (a) a blog instruction sheet, (b) a write-up of a lesson plan, and (c) a rubric for the assessment portion of their lesson plan. The team uses Taskstream to help scaffold the lesson and rubric.
In addition to the product, the Propellerheads produce several items to present and better understand their product. These items include: (a) a website which they will present online to the cohort and contains all the elements of the product, (b) a handout giving an overview and synopsis of their product, and (c) an annotated bibliography of research supporting their product.
At the face-to-face, the Propellerheads spend 20 minutes to display a website describing their tool, strategy, and how they would use it in a lesson to scaffold student understanding of literature through journaling. Links to the handout and annotated bibliography are also provided in the website.
Example Annotations or Annotation Samples
In order to help scaffold building bibliographies, We've provided four examples below of an "annotation continuum" from least helpful to probably overkill. The third example is probably the best model.
Cursory Annotations
http://school.discovery.com/schrockguide/arts/artarch.html
Short Blurb Annotations
http://www.sas.upenn.edu/African_Studies/About_African/ww_anth.html
Extensive Annotations
http://www.cmelist.com/list.htm
Very Comprehensive Annotations (click on links to get the annotation--probably not necessary to go to this level of annotation in most cases)
http://www.fairrosa.info/dragon/index.html
Email Joyce jed22@csus.edu or Diana dianal@csus.edu with questions concerning this project.
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