Chapter 6: Teaching with Multimedia and Hypermedia

By The Outskirts: Ules Baxter, Heather Dixon, Lusinda Frost, Angelique Ross, Stephanie RossED 6346: Literacy in TechnologyProfessor: Christopher QuekDate: July 19, 2010

AGENDA

INTRODUCTION OF GROUP AND AGENDA EVALUATION CHECKLIST FOR INTEGRATED

LESSONS: 5 PHASESLESSON 1: A MONARCH BUTTERFLY

RESULTS OF EVALUATIONLESSON 2: VIDEO HELPS TEACH HISTORY

AND WRITING RESULTS OF EVALUATIONMODIFIED LESSONADDED DESRIPTORSASSESSMENTQUESTIONSREFERENCES

THE TECHNOLOGY INTEGRATION PLANNING CHECKLIST DETAIL

HANDS ON WITH TECHNOLOGY, 3E

INTENDED TO EVALUATE LESSONS

“The Technology Integration Planning Checklist”

Rubric “Evaluation Checklist for a Technology-Integrated Lesson”

Phase 1: Rationale for Using Technology

Phase 2: Lesson Objectives and Assessments

Phase 3: Technology Integration Strategies

Phase 4: Preparation LogisticsPhase 5: Evaluation and Revision

“MyEducationLab” Lesson 1 Title: A Monarch Butterfly Movie Project Topic: Biology Content Areas: Science Technologies Used: Video development, Internet, Digital Camera, HTML (web page) Editor Grade Levels: Elementary and Middle School Relative Advantages: Makes abstract topics more visual, concrete. Develops technological/information literacy skills. Format aids collaborative, cooperative group work.

Objectives: Film the development of the butterfly as it goes through the four stages of metamorphosis.� Create a web page that describes and illustrates the metamorphosis process.� Standards: ISTE Standards – NETS-S 1a – Creativity and Innovation Students apply existing knowledge to generate new ideas, products, or processes. 1b - Creativity and Innovation Students create original works as a means of personal or group expression. 2a - Communication and Collaboration Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and

media. 2b – Communication and Collaboration Students communicate information and ideas effectively to multiple audiences using a variety of media and formats. 2d - Communication and Collaboration Students contribute to project teams to produce original works or solve problems. 3b - Research and Information Fluency Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and

media. 4b – Critical Thinking, Problem Solving, and Decision Making Students plan and manage activities to develop a solution or complete a project. 5b – Digital Citizenship Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity 5c - Digital Citizenship Students demonstrate personal responsibility for lifelong learning. 6a – Technology Operations and Concepts Students understand and use technology systems. 6d - Technology Operations and Concepts Students transfer current knowledge to learning of new technologies.

Description This project helps students gain even more insight into the process of metamorphosis than they could by viewing it with traditional methods. They collect Monarch

butterfly eggs and create a digital movie of the stages as the eggs grow to become butterflies. 1. Begin by asking students to visit several Internet sites to learn more about Monarch butterflies. 2. Next, students collect the butterfly eggs and set up the environment in which the cocoons will grow. 3. Help students position the camera to film the development of the butterfly as it goes through the four stages of metamorphosis. 4. After they capture the process, show them a speeded up version of the video, and have students discuss what they are seeing using correct scientific terms. 5. Students write up their findings and place them and the movie on a web page to share with other classes.

Assessment: Teachers use a rubric to evaluate students' group work and involvement in the learning activities.

Source: Hoffenburg, H., & Handler, M. (2001). Digital video goes to school. Learning and Leading with Technology, 29(2), 10-15.

Evaluations of Integrated Lesson 1 A Monarch Butterfly Movie Project

Phase 1: Rationale for Using TechnologyNO scored 0/3

Phase 2: Lesson Objectives and Assessments NO scored 0/4

Phase 3: Technology Integration Strategies NO scored 0/5

Phase 4: Preparation LogisticsNO scored 2/6

Phase 5: Evaluation and Revision NO scored 0/2

“MyEducationLab” Lesson 2 Title: Video Helps Teach History and Writing Topic: History, Writing Content Areas: Social Studies, English Technologies Used: Video development, Word processing, DVD Grade Levels: 5-8 Relative Advantages: Makes abstract topics more visual, concrete. Supports manual operations in high level learning. Professional, polished looking products motivate students.

Objectives: Discuss the history and conflicting viewpoints of the first battle of Bull Run. Follow a structured set of steps to create a video that illustrates a topic.� � Standards: History – National Center for History in the Schools, Grades K-4 Topic 3: The History of the United States U.S. History – National Center for History in the Schools, Grades 5-8 52: Era 5: Civil War and Reconstruction (1850-1877) The course and character of the Civil War and its effects on the American people.

ISTE Standards – NETS-S 1a – Creativity and Innovation Students apply existing knowledge to generate new ideas, products, or processes. 1b - Creativity and Innovation Students create original works as a means of personal or group expression. 2a - Communication and Collaboration Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2b – Communication and Collaboration Students communicate information and ideas effectively to multiple audiences using a variety of media and formats. 2c – Communication and Collaboration Students develop cultural understanding and global awareness by engaging with learners of other cultures. 2d - Communication and Collaboration Students contribute to project teams to produce original works or solve problems. 3a – Research and Information Fluency Students plan strategies to guide inquiry. 3b - Research and Information Fluency Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4b – Critical Thinking, Problem Solving, and Decision Making Students plan and manage activities to develop a solution or complete a project. 5b – Digital Citizenship Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity 5c - Digital Citizenship Students demonstrate personal responsibility for lifelong learning 6a – Technology Operations and Concepts Students understand and use technology systems. 6d - Technology Operations and Concepts Students transfer current knowledge to learning of new technologies.

Description: Developing videos in the classroom helps accomplish many instructional goals. It not only helps engage students in the study of any content area, it also provides valuable practice in writing

skills. The digital video production process parallels the writing production process. This history project illustrates the value of video development. The topic is analyzing the Battle of Bull Run. Students followed a three-phased process: Preproduction - Through a variety of

classroom activities, students get background information on the topic. Then they create a story outline of what they want to portray. They create content maps and work in groups to brainstorm characters, settings, and dialog to include. They come back together as a whole class and discuss and debate what should be included in the video. Finally, they assign roles for each student, write the scripts, and do storyboards for how the scenes will take place. They read the rough drafts to the class to get feedback and suggestions for revisions. Production - They act out the scenes and videotape them, sometimes several times, adjusting the scenes to get the look/effects they want. Post-production - The students edit the video and add effects (e.g., slow motion) and music to get the impact they want. After the video is complete, the teacher makes DVD copies for the students to take home. The teacher holds a “movie night” to show the video to parents.

Assessment: Rubric to assess video quality and group cooperation

Source: Scot, T. P., & Harding, D. (2004). Splicing video into the writing process. Learning and Leading with Technology, 32(1), 26-31. 

Evaluations of Integrated Lesson 2 Video Helps Teach History and Writing

Phase 1: Rationale for Using TechnologyYES scored 3/3

Phase 2: Lesson Objectives and Assessments YES scored 2/4

Phase 3: Technology Integration Strategies NO scored 1/5

Phase 4: Preparation LogisticsNO scored 2/6

Phase 5: Evaluation and Revision NO scored 0/2

Modify a Lesson:“Virtually” Living in Medieval Society

Date of Delivery: Term 2 Curriculum Area(s):

Social Structures of Medieval Times, Writing and Representing

Grade Level: 5 Subject Area(s): Social Studies, Language Arts

Class Size: 28 Class Duration: 5- 50 minute lessons

Curriculum Area(s) Outcomes: Social Studies SCO: 5.3.1Explain and illustrate the social structures of a medieval society Identify the relationships within the social structures Explain how social structure influenced the society Illustrate the social structure of the society

Cross-Curriculum Link(s):Writing and Representing GCO 8. Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences and learnings; and to use their imaginations.9. Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.10. Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.Explanatory Report Purpose: to tell how/why something came to be or to explain how something works (graphic organizers in preparation for writing a narrative letter as a citizen of this period, leading into a Medieval festival/feast for all )

Added Descriptors:Special Considerations for students

Visual and/or audio impairment –audio and visual interface is built in the software, personal headphones available for those who prefer regular audio

Physical –lowered computer space for wheelchair access Attentional issues – work one on one, extra time, scribed (peer,

teacher assistant), tasks will be broken into smaller parts, and a checklist will be provided. In some instances, a social story/board maker may be required.

Enrichment- students can work from more advanced organizers within the program and expand on the content, conference with small group on expanding vocabulary

Behaviour management- an anchor chart will be reviewed, there will be consistent changing from whole group, small group, pair and individual work and teacher and assistant will be checking for understanding is ongoing

Early finishers- Read to self from browsing box for unit Materials are organized in students’ writing folders Multiple Intelligences you plan to use in this lesson: visual, auditory,

kinesthetic/tactile, interpersonal

Learning Objectives

By the end of these lessons, students should come to understand that societies have a social structure, people have particular roles within the social structure and that lifestyles are often dictated, to a significant extent, by one’s position in a society’s social structure. Students will be able to create an organizer representing one social structure with a minimum of 3 details for each subheading.

Kidspiration Software

Preparation and Resources

Preparation:Book computer lab and library, download and bookmark free 30 day trial of kidspiration by inspiration. Paper copy of tutorial for software- student reference Prepare parent letter providing an overview of unit while providing suggested internet sites for studentsPaper copies of various organizers and shared folder is saved on jump drive and printed copies are available as a backup or for accommodationsPaper copies of assessment rubric and checklistsStudent materials- writing folders, paper, pencils, rulersBrowsing Box-filled with books on unit

Resources (traditional):Graphic organizers, reference books, paper, pencils, colored pencils/markers, highlighters, chart paper, cue cards, sticky notes, loose leaf, mentor texts to review a purpose for organizing information, overhead projectorResources (technical):ebooks, 14 computers with Internet access, headphones, Smartboard and projector , jump drive, extension cord, Microsoft Office 2007, Kidspiration Software, color print, photocopy paper, ink cartridge replacements

Student Prior LearningStudent Prior Learning (Subject Content): Students will have had experience with collaborating and collecting information using paper

graphic organizers to represent information, researching and sorting content into topics in previous lessons.

The class has created an anchor chart for expectations in alternate locations, groups and in the lab so all students’ “right to learn” are respected. This will have considered what it looks like? What it sounds like? What is feels like? Students have also developed skills with the Daily 5 system.

Students have researched one single society from class generated list, in predetermined groups of 4 students during the brainstorming stage, enable students to develop collaboration skills before final project begins and so all students are included

They have compiled their information in a word document. The folder has files named after the society and is on the Sdrive.

This lesson links with previous learning with an emphasis on developing effective writing and media products to enhance their clarity, precision, and effectiveness.

Student Prior Learning (Technical):Students will have had experience with keyboarding, basic features of Microsoft Word 2007, navigating the internet for subject content as well as saving and printing documents. The new technological knowledge and skills come from using a new software program. Relative Advantage: visual examples clarify concepts and applications while graphics make abstract concepts more concrete

Lesson Procedure: Time AllottedIntroduction, APK or Anticipatory Set: Discovery Box- filled with artifacts representative of the Medieval period. Have a student secretly pull out one artifact from the box. Display the collection of artifacts for students to brainstorm their connection and relevance to guess the next unit. Record students predictions/rationale for thoughts.In their small group students, they will find the Discovery box- students will reveal pictures representing the basic subcategories for organizing, corresponding labels, and the kidspiration software site address. Discuss with their group what they think will be happen, and criteria.

One week prior to introducing the unit; 5 minutes before lunch5 minute, students are in small groups

Learning Activity: (The Process of Instruction) I DO, We Do, You DoTeacher will monitor and conference with students/groups on progress Day 1In class students completed the discovery box task in their small group. Have a student from each group record an idea. As a whole class, generate a detailed list as to what we will be doing and learning today on chart paper. The teacher will also record the main learning outcomes in kid friendly terms and restate the content and technology objectives. The class will go to computer lab in the library and gather in common meeting area to post and review the anchor chart on how to work in an alternate setting. Have a student orient the Smart board. On the Smart board: I, the teacher, will model a think aloud for students on how to:1. Open Kidspiration2. Navigate within the software3. Creating an example with the program, picture and written4. Save to a New Folder on desktop. Closure: What have you learned? How will this help you understand the societal structure? Day 2Repeat day 1 whole group lesson, however WE, the teacher and students, will model a new example with the teacher and peers participates. Teacher elicits correct responses from students when peer is unsure of the next step. Day 3 and 4Repeat day 2 with whole class, YOU, the students, work with a partner from the original small group, following steps 1-4. Students will refer to notes from Microsoft Word 2007. Students are encouraged to take turns entering information while the other refers to notes. Teacher will be working with small groups as needed with content and/or with the application of technology. Day 5Students will review the main points, and refer to checklist with their original group, return to computer and revise content as needed. Print and Save once teacher verifies content.

Ongoing50 minutes/5 days a week

Whole group lesson : minutes if instruction is equal to the age of students

ISTE Standards NETS-S

Technology Outcomes: 1a – Creativity and Innovation Students apply existing knowledge to

generate new ideas, products, or processes. 2a - Communication and Collaboration Students interact, collaborate, and

publish with peers, experts, or others employing a variety of digital environments and media.

2b – Communication and Collaboration Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.

3a – Research and Information Fluency Students plan strategies to guide inquiry.

3 b - Research and Information Fluency Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

5b – Digital Citizenship Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

6a – Technology Operations and Concepts Students understand and use technology systems.

6d - Technology Operations and Concepts Students transfer current knowledge to learning of new technologies

Conclusion

Closure to Lesson:

How will I know what students have learned?

Student will share their “illustrated” and “written” work with their original small group members

Student pairs share their role in the social structure with class

Important in the final project to have an overview of all roles and explore their connections for the remaining lessons

Assessment: For Learning, Of Learning

Formative and Summative Assessment of student learning:

observing students and making anecdotal Conference will have determined next steps

for individual and/or small group Teacher Checklist- content requirements Student Self Assessment Rubric for use of

technology and content knowledgeTeacher will use a rubric to assess end of unit

content knowledge

Reflective Assessment

Self-evaluation of the lesson presentation/preparation: Not yet implemented

Did the demonstration in the introduction hold the students’ attention?

Were the resources used as you had intended?Did students have enough time to “illustrate” via the

software the societal role? Self-reflection: Not yet implementedWhat did you learn from this lesson?What went particularly well, why?What might you do differently another time? Why? How

did the Curriculum Documents assist you? Frustrations?

Technology Integration Lesson Planning Team

From Ules, Heather, Lusinda, Angelique and Stephanie, this has been our integrated lesson plan

Questions???

Until next time- Thanks!

References: http://portal.nbed.nb.ca/tr/cd/Documents/,DanaInfo=portal.nbed.nb.ca,SSL+Compacted%20Curriculum%20Grade%20Five.pdf

http://rubistar.4teachers.org

http://myeducationlab.com

http://www.inspiration.com/kidspiration

http://iste.org

http://portal.bigchalk.com/portalweb/home.do;jessionid=AEDFDC7A12B9bb5F60EA4652 user:NBED, password:bigchalk

"Medieval Meal." Image. Getty Images. History Study Center. ProQuest LLC. 17 July 2010 <http://www.historystudycenter.com/>.

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