information technology 8 - enhanced unit design

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Middle Years - Information Technology 8

Course Description:

Alexandra Middle Schools Information Technology course is intended to allow middle

years students in Grade 8 the opportunity to explore the Internet and the plethora of learning

opportunities found within. This course is broken up into two units of study, the first unit

(labeled Web 1.0) provides students with the necessary knowledge and skills needed to

navigate and explore the Internet safely. The second unit (labeled Web 2.0) promotes

collaborative learning through the exploration of various software and hardware technologies

used to enhance the student-learning environment. Even though this course is taught in a

traditional brick-and-mortar building, the delivery of content and completion of

activities/projects follows a modern hybrid model, however if necessary this course could be

completely delivered in an online environment. For a greater understanding of this course

and more specifically the second unit, please refer to both the course outline and visual

lesson outline on the following pages.

Pre-Unit 2 Activities:

For the second unit of this course to operate smoothly, various resources will need to

be created before the course begins. Below is a brief list of these resources:

Pre-Unit 2 Resources:

Information Technology Project Wiki

Edmodo Information Technology Groups

o General Course Group

o Specific Topic Groups for Reflective Purposes

Multiple Information Technology Screencasts hosted on schooltube.com
http://information-technology-projects.wikispaces.com/http://information-technology-projects.wikispaces.com/http://www.edmodo.com/http://www.schooltube.com/user/tomwhytehttp://information-technology-projects.wikispaces.com/http://www.edmodo.com/http://www.schooltube.com/user/tomwhyte


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Information Technology

Course Outline Grade 8

Themes:

Web 1.0:

o Web Safety

2+ Lessonso Internet Searching

3+ Lessons

Web 2.0:

o Research Project

16+ Lessons

*Note: These times serve as a general guideline and may change at the teachers discretion*

Course Objectives:

The main goals of this course is to prepare students to:

use technology confidently to help in both school and home

appreciate and value web safety

become technologically literate

commit themselves to lifelong learning

Assignments and Projects:

Students learn by doing. Both instructor and student directed activities will be provided, allowingstudents an opportunity to learn through practice and investigation. It is expected that students willcomplete all activities and projects.

If a student is absent for a lesson(s), it will be their responsibility to review the material they missed ontheir own time, and ask their instructor for any needed clarification.

Evaluation:

Report Period:

Activities and Assignments - 25%

Course Reflections - 25%

Research Project - 50%


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Information Technology 8

Unit 2 Visual Lesson Outline


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Information Technology 8 - Learning Outcomes:

Students will:

Cognitive General Outcomes Cognitive Specific Outcomes1. Investigate information on a particular technology

utilizing human and non-human resources(comprehension)

1.1. Research information on a particular technology using human and non-human resources (comprehension)

1.2. Locate a minimum of three definitions involving a particular technology usingonline resources (comprehension)

1.3. Paraphrase a minimum of three definitions involving a particular technologyusing digital collaboration technology (comprehension)

1.4. List previously known and unknown facts on a particular technology usingdigital collaboration technology (knowledge)

1.5. Generate a list of questions on a particular technology using digitalcollaboration technology (synthesis)

1.6. Propose a minimum of four classroom uses for a particular technology usingdigital collaboration technology (synthesis)

2. Evaluate and synthesize knowledge on a particulartechnology using digital collaborative technologies(evaluation and synthesis)

2.1. Compare and combine knowledge gained within group on a particulartechnology using digital collaboration technology (analysis, synthesis)

2.2. Collaboratively paraphrase key information from group on a particulartechnology using digital collaboration technology (comprehension, synthesis)

2.3. Generate a collaborative digital graphic organizer outlining proposed digitalpresentation on a particular technology (synthesis)

3. Generate and display a digital presentation on aparticular technology (synthesis)

3.1. Construct digital presentation containing at least ten student uses of aparticular technology within a classroom using a collaborative digital graphicorganizer (synthesis)

3.2. Display initial digital presentation within digital collaboration technology3.3.

Modify digital presentation based upon appropriate suggestions from socialnetworking site (evaluation)3.4. Share with class final digital presentation within social networking site


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Students will:

Affective General Outcomes Affective Specific Outcomes1. Demonstrate collaborative learning within face-to-face

and digital environments (valuing)1.1. Behave according to instructor provided guidelines in both face-to-face and

digital environments (valuing)1.2. Contribute information to face-to-face and digital group on particular

technology within digital collaboration technology (responding)1.3. Assist group members in project research, discussions, and digital

presentation in both face-to-face and digital environments (responding)

2. Demonstrate reflective learning within a digitalenvironment (internalizing)

2.1. Reflect on project research, discussions and digital presentation with groupmembers in digital environments (organizing, internalizing)

2.2. Accept feedback in face-to-face and digital environments according toinstructor provided guidelines(receiving)

2.3. Advocate and defend your position in face-to-face and digital environmentsaccording to instructor provided guidelines(internalizing)


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Students will:

Psychomotor General Outcomes Psychomotor Specific Outcomes1. Observe course resources that support research project

and digital presentation (perception)1.1. Watch digital video resources regarding school based electronic mail within

digital environments (perception)1.2. Watch digital video resources regarding collaborative/communication sites

within digital environments (perception)1.3. Watch digital video resources regarding collaborative digital graphic

organizer within digital environments (perception)

2. Imitate actions observed within course resources thatsupport research project and digital presentation (guidedresponse)

2.1. Duplicate actions observed within digital video resources about school basedelectronic mail presented within digital environments (guided response)

2.2. Duplicate actions observed within digital video resources aboutcollaborative/communication sites presented within digital environments(guided response)

2.3. Duplicate actions observed within digital video resources about collaborativedigital graphic organizer presented within digital environments (guidedresponse)

Students will:

Interpersonal General Outcomes Interpersonal Specific Outcomes1. Work cooperatively, collaboratively and effectively as

part of a face-to-face and digital group1.1. Demonstrate respect for others viewpoints in both face-to-face and digital

environments1.2. Give feedback (critical, non-threatening) in both face-to-face and virtual

environments1.3. Receive, and reflect on feedback in both face-to-face and digital

environments

2. Build and support a research project and digitalpresentation as part of a face-to-face and digital group

2.1. Propose project and presentation ideas in both face-to-face and digitalenvironments

2.2. Seek and/or give information/advice on project in face-to-face and digitalenvironments


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Information Technology 8 Unit 2 Design:

Cognitive General Outcome: #1 Investigate information on a particular technology utilizing human and non-human resources (comprehension)

Cognitive Specific Outcomes #1What Students Will Learn

(Content/Topic/Skills/Lesson #)How Students Will Learn

(Learning Activities)What Students Will Use ToLearn (Learning Resources)

Technology That WillFacilitate Learning

Instructor Activities -Potential Assessment

1.1. Research information ona particular technologyusing human and non-human resources(comprehension)

1.2. Locate a minimum ofthree definitions involvinga particular technologyusing online resources(comprehension)

1.3.

Paraphrase a minimumof three definitionsinvolving a particulartechnology using digitalcollaboration technology(comprehension)

1.4. List previously knownand unknown facts on aparticular technologyusing digital collaborationtechnology (knowledge)

1.5. Generate a list ofquestions on a particulartechnology using digitalcollaboration technology(synthesis)

1.6. Propose a minimum offour classroom uses for aparticular technologyusing digital collaborationtechnology (synthesis)

Benefits anddrawbacks of specifichardware and web basedapplications for studenteducational purposes

Life and CareerSkillso Manage Goals and

Timeo Work Independently

o Be Self-DirectedLearners

Learning andInnovation Skillso Think Creatively

Information, Mediaand Technology Skillso Access and Evaluate

Informationo Use and Manage

Informationo Apply Technology

Effectively

Lesson #2o 2 Periods

SOs 1.1 1.6

Student willindividually completeteacher providedresearch worksheetregarding specific topic:(1.1 1.6)o Blogging

o Cell Phones

o mp3 Players

o Social Networking

o Podcastingo Wikis

Worksheet: (1.1 1.6)o Teacher

ProvidedResearchWorksheet

Various face-to-faceand digital resourcesincluding: (1.1 1.6)

o Search Engines

o Blogso Videos

o Podcasts

o Instructor

Initial research linkslocated within coursewiki: (1.1 1.6)

o Information

TechnologyProject Wiki

Internet

Digital CollaborativeTechnology:

o Course Wiki

Activities:

Place students intoresearch groups

Provide students with aspecific research topicand initial researchworksheet

Record student groupsand research topic

Facilitate individual

student research, byplacing exampleresearch information ocourse wiki

Assist:o When asked

o With any

technical issues

Potential Assessments:

Check List Assessmenfor SOs 1.1 1.6

Cognitive General Outcome: #2 Evaluate and synthesize knowledge on a particular technology using digital collaborative technologies (evaluation and synthesis)

Cognitive Specific Outcomes #2 What Students Will Learn(Content/Topic/Skills/Lesson #) How Students Will Learn(Learning Activities) What Students Will Use ToLearn (Learning Resources) Technology That WillFacilitate Learning Instructor Activities -Potential Assessment2.1. Compare and combine

knowledge gained withingroup on a particulartechnology using digitalcollaboration technology(analysis, synthesis)

Appropriate digitalcitizenship, collaborative andreflective learning withinface-to-face and digitalenvironments

Life and Career Skills

Students work in smallface-to-face and digitalgroups (2-3) tocollaboratively:

o Summarize

research (2.1

Student generatedresearch from originalworksheet provided byinstructor (2.1 2.2)

Teacher provided

Internet

Digital CollaborativeTechnology

o Course Wiki

Activities:

Create individual wikipages for studentsresearch

Invite individualstudents to course wiki
http://docs.google.com/View?id=ddmqct2t_542dvzpxtnthttp://docs.google.com/View?id=ddmqct2t_542dvzpxtnthttp://docs.google.com/View?id=ddmqct2t_542dvzpxtnthttp://docs.google.com/View?id=ddmqct2t_542dvzpxtnthttp://information-technology-projects.wikispaces.com/Project+Resourceshttp://information-technology-projects.wikispaces.com/Project+Resourceshttp://information-technology-projects.wikispaces.com/Project+Resourceshttp://information-technology-projects.wikispaces.com/http://information-technology-projects.wikispaces.com/http://docs.google.com/View?id=ddmqct2t_542dvzpxtnthttp://docs.google.com/View?id=ddmqct2t_542dvzpxtnthttp://information-technology-projects.wikispaces.com/http://information-technology-projects.wikispaces.com/http://docs.google.com/View?id=ddmqct2t_542dvzpxtnthttp://docs.google.com/View?id=ddmqct2t_542dvzpxtnthttp://docs.google.com/View?id=ddmqct2t_542dvzpxtnthttp://information-technology-projects.wikispaces.com/Project+Resourceshttp://information-technology-projects.wikispaces.com/Project+Resourceshttp://information-technology-projects.wikispaces.com/Project+Resourceshttp://information-technology-projects.wikispaces.com/http://docs.google.com/View?id=ddmqct2t_542dvzpxtnthttp://docs.google.com/View?id=ddmqct2t_542dvzpxtnthttp://information-technology-projects.wikispaces.com/


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2.2. Collaborativelyparaphrase keyinformation from group ona particular technologyusing digital collaborationtechnology(comprehension,synthesis)

2.3. Generate a collaborativedigital graphic organizeroutlining proposed digitalpresentation on aparticular technology(synthesis)

o Be Flexible

o Manage Goals and

Timeo Interact Effectively

With Others

Learning and InnovationSkills

o Think Creatively

o Work Creatively With

Otherso Reason Effectively

o Make Judgments and

Decisionso Communicate Clearly

o Collaborate with

Others

Information, Media andTechnology Skills

o Access and Evaluate


Informationo Create Media

Productso Apply Technology

Effectively


SOs 2.1/2.2

Lesson #8/9o 1 Period Each

SOs 2.3

2.2)o Generate mind

map outliningproposed digitalpresentation(2.3)

Students willindividually followlearning communityguidelines provided byinstructor in both face-to-face and digitalenvironments (2.1 2.3)

learning communityguidelines locatedwithin course wiki (2.3)

Screencasts on:o Introduction To

Using A Wiki(2.1 2.2)

o How To Use

MindMeister.com (2.3)

Video Hosting Service:o schooltube.com

Digital Graphic Organizero mindmeister.com

Embed the followingscreencasts, on coursewiki and Edmodo:

o Introduction To

Using A Wikio How To Use

Mindmeister.com

Monitor digitalenvironment basedupon instructorprovided learningcommunity guidelines

Assist:o When asked

o With any

technical issues


Check List Assessmenfor SOs

o 2.1/2.2

Rubric Assessment forSO 2.3

Cognitive General Outcome: #3 Generate and display a digital presentation on a particular technology (synthesis)

Cognitive Specific Outcomes #3What Students Will Learn





3.1. Construct digitalpresentation containing atleast ten student uses ofa particular technologywithin a classroom usinga collaborative digitalgraphic organizer(synthesis)

Life and Career Skillso Be Flexible

o Manage Goals and

Timeo Interact Effectively

With Others

Learning and Innovation

Students work in smallface-to-face and digitalgroups (2-3) tocollaborativelygenerate/display/modifydigital presentation basedupon research and

Teacher providedlearning communityguidelines locatedwithin course wiki andposted in socialnetworking site (3.1 3.4)

Internet


o Course Wiki

Video Hosting Service:

Activities:

Embed the followingscreencasts on coursewiki and Edmodo:

o How To Use

MindMeister.com
http://www.schooltube.com/http://www.mindmeister.com/http://information-technology-projects.wikispaces.com/http://information-technology-projects.wikispaces.com/http://www.schooltube.com/http://www.mindmeister.com/http://information-technology-projects.wikispaces.com/


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3.2. Display initial digitalpresentation within digitalcollaboration technology

3.3. Modify digitalpresentation based uponappropriate suggestionsfrom social networkingsite (evaluation)

3.4. Share with class finaldigital presentation withinsocial networking site

Skillso Work Creatively With

Otherso Communicate Clearly

o Collaborate With

Others




Informationo Create Media

Productso Apply Technology

Effectively

Lesson #6/7/12o 1 Period Each

SOs 3.3


SOs 3.1

Lesson #11o 1 Period

SOs 3.2

Lesson #13o 1 Period

SOs 3.4

feedback (3.1 3.4)

Students will individuallypractice reflective learningin face-to-face and digitalenvironments (3.1 3.4)

Students will individuallyfollow learning communityguidelines provided byinstructor in both face-to-face and digitalenvironments (3.3)

Screencasts on:o How To Use

MindMeister.com (3.1, 3.3)

o How To Display

Image in Wiki(3.2, 3.3)

o How To Display

Image inEdmodo (3.3,3.4)

o How To Post A

Message InEdmodo (3.3,3.4)

o schooltube.com

Digital Graphic Organizero mindmeister.com

Social Networking Site:o edmodo.com

o How To Display

Image in Wikio How To Display

Image inEdmodo

o How To Post A

Message InEdmodo

Monitor digitalenvironment basedupon instructorprovided learningcommunity guidelines

Assist:o When asked

o With any

technical issues


Check List Assessmenfor SOs

o 3.2/3.4

Rubric Assessment forSOs

o 3.1/3.3

Affective General Outcome: #1 Demonstrate collaborative learning within face-to-face and digital environments (valuing)

Affective Specific Outcomes #1What Students Will Learn





1.1. Behave according toinstructor providedguidelines in both face-to-face and digitalenvironments (valuing)

1.2. Contribute information toface-to-face and digitalgroup on particular

Appropriate digitalcitizenship, collaborativeand reflective learningwithin face-to-face anddigital environments

Life and Career Skillso Interact

Effectively With

Students willwork individually to:o Provide information,

resources to groupin face-to-face anddigital environments(1.1 1.3)

o Post reflections on

Teacher providedlearning communityguidelines located withincourse wiki and postedin social networking site(1.1 1.3)

Screencasts on:

Internet


o Course Wiki


Activities: Post instructor provided

learning communityguidelines in course wikand Edmodo

http://www.schooltube.com/http://www.mindmeister.com/http://www.edmodo.com/http://information-technology-projects.wikispaces.com/http://information-technology-projects.wikispaces.com/http://www.schooltube.com/http://www.schooltube.com/http://www.mindmeister.com/http://www.edmodo.com/http://information-technology-projects.wikispaces.com/http://www.schooltube.com/


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technology within digitalcollaboration technology(responding)

1.3. Assist group members inproject research,discussions, and digitalpresentation in both face-to-face and digitalenvironments(responding)

Otherso Guide and Lead

Otherso Be Responsible

to Others


o Work Creatively

With Otherso Reason

Effectivelyo Communicate

Clearlyo Collaborate With

Others


o Access and

EvaluateInformation

o Use and Manage

Informationo Apply

TechnologyEffectively


SOs 1.1 1.3

research project indigital environments(1.1 1.3)

o Comment on other

groups researchproject in digitalenvironment indigital environment(1.1 1.3)

o Introduction To

Using A Wiki(1.2, 1.3)

o How To Post A

Message InEdmodo (1.2,1.3)

o How To Use

Mindmeister.com(1.3)

Social Networking Siteo edmodo.com

o Introduction To

Using A Wikio How To Post A

Message InEdmodo

o How To Use

Mindmeister.com

Monitor digitalenvironment basedupon instructor providedlearning communityguidelines

Assist:o When asked

o With any

technical issues



o 1.1 - 1.3

Affective General Outcome: #2 Demonstrate reflective learning within a digital environment (internalizing)

Affective Specific Outcomes #2What Students Will Learn





2.1. Reflect on projectresearch, discussionsand digital presentationwith group members indigital environments

(organizing, internalizing)2.2. Accept feedback in face-

to-face and digitalenvironments accordingto instructor providedguidelines (receiving)

2.3. Advocate and defendyour position in face-to-

Appropriate digitalcitizenship, collaborativeand reflective learningwithin face-to-face anddigital environments

Life and Career Skillso Be Flexible

o Interact Effectively

With Otherso Work Effectively

With Otherso Guide and Lead

Others

Students will work bothindividually and as agroup in both face-to-face and digitalenvironments to reflect

upon their researchproject and digitalpresentation (2.1 2.3)

Students will individuallypractice reflectivelearning in face-to-faceand digital environments

Teacher providedlearning communityguidelines located withincourse wiki and postedin social networking site

(2.1 2.3)

Screencasts on:o Introduction To

Using A Wiki (2.1- 2.3)

o How To Post A

Message In

Internet


o Course Wiki



Activities:

Monitor digitalenvironment basedupon instructor providedlearning community

guidelines Embed the following

screencasts on coursewiki and Edmodo:

o Introduction To

Using A Wikio How To Post A

Message In
http://www.edmodo.com/http://information-technology-projects.wikispaces.com/http://information-technology-projects.wikispaces.com/http://www.schooltube.com/http://www.edmodo.com/http://www.edmodo.com/http://information-technology-projects.wikispaces.com/http://www.schooltube.com/http://www.edmodo.com/


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face and digitalenvironments accordingto instructor providedguidelines (internalizing)

o Be Responsible to

Others




o Communicate


Others





Effectively


SOs 2.1 2.3

(2.1 2.3) Edmodo (2.1 -2.3)

Edmodo

Assist:o When asked

o With any

technical issues


Utilize RubricAssessment for SOs

o 2.1 - 2.3

Psychomotor General Outcome: #1 Observe course resources that support research project and digital presentation (perception)Psychomotor SpecificOutcomes #1

What Students Will Learn(Content/Topic/Skills/Lesson #)

How Students Will Learn(Learning Activities)

What Students Will Use ToLearn (Learning Resources)



1.1. Watch digital videoresources regardingschool based electronicmail within digitalenvironments(perception)

1.2. Watch digital videoresources regardingcollaborative/communicati

on sites within digitalenvironments(perception)

1.3. Watch digital videoresources regardingcollaborative digitalgraphic organizer withindigital environments


o Access and

EvaluateInformation

Lesson #1o 1 Period

SOs 1.1


SOs 1.2

Lesson #8o 1 Period

SOs 1.3

Students will individuallywatch instructor providedscreencasts within digitalenvironments to gainnecessary information onhow to utilize specifictechnologies within course(1.1 1.3)

Screencasts on thefollowing information:o How To Create An

Email Account (1.1)o How To Login to Your

Email Account (1.1)o Provide Email

Information To YourInstructor (1.1)

o How To Join AWikispace (1.2)

o Introduction To Using A

Wiki (1.2)o How To Signup For

Edmodo (1.2)o How To Join An

Edmodo Group (1.2)

Internet


o Course Wiki


o Social Networking Site:o edmodo.com

Activities:

Embed followingscreencasts on coursewiki and Edmodo:

o How To Create

An Email Accouno How To Login to

Your EmailAccount

o Provide EmailInformation ToYour Instructor

o How To Join A

Wikispaceo Introduction To

Using A Wikio How To Signup
http://information-technology-projects.wikispaces.com/http://information-technology-projects.wikispaces.com/http://www.schooltube.com/http://www.edmodo.com/http://information-technology-projects.wikispaces.com/http://www.schooltube.com/http://www.edmodo.com/


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(perception) o How To Post A

Message In Edmodo(1.2)

o How To Change

Edmodo Settings (1.2)o How To Signup For A

Mindmeister.comAccount (1.3)

o How To Use

Mindmeister.com (1.3)

For Edmodoo How To Join An

Edmodo Groupo How To Post A

Message InEdmodo

o How To Change

Edmodo Settingso How To Signup

For AMindmeister.comAccount

o How To Use

Mindmeister.com

Assist:o When asked

o With anytechnical issues


Check List Assessmentfor SOs

o 1.1 - 1.3

Psychomotor General Outcome: #2 Imitate actions observed within course resources that support research project and digital presentation (guided response)Psychomotor SpecificOutcomes #2






2.1. Duplicate actionsobserved within digitalvideo resources aboutschool based electronicmail presented withindigital environments(guided response)

2.2. Duplicate actionsobserved within digitalvideo resources aboutcollaborative/communicati

on sites presented withindigital environments(guided response)

2.3. Duplicate actionsobserved within digitalvideo resources aboutcollaborative digitalgraphic organizer

Utilization ofintroductory informationregarding multiple webbased applications


o Apply Technology

Effectively

Lesson #1o 1 Period

SOs 2.1


SOs 2.2

Lesson #8

Students will individuallyrecreate actions witnessedon instructor providedscreencasts within digitalenvironments (2.1 2.3)

Screencasts on thefollowing information:o How To Create An

Email Account (2.1)o How To Login to Your

Email Account (2.1)o Provide Email

Information To YourInstructor (2.1)

o How To Join A

Wikispace (2.2)o Introduction To Using A

Wiki (2.2)o How To Signup For

Edmodo (2.2)o How To Join An

Edmodo Group (2.2)o How To Post A

Message In Edmodo

Internet


o Course Wiki


Digital GraphicOrganizer

o mindmeister.com


Electronic Mailo School Based E-

Activities:

Embed following formson course wiki andEdmodo:

o E-mail Creation

o E-mail

Information

Assist:o When asked

o With any

technical issues


Check List Assessmentfor SOs

o 2.1 - 2.3
http://information-technology-projects.wikispaces.com/http://information-technology-projects.wikispaces.com/http://www.schooltube.com/http://www.mindmeister.com/http://www.edmodo.com/http://www.sd76.ab.ca/email/sd76-student-logon.asphttp://spreadsheets.google.com/viewform?hl=en&formkey=dDg2WktFS0NuT3VNQlkzTEh1SERJSXc6MAhttp://spreadsheets.google.com/viewform?hl=en&cfg=true&formkey=dDBzRy1QYXhqYmNTRlVfTzJ6RWV2Smc6MAhttp://spreadsheets.google.com/viewform?hl=en&cfg=true&formkey=dDBzRy1QYXhqYmNTRlVfTzJ6RWV2Smc6MAhttp://spreadsheets.google.com/viewform?hl=en&cfg=true&formkey=dDBzRy1QYXhqYmNTRlVfTzJ6RWV2Smc6MAhttp://information-technology-projects.wikispaces.com/http://www.schooltube.com/http://www.mindmeister.com/http://www.edmodo.com/http://www.sd76.ab.ca/email/sd76-student-logon.asphttp://spreadsheets.google.com/viewform?hl=en&formkey=dDg2WktFS0NuT3VNQlkzTEh1SERJSXc6MAhttp://spreadsheets.google.com/viewform?hl=en&cfg=true&formkey=dDBzRy1QYXhqYmNTRlVfTzJ6RWV2Smc6MAhttp://spreadsheets.google.com/viewform?hl=en&cfg=true&formkey=dDBzRy1QYXhqYmNTRlVfTzJ6RWV2Smc6MA


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presented within digitalenvironments (guidedresponse)

o 1 Period

SOs 2.3

(2.2)o How To Change

Edmodo Settings (2.2)o How To Signup For A

Mindmeister.comAccount (2.3)

o How To Use

Mindmeister.com (2.3)

mail Account

Digital Form Maker(Google Forms)

o E-mail Creation

o E-mail

Information

Interpersonal General Outcome: #1 Work cooperatively, collaboratively and effectively as part of a face-to-face and digital groupInterpersonal SpecificOutcomes #1






1.1. Demonstrate respect forothers viewpoints in bothface-to-face and digital

environments1.2. Give feedback (critical,

non-threatening) in bothface-to-face and virtualenvironments

1.3. Receive, and reflect onfeedback in both face-to-face and digitalenvironments

Appropriate digitalcitizenship, collaborativeand reflective learning

within face-to-face anddigital environments

Life and Career Skillso Interact Effectively

With Otherso Guide and Lead

Otherso Be Responsible to

Others




o Communicate


Others





Effectively

Lesson #5o 1 Period

Students will individuallyfollow learning communityguidelines provided by

instructor in both face-to-face and digital formats(1.1 - 1.3)

Students will individuallypractice reflective learningin face-to-face and digitalenvironments (1.2 - 1.3)

Teacher providedlearning communityguidelines located within

course wiki and postedin social networking site(1.1 - 1.3)

Screencasts on thefollowing information:

o How To Post A

Message InEdmodo (1.1 -1.3)

Internet

Digital Collaborative

Technologyo Course Wiki


o Social Networking Site:

o edmodo.com

Activities:

Monitor digitalenvironment based

upon instructor providedlearning communityguidelines


o How To Post A

Message InEdmodo

Assist:o When asked

o With any

technical issues



o 1.1 - 1.3
http://www.sd76.ab.ca/email/sd76-student-logon.asphttp://spreadsheets.google.com/viewform?hl=en&formkey=dDg2WktFS0NuT3VNQlkzTEh1SERJSXc6MAhttp://spreadsheets.google.com/viewform?hl=en&cfg=true&formkey=dDBzRy1QYXhqYmNTRlVfTzJ6RWV2Smc6MAhttp://spreadsheets.google.com/viewform?hl=en&cfg=true&formkey=dDBzRy1QYXhqYmNTRlVfTzJ6RWV2Smc6MAhttp://spreadsheets.google.com/viewform?hl=en&cfg=true&formkey=dDBzRy1QYXhqYmNTRlVfTzJ6RWV2Smc6MAhttp://information-technology-projects.wikispaces.com/http://information-technology-projects.wikispaces.com/http://www.schooltube.com/http://www.edmodo.com/http://www.sd76.ab.ca/email/sd76-student-logon.asphttp://spreadsheets.google.com/viewform?hl=en&formkey=dDg2WktFS0NuT3VNQlkzTEh1SERJSXc6MAhttp://spreadsheets.google.com/viewform?hl=en&cfg=true&formkey=dDBzRy1QYXhqYmNTRlVfTzJ6RWV2Smc6MAhttp://spreadsheets.google.com/viewform?hl=en&cfg=true&formkey=dDBzRy1QYXhqYmNTRlVfTzJ6RWV2Smc6MAhttp://information-technology-projects.wikispaces.com/http://www.schooltube.com/http://www.edmodo.com/


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SOs 1.1/1.2


SOs 1.2/1.3

Interpersonal General Outcome: #2 Build and support a research project and digital presentation as part of a face-to-face and digital groupInterpersonal SpecificOutcomes #2






2.1. Propose project andpresentation ideas in bothface-to-face and digitalenvironments

2.2. Seek and/or giveinformation/advice onproject in face-to-faceand digital environments

Appropriate citizenship,collaborative and reflectivelearning within face-to-faceand digital environments

Life and Career Skillso Interact Effectively

With Otherso

Guide and LeadOtherso Be Responsible to

Others




o Communicate


Others





Effectively

Lesson #4/10o 2 Periods

SOs 2.1/2.2

Lesson #5/7/9/10/12o 1 Period Each

SOs 2.1/2.2

Students will workcollaboratively to generateproject ideas in face-to-faceand digital environments(2.1 - 2.2)

Students will individually

practice reflective learningin face-to-face and digitalenvironments (2.1 - 2.2)

Teacher providedlearning communityguidelines located withincourse wiki and postedin social networking site(2.1 - 2.2)

FellowStudents/Instructor (2.2)

Screencasts on thefollowing information:

o How To Post A

Message InEdmodo (2.1 -2.2)

o How To Use

Mindmeister.com(2.1 - 2.2)

Internet


o Course Wiki

Digital Graphic

Organizero mindmeister.com



Activities:

Monitor digitalenvironment basedupon instructor providedlearning communityguidelines

Embed the following

screencasts on coursewiki and Edmodo:o How To Post A

Message InEdmodo

o How To Use

Mindmeister.com

Assist:o When asked

o With any

technical issues



o 2.1/2.2
http://information-technology-projects.wikispaces.com/http://information-technology-projects.wikispaces.com/http://www.mindmeister.com/http://www.edmodo.com/http://www.schooltube.com/http://information-technology-projects.wikispaces.com/http://www.mindmeister.com/http://www.edmodo.com/http://www.schooltube.com/


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Information Technology 8 Pre-Course Constraints:

Below lists specific technological constraints (beyond course designer and instructors

control) applied during the courses development and subsequent implementation:

o All utilized technology must be free for teacher and student use

o Budgetary constraints forces our school to access free options, as

licensing fees are becoming restrictive and cost prohibitive

o All utilized technology must be accessible to students both at school and home

o Our districts web filtering system (fortiguard.com) ensures students are

not accessing inappropriate content, however this limits choices of web

based resources that are accessible e.g. www.youtube.com not

accessible at school for students

o All utilized technology must run efficiently on n-Computing workstations

o Our district to reduce escalating technology costs has implemented

n-Computing workstations, which allows a maximum of four students

synchronous access to one tower

o AMS was an initial installation that received minimal CPU and RAM

requirements, thus creating issues when utilizing intensive web resources

Information Technology 8 Technologies Utilized:

Technology - Information Component:

The Internet - chosen to facilitate project research:

Rationale For Technology Choice:

Provides web based resources for various multiple intelligences and learning
http://www.alexandraschool.ca/http://www.fortiguard.com/webfiltering/webfiltering.htmlhttp://www.ncomputing.com/http://www.sd76.ab.ca/http://www.sd76.ab.ca/http://www.alexandraschool.ca/http://www.fortiguard.com/webfiltering/webfiltering.htmlhttp://www.ncomputing.com/http://www.sd76.ab.ca/


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styles

o Examples of resources: multimedia presentations, streaming

audio/video, synchronous communications, blogs, and wikis

Allows for easy access to MKOs either synchronously or asynchronously

Allows students to scaffold their knowledge throughout project

Allows students to explore and utilize learning theories such as Connectivism

and Constructivism while completing project

Best Practices/Personal Experience For Technology Choice:

Enhances student retention by aiding different learning styles (Diaz & Cartnal,

1999)

Motivates students to learn through video and real life examples (Wexler)

I am able to provide resources which allows students to develop projects based

on current thinking and trends within educational technology

Barriers Overcome By Technology Choice:

Allows absent students to complete required project research regardless of time

or space

Ensures all students have access to equal resources regardless of socio-

economic status

Reduces resource costs as all rooms within school have Internet access

Can be accessed on various technological devices (including mobiles) increasing

student access to research and course content regardless of time or space

Technology - Communication Component:


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Electronic Mail - chosen to facilitate access to specific web resources and

discussions:


Allows for sign-up to necessary course resources

o Many web-based applications require a valid e-mail address for

authentication, registration, activation, and login

E.g. course wiki, and digital graphic organizer

Provides security offered by school district technology for personal information

o Reduces or eliminates potential FOIP issues


Keeps students aware of specific activities and course deadlines

I am able to provide direct communication within learning community when

necessary in an asynchronous environment


Allows absent students to contact members of the learning community for

information regarding missed material or assignments

Is accessible through school webpage regardless of physical location or time

Can be accessed on various technological devices (including mobiles), thereby

increasing student access to course content regardless of time or space

Schooltube.com - chosen to facilitate video resources throughout the course:


Strictly monitored video hosting service ensures students are not exposed to

inappropriate content
http://foip.alberta.ca/http://www.alexandraschool.ca/Students.phphttp://foip.alberta.ca/http://www.alexandraschool.ca/Students.php


18/28

Provides web based video resources for various intelligences and learning styles


Provides multiple ways to engage students in content with varying learning styles

(DiPietro, Ferdig, Black, & Preston, 2008)

Creates learning objects that can be easily integrated within lessons (McGreal &

Elliott, 2008).

o Students are able to review learning objects multiple times to ensure

understanding of the material

o I am able to reuse learning objects for different lessons

o I have witnessed that these learning objects enhances educational

opportunities for special needs students, allowing for easier

comprehension and completion of tasks


Allows absent students to review specific course content, ensuring they are up-

to-date regarding specific course knowledge and activities

Provides efficient and effective educational resources to students of ranging

academic abilities regardless of time or space

Accessible through Internet regardless of physical location or time



o However schooltube.com needs Adobe Flash to play videos, therefore not

able to use iTouch, iPhone or iPad for this service


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Google Docs - chosen to facilitate the collection of information from learning

community:


Allows for easy collection of necessary student information

o e.g. information needed for creation of school based email


Information is easily accessible regardless of instructor location or time of day

I am able to easily access and redistribute login identities and passwords to

forgetful students


Allows quick and accurate information collection to occur, minimizing class

downtime that would be previously used to collect specific information

Able to be utilized by multiple classes, over multiple years, with easy sorting of

information as necessary



Technology - Collaboration Component:

Wikispaces - chosen to facilitate collaborative research and project implementation:


Allows for individual and/or collaborative research and creation of collective

projects

Allows for synchronous and/or asynchronous collaboration


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Allows for the creation of digital portfolios for student work

Allows for learning community commentary and feedback throughout course

Eliminates the need to utilize multiple web hosting services

Records all work completed, eliminating issues with lost or misplaced student

work


Allows learning to be more like a team effort than a solo race (Chickering &

Gamson, 1987)

Allows for multiple pedagogical approaches to enhance online learning

environment

Allows for a personal meaningful representation of knowledge by student

(DiPietro et al., 2008)

Encourages co-operation among students (Grant & Thornton, 2007), facilitating

collaborative learning environments

Encourages personal control over learning, providing a constructivist atmosphere

expanding and fostering critical thinking (Grant & Thornton, 2007)

o In shortly over one week there has been over 500 individual page changes

between three classes within course wiki

I am able to model proper feedback and reflective communication within digital

environment

I am able to model effective project research by providing examples of good

resources for project completion



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Allows for access to all course resources regardless of time or space through the

Internet

Allows for completion of activities and assignments regardless of time or space

for absent students



Mindmeister.com - chosen to facilitate collaborative graphic organizer creation:


Allows for the synchronous and asynchronous exploration and collaboration of

concepts or ideas in a collaborative workspace

o Allows for linking of ideas and concepts for projects and presentations

Finished product can be exported in various formats, which can then be shared

with learning community for comments and feedback


Allows for the personal meaningful representation of knowledge (DiPietro et al.,

2008), providing a constructivist atmosphere expanding and fostering critical

thinking (Grant & Thornton, 2007)



Based upon personal and professional experience, employs effective

instructional intelligence strategies in digital world


Allows absent students the ability to contribute to project regardless of time or


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space

Allows for synchronous student communication, removing the potential barrier of

isolation


student access to course content regardless of time or space

o At this time, only the iTouch, iPhone and iPad have this ability

Technology - Social Networking Component:

Edmodo.com chosen to provide grade level appropriate social networking tool for

course:


Facilitates course reflection by students

o Allows for feedback and comments within the learning community

Allows learning community to post questions to entire class or directly to

instructor for synchronous or asynchronous assistance

Used to deliver course content, display student work

Provides similar experience as Facebook, providing another level of engagement

and motivation

o In shortly over one month there has been over 2500 individual posts

between three classes (not counting comments)


Allows for fundamental interactivity between student and teacher (Stein & Glazer,

2003)

o Allows for frequent student-staff contact allowing for more student


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motivation and involvement

Allows an instructor to maintain a visible social and teaching presence

(Anderson, Rourke, Garrison, and Archer, 2001)

Encourages learning community to share experiences (Grant & Thornton, 2007)



Allows instructor to model proper feedback and reflective communication within

digital environments based upon instructor provided guidelines

I am able to easily filter and monitor all interactions (through e-mail) within the

course to ensure school and course guidelines are followed

I am able to easily and effectively deliver course content in various forms to

multiple classes simultaneously

I have witnessed that Edmodo provides a safe environment for the learning

community to explore digital citizenship, net safety, netiquette, and online identity

exploration


Can host various course resources, which allows students regardless of time or

space the opportunity to catch up or complete current assignments

Allows for synchronous and asynchronous student communication, removing the

potential barrier of isolation


student access to course content

o At this time, only the iTouch, iPhone and iPad have this ability


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Information Technology 8 - Learning Theories Utilized:

Through my

experiences as an

educator and life long

digital learner, I

believe that true

meaningful learning

occurs when students

apply their personal

experiences and

actions in the process

of developingknowledge. This belief is evidenced through the unit of study that I created based upon

my personal learning theory, which includes the 6 Cs of Motivation, various

Constructivist theories, Connectivism, and Constructionism. This overall combined

approach lets students make connections with the material, as well as create and share

learning artifacts within a collaborative community.

As per my personal learning theory, this unit begins with a challenge that utilizes

both intrinsic and extrinsic motivators to engage the student. This motivation is

continued in subsequent lessons through the application of student control,

communication and social interaction, as well as allowing the students the opportunity to

share work, all of which are best practices as outlined by Turner and Paris. This initial

pedagogical approach also allows students to generate a sense of ownership,


25/28

achievement and motivate continual learning (Turner & Paris, 1995). As shown here

and throughout this unit of study, the 6 Cs of motivation are essential if student success

at the middle years level is to occur.

After the initial challenge is presented, the general and specific learning

outcomes created for this unit allow for my personal learning theory and best practices

found within constructivism to be effectively applied to the learning environment. This is

first evidenced when students individually and collaboratively conduct research based

upon the units original challenge. This exploration allows students to utilize the

principles of social interaction through MKOs and knowledge scaffolding (Vygotsky,

1978), as well as the opportunity to explore various networks to provide specific

expertise and knowledge (Siemens, 2004) as seen in Connectivism. Once the initial

exploration cycle is concluded, students collaboratively construct meaning based upon

their individual and group research within the course wiki. These constructivist activities

engage the student in the assimilation and accommodation of knowledge to their new or

pre-existing schemas (Piaget), which are influenced by their personal culture,

environment, and social elements. Overall, this collaborative process allows students to

continually control their own learning while engaged in a social educational

environment.

When each group has sufficient knowledge in regards to the original challenge

they will begin to collaboratively create an initial digital learning object through the

application of Constructionism as described by Papert. This collaborative artifact will

reflect the knowledge gained during the individual and groups constructivist learning

activities. Throughout the construction process, group members will begin to reflect,


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comment, and provide feedback on their progress within the learning communities

digital social network. This network will provide significant feedback and direction at

both the student and instructor level; further utilizing Turner and Paris 6 Cs of

Motivation. However, if a group does not feel they have acquired sufficient knowledge

to successfully create a digital artifact, they will complete more constructivist activities

until ready.

Once the groups have completed their initial digital artifact, they will display their

work within their learning environment for feedback and suggestions. After each group

has received and sent feedback within the learning community, they will then view their

responses as a peer edit process allowing for further enhancements to their final digital

artifact, which will then be presented for evaluation.

Overall, this unit of study has taken into consideration my personal learning

theory to create engaging learning outcomes and activities that are appropriate for a

middle years student and that can be readily assessed. As well, these course

foundations have been successfully translated and implemented using a variety of free,

engaging technologies that students at a middle years level can utilize to achieve deep

and meaningful learning regardless of time or space.

Information Technology 8 - References Utilized:

Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching

presence in a computer conferencing context. Journal of Asynchronous Learning

Networks, 5(2). Retrieved January 21, 2007

from http://www.aln.org/publications/jaln/v5n2/v5n2_anderson.asp

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in
http://www.aln.org/publications/jaln/v5n2/v5n2_anderson.asphttp://www.aln.org/publications/jaln/v5n2/v5n2_anderson.asp


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undergraduate education.AAHE Bulleting, 39(7), 3-7

Diaz, D., & Cartnal, R. (1999). Student learning styles in two classes. College Teaching,

47 (4), 130-141.

DiPietro, M., Ferdig, R. E., Black, E. W., & Preston, M. (2008). Best practices in

teaching K-12 online: Lessons learned from Michigan virtual school teachers.

Retrieved from learners.in.th/file/racha_1/7.1.2.pdf

Grant, M. R., & Thornton H. R. (2007) Best practices in undergraduate adult-centered

online learning: Mechanisms for course design and delivery. Retrieved from

http://jolt.merlot.org/vol3no4/grant.htm

McGreal, R., & Elliott, M. (2008). Technologies of online learning (e-learning). In A.

Anderson, The Theory and Practice of Online Learning 2ndEdition (pp. 143-165).

AU Press Athabasca University.

Papert, S. (1991). Situating Constructionism. Constructionism, eds. Idit Harel and

Seymour Papert.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved

March 27th 20:27 from http://www.elearnspace.org/Articles/connectivism.htm

Stein, D. & Glazer, H. R. (2003). Mentoring the adult learner in academic midlife at a

distance education university. The American Journal of Distance Education,

17(1), 7-23. Retrieved

from http://www.leaonline.com/doi/pdf/10.1207/s15389286ajde1701_2 Turner, J., & Paris, S. G. (1995). How literacy tasks influence childrens motivation for

literacy. The Reading Teacher, 48(8), 662-673.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
http://opt/scribd/conversion/tmp/scratch2646/learners.in.th/file/racha_1/7.1.2.pdfhttp://jolt.merlot.org/vol3no4/grant.htmhttp://www.elearnspace.org/Articles/connectivism.htmhttp://www.leaonline.com/doi/pdf/10.1207/s15389286ajde1701_2http://www.leaonline.com/doi/pdf/10.1207/s15389286ajde1701_2http://opt/scribd/conversion/tmp/scratch2646/learners.in.th/file/racha_1/7.1.2.pdfhttp://jolt.merlot.org/vol3no4/grant.htmhttp://www.elearnspace.org/Articles/connectivism.htmhttp://www.leaonline.com/doi/pdf/10.1207/s15389286ajde1701_2


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processes. Cambridge: Harvard University Press.

Wexler, A. (n.d.) Strategies for motivating students to learn. Retrieved March 24th 21:08

from http://www.iser.com/resources/motivating-students.html
http://www.iser.com/resources/motivating-students.htmlhttp://www.iser.com/resources/motivating-students.html

information technology 8 - enhanced unit design

Documents