EDIT 2000

Introduction to Computers for Teachers

4.12.2011

Critical Thinking & Problem Solving

Remember, your Enrichment Kits are due on Thursday!

Problem Solving Discussion

The NETS for problem solving (and other related areas) state:
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.

What does your book say about problem solving?

“Students apply critical and creative thinking skills to prior knowledge during the problem solving process. The end result of problem solving is typically some kind of a decision: choosing a solution and then evaluating it.” (p 155)

“Problem-based learning (PBL) is a teaching approach that combines critical thinking, problem-solving skills, and inquiry as students explore real-world problems. It is based on unstructured, complex, and authentic problems that are often presented as part of a project.” (p 156)

A few characteristics of effective technology-enhanced problem-based learning tasks:

  1. Give students control of their learning
  2. Include communication and collaboration
  3. Emphasize the process and the content
  4. Lead to additional content learning
  5. Have a measurable, although not necessarily correct, outcome


Group Problem Solving Activity

Using these shapes, create a capital letter 'T' with no jagged bits, no gaps, no overlaps, etc.

There are 2 types of problems: open-ended and close-ended. Which was the shape activity? Was the shape activity an inquiry activity? Could the shape activity be considered a problem-based learning?


When have you experienced the problem-based learning approach in your classes? How is this connected to critical thinking?

For Thursday

  1. Read Chapter 6 and complete the reading guide

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4.05.2011

TLAT #2 Workday II

Today is an absence make-up workday. Make sure Steps 2 & 3 of TLAT #2 are completed ASAP. I'll be reading these during class today.

Elaboration & Reflection

Now that you've brainstormed activities and evaluated each idea, it's time to elaborate. Follow the instructions in the yellow box to craft a narrative about your activity. Once you're finished, reflect on the activity in Step 5.

REMEMBER! We will not be meeting face to face on Thursday. However, you WILL have an activity to complete (instructions will be posted on Thursday morning) and your TLAT #2 is due on Thursday. I'll be grading these on Thursday evening. If I cannot access your document via Google Docs or your Portfolio, it will be counted late.

For Thursday

  1. Finish TLAT #2 and post to your portfolio as a link or embedded document
  2. Read Chapter 4 and complete the reading guide

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2.22.2011

TLAT #1 Workday II

You’ve thoroughly analyzed your instructional situation, you’ve selected the GPS that you want to address, you’ve brainstormed possible problems with teaching that standard and set appropriate goals, and you’ve brainstormed possible instructional solutions to the problem (Steps 1-3).

Today we’ll share your possible solutions with one another and then select and apply criteria to determine the “best” solution to your instructional problem (St).

Here are some criteria that you can use for your decision in Step 5:

  1. Does the solution promote student communication and/or collaboration in an innovative way?
  2. Are the teaching and learning tools selected well-suited for promoting communication and/or collaboration?
  3. Is the solution age appropriate?
  4. Is the solution the best way to teach the standard?

Your book has guidelines as well. (pp. 72-75)
  1. Consider the context – what is it that you want students to learn?
  2. Safety first – with whom are students communicating?
  3. Teach group dynamics and team building skills
  4. Provide students with a reason to listen (or communicate).
What other criteria are important for you to select the best solution? Make sure to consider as many aspects as possible that are important to your learning activity (Step 5), take your solution ideas from Step 4 and grade them according to your criteria. Then, choose the top-scoring solution to use for Step 6.

Reminder

Your final write-up for TLAT #1 is due at the beginning of the class on Tuesday, Mar 1 (we will not meet on Thursday). You will submit your work by writing up your learning activity and posting it to a TLAT #1 page on your Portfolio. Make sure you describe your activity and talk about the importance of promoting communication and collaboration for your grade level/subject area.

For Tuesday

  1. Complete the rest of your TLAT #1 Design Guide
  2. Post TLAT #1 to your Portfolio by the beginning of Class on Tuesday
    1. Write a story about your planned lesson considering all the questions listed that describes your activity and talks about the importance of promoting communication and collaboration for your grade level/subject area
  3. Read Chapter 5, complete the reading guide, and post a word or phrase about tools for creativity

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2.10.2011

Red Carpet Premiere

Every movie director gets to hit the red carpet to debut their work of art. Today, you are the directors!

It's time to show off those fantastic commercials. So, make sure you included all of the required components of this task (see last Thursday's post if you're unsure).

There are so many tools available to support communication and collaboration in K-12 classrooms. This activity is intended to help introduce as many of them as possible. On Tuesday you’ll start your first Think Like a Teacher (TLAT) activity, where you will design a lesson activity using technology to teach a content standard. The more tools we talk about, the more choices you’ll have to work with as you begin to "think like a teacher."

For Tuesday

  1. Read Chapter 3 and complete the reading guide.
  2. Post a thought or phrase to describe technology’s role in communication.
  3. Explore the Go 2 Web 2.0 site and find a few more tools that our class might be interested in using.

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2.01.2011

EduChallenge

There are so many things to know about teaching in the K-12 environment. Consider how each of you comes from a different background, has different interests, and possess different motivations for learning. It makes sense, then, that your students will, too.

Are you up for a challenge? Do you think you have what it takes to learn all you can about how to understand and incorporate learner differences into your teaching techniques? In groups of 4-5, take the EduChallenge and see how many categories you can review before the end of class. Don't forget to submit the EduChallenge Response Form for each category. The team completing the most pages by the end of class will earn GooJ passes for each member. If you missed class, you’ll need to complete at least 3 of the 5 categories and submit the form for each on your own.

For Thursday

  1. Read Chapter 2 in your text and complete the reading guide.
  2. Post a thought or phrase to describe an effective application of technology to support learning.

Extra Credit Opportunity!

Dr. Curtis Bonk, a world renowned scholar from Indiana University, is speaking on campus tomorrow about Stretching the Edges of Technology-Enhanced Training. He has authored a number of popular books, including The World is Open and Empowering Online Learning. EPIT's LDT program and the Center for Teaching and Learning are co-sponsoring his talk in MLC 214 from 3:00-4:30 on Wednesday afternoon. Attend the talk and check in with me to get 1 extra credit point on your final grade.

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1.20.2011

Creating a Context

Putting the Finishing Touches on Your Presence

Do you have any questions about your website? Keep in mind that we will work on these websites all semester. There is plenty of time to make changes and improvements. Don't forget to use Twitter to send me the link to your website.

Creating a Context

A context is the set of circumstances or facts that surround a particular event, situation, etc.
(Dictionary.com)

For many of you, your context in EDIT2000 is that of a new teacher working to balance administrative constraints with your desire to create an innovative, interesting classroom. For the rest of you, using technological tools in the workplace to improve communication both within the organization and with external customers will be important.

What is TPACK?

Technology has easily become one of the most commonly used tools in our personal and professional lives, but have you given much thought to how technology can be used to teach content? It's so easy to get caught up in the gadgets, gizmos, widgets, and thingamajigs that we sometimes forget about the content. So, how do you create a lesson that both engages the learner and effectively conveys the content? TPACK (Technological Pedagogical Content Knowledge) can help you create this perfect storm. See how one school in South Carolina has used technology to really engage their students:


Check out this quick guide to TPACK and read more about it in What is Technological Pedagogical Content Knowledge (TPACK)?

TPACK Quick Guide on Prezi

For Tuesday

  1. Read Chapter 1 & complete the Chapter 1 reading guide*
  2. Post a thought or phrase to describe the role you believe technology should play in education (this is a Class Participation activity)
  3. Watch the TPACK Radio/Video Show created by the primary researchers behind TPACK
* You are required to complete 4 of the 6 reading guides over the course of the semester.

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