Recap of 10/7

Hello Class!
I am sorry this summary was so late.  I have been busy getting your midterms grades submitted!

Last Monday (10/7/) class talked all about the tools that a teacher has access to in the classroom.  As I mentioned in class I have a love hate relationship with this chapter.  On the one hand it finally gets us to the cool toys we all want to learn about but on the other it highlights so many unitaskers! 

Two things you need to pull from this chapter!
1.) There are input devices and output devices
2.) Savvy consumer of technology

Input:
Scanners
Digital Cameras
Smartphones/Tablets
Graphic Tablets
Microphones
Pen Input Devices
Touchscreens
Electronic Whiteboards
etc.- basically any device that helps take in data

Output:
Projector
Scan Converter
Speakers and Headphones
Smartphones/Tablets
etc.-basically any device that helps display data

Savvy Consumer:
Be aware of the features of all your products.  Some are standard now like wireless, but some have bluetooth, voice technology, storage capabilities, etc.  Features can add up when working with a budget so look at what you need and where you can splurge or cut.

Software: All hardware needs  software, some already come with software but not all the time.  When you buy a PC or a MAC you have operating software, this usually is an extra cost.  If you want to use a digital camera creatively, you need photo editing software.  If you want to use tablets or smartphones, you need apps! These things can add up so again look at what you need, what you want, and then what you can splurge on before making choices.

Your assignment for this module requires that you become a savvy consumer of educational technology and that you present your findings/report using our Tegrity software inside Blackboard.  You will create a report with a budget and post this to your blog.  Once you post you will then use Tegrity to present your blog posting/report.  Tegrity works as a screen capturing sofware and voice technology.  It will record whatever you have up on your screen after hiting the "record" button.  So make sure you don't have anything up you don't want me to see!

Announcement about Assignment #4

 

It came to my attention today that I did not specifically bring to your attention that you must add me as a user to your wikispaces for me to see them.  My UserName is BeckyBartel and my email for Wikispaces is rlodombartel@ua.edu.  Specific instructions for adding users to your wikispaces can be found on the Wiki Cheat Sheet located inside Assignment #4.

This error is my fault and the good news is that I am giving you until Wednesday 10/9 to add me to your WikiSpace.  This means all of you who have already turned in your assignments have until Wednesday to edit your Wikis if needed (maybe there was something you wanted to add but didn't have time).  For those of you who are submitting your assignment late for partial grade unfortunately this error will not be in your favor.

I will be addressing an opportunity for extra credit in class tomorrow morning (10/7).

I do apologize for not being clear on the instructions.  I do need everyone to add me by Wednesday 10/9 because your mid-term grades are due soon and I need to have Assignment #4 graded to reflect a correct mid-term grade.

If you have any questions, feel free to email me or see me after class.

Becky

p.s....Don't forget you to post your Wikispace links to your blog and write a reflective paragraph.  Many of your are not keeping up with your blogs which cause you to loose points on every assignment!

Note from the University Registrar 9/25/2013

A message from UNIVERSITY REGISTRAR

Dear Students:

As we approach the middle of the Fall 2013 semester, please be mindful of the following:

• You may now drop all but your last course with a grade of W online via myBama through October 30^th. All students are strongly encouraged to contact their academic advisor before dropping a course. A change to your schedule can result in delayed graduation. Also, dropping below full-time status* can impact the following:

• Insurance (health and auto)
• Financial Aid
• Scholarships

By dropping a class through myBama, you assume full responsibility for this action.

*Full-time status is 12 credit hours for undergraduate students and 9 credit hours for graduate and law students.

• To drop all courses/withdraw from the University, go to the Student Tab of myBama and select

• Registration time assignments and advising locations for Spring 2014 have been posted on the University Registrar’s website. To view your assigned registration time, go to the Student Tab of myBama and select ‘Registration Status’ located under the Registration Tools menu.

Recap of 9/23/2013

Monday's lecture was a little haphazard due to Prezi being down.  Here is the link to the presentation in case you would like to go and view it:
http://prezi.com/x8fatg9jik4k/?utm_campaign=share&utm_medium=copy&rc=ex0share

The majority of the presentation went over the DPA System.  The DPA System is a well designed instructional planning system that helps teachers produce effective lesson plans.

There are 3 stages to the DPA System
1.) Design
2.) Plan
3.) Act

The most important stage is the Design stage, which we spent the majority of the time going over in class.  If you have the design stage well defined then your plan and action stages fall into place.  "Its like building a house, you have to make sure the foundation is solid before you can make the walls".

Design Stage:
There are many templates that you can use to help you develop a sound design for your instruction.  The book, and myself, like the Dynamic Instructional Design (DID) Model.  The DID goes as followed:
6 Steps are taken to produce effective Instruction within the Design Stage:

1.) Know Your Learner

•  Physical and cognitive developmental stage(s)?
• Cultural and language differences?
• Incoming skills and current knowledge base?
• Individual characteristics (learning and cognitive styles, intelligences, etc.)?
• Group similarities and differences?
• How will the above affect the design?

2.) State Your Objectives

• Use Performance Objectives 
• State what the learner will do after the instructional event 
• Focus objectives on skills and competencies of students
• Objectives should be clear, reasonable, and measurable

        Performance Objectives:
                Contain 4 components: Stem, target performance, assessment method,
                criterion for success
                Bloom's taxonomy:
                        Consider Bloom’s taxonomy when articulating objectives
                        Bloom’s Levels of Cognition
                                      Knowledge – recall of facts
                                      Comprehension – interpreting facts
                                      Application – applying information to new situations     
                                      Analysis – recognizing components within data
                                      Synthesis – creating new ideas for the data provided
                                      Evaluation – making thoughtful value judgments
3.) Establish the Environment

•  Adjust the physical space to support learners (physical space)
•  Provide a positive nurturing environment (attitude of teacher)
•  Keep learners active and engaged
•  Prepare well-organized and articulated lesson plans

4.) Identify Teaching and Learning Strategies

•  Teaching strategies = methods you use to help your students obtain objectives
•  Learning strategies = techniques and activities you require for your students to master content
•  Combined, they are referred to as pedagogy or the pedagogical cycle

5.) Identify and Select Supportive Technology

•  Select tools to support teaching and learning strategies
•  Once strategies have been mapped out, tools to build experience should be evident
•  Identify the technology tools you need
•  Select from those available to you
•  Be competent in their use

6.) Summative Evaluation and Revising the Plan

• Formative feedback continues throughout all steps of the DID model  
• Summative feedback is evaluation at the end of the design
•  Final evaluation and revision ensure continuous improvement of design

Plan Stage
 Day to day lesson plans:
               Components of a lesson plan
                       ready learners
                      daily objectives
                      prepare the lesson
The DID model provides the instructional big picture and a blueprint for the teaching-learning process
               Once design is completed, you can PLAN your daily lessons
               Lesson plans provide day-to-day snapshots of what will happen
 

Act Stage
Actions steps to move through your lesson
                      could be a to-do list
                      could be action words that prompt you
The Instructional Action Plan includes:
                     Identify learner preparation activities
                     Ready the classroom
                     List teaching and learning activities
                    Create your personal prompts
                    Identify support technologies
                    List feedback tools
                   Detail follow-up activities

Always Remember!!

Technology:
Is a tool that may support your design and plans
Enhanced teaching and learning must be well thought out
Should help you do something new or do it better
Has many options; choose wisely

Recap of 9/9/2013

Today's lecture was conducted entirely in Evernote.  As mentioned before beginning Evernote was not designed to be a presentation software but I wanted to show you all what Evernote could do.

We went over the objectives for Chapter 2.

1.) Explain the nature of an instructional event and how technology supports it.
~Remember an event can be as small as one lecture or as big as an entire course
~An event includes all the teaching methods, tools, technology, as well as the 
  learning experiences inside the event

+ To keep in mind as you go through the Learning Behaviors= all behavior theories are perspectives of theorist, if you are an eclectic teacher, you pull from different theories at different times.

2.) Describe the process of teaching and learning within a communication framework.
~ Teachers send messages and students receive the message.  There must be
   accurate transmission of messages to the receiver.  Teachers can check this by
   using feedback.
~ Interference can cause inaccurate transmission of messages: 3 interferences
              Environmental, Psychological, Personal

3.) Explain the key theoretical perspectives for learning, including behaviorist, cognitive, and constructivist
~ We went over just an overview of these theories. Check out this chart to help
   you understand the differences between theories: http://ci484-learning-technologies.wikispaces.com/Behaviorism,+Cognitivism,+Constructivism+%26+Connectivism

4.) Describe student diversity in terms of learning styles and multiple intelligence and relate the role of educational technology in meeting diverse needs
~ Cognitive Styles- preferences and tendencies on how one thinks
~Learning Styles- conditions we learn best in
~Intelligence-Capability of learning
~Multiple Intelligence: dominant intelligence

5.) Explain teaching and learning and technology's process from a systems point of view
~Once you know your teaching style, your student style of learning, and the
  technology you have access to you are ready to prepare your instruction.  It is a
  process, step by step.

6.) Identify the key points in the evolution of education technology
" The holistic approach to educational technology has not always been the accepted model.  For many years, educational technology had a very narrow, technical definition.  The evolution from an equipment-based view of educational technology to a teaching-and-learning based view"(Teaching and Learning with Technology, Duffy and McDonald, Pg 37)... is fairly new!

7.) Articulate a personal view of the role of educational technology in teaching and learning
~Start understanding your own learning styles, preferences, tendencies, and how you think students learn.  This will be important when molding your instruction to pick up your strengths and help compensate for your weaknesses.

Assignment #2 Submission

How am I suppose to submit my Assignment #2 Paper?

Ok, there are 3 things you have to do to complete your Assignment #2 submission:

1. Send an email within Blackboard to the Instructor with your paper attached (see Assignment #2 for specific directions on doing this)
2.  Copy and Paste your Paper in a new Post on your own blog
3.  Submit the paper as an attachment in the Assignment #2 link under the Assignments tab on the Course Menu

Remember the post to the blog is more for a reflection of your progression to through the course and less of submitting an assignment. Each assignment will be reflected in some way on your blogs as we move through the course.

Assignment #1 Clarified

Hello All,
I am sorry that I had to cancel class today, I am still not feeling very well.  I want to make sure you understand that Assignment #1 is that you post your URL (yourname.blogspot.com) to the Assignment #1 link on the Course Menu located on the left side of the Blackboard screen. If you click the Assignment Tab and then click the Assignment #1 link you will see another link titled "type submission".  Click this link and copy/paste your URL there.  Click submit. That's it!

Now in the Syllabus it mentions submitting your blog to LiveText.  This is for College of Education majors only, I repeat only if you are in the College of Education will you need to worry about LiveText.  I will briefly go over LiveText at a later class date but this is something that I do not have much knowledge of or any control over so if you are a College of Education major and this is the first time you are hearing about LiveText you need to contact your advisor.