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Palm
Integration Module Rationale • This module provides a model for creating and teaching technology rich, standards based, and student centered lessons. The predominant instructional strategy is an inquiry approach based on the theory of constructivism, a learning theory that recognizes the experiences the students bring to a learning episode. Constructivist teaching builds on the student’s prior experiences, correct for misunderstandings from previous learning, and brings students to proper concept formation through well structured, open-ended, student inquiry. Using technology to help students learn difficult concepts is based on the research of Ediger who in 1994 found that applying technology in the classroom can “provide a purpose for learning; can attach meaning to an ongoing lesson; provide opportunities to perceive knowledge as being related, not isolated bits; allow for individual student differences; and it can impact student attitudes toward learning.” Emerging hand-held technologies lend themselves to adoption strategies similar to computer technology. This module provides strategies to integrate emerging technology within an educational setting. Grant Goals
Module Goals
Audience
Standards Participants who successfully complete a skill module will address:
Objectives
Assessment of Participants’ Skill/Knowledge Assessment • The primary assessment will be that participants will plan, design, teach and assess a lesson/activity that integrates Palm handheld technology. • The participant will use the data collected through assessing their lesson/activity to modify and revise the lesson as needed. Prerequisite Knowledge Generic Prerequisite Knowledge • The participant should have knowledge of the NCATE, INTASC and ISTE/NETS Standards for Teachers. Participants must have working knowledge of national content standards in their discipline. Suggested Timeframe • Once prerequisite skills have been met it should take 4-10 hours to complete this module. The length of time will be determined by the time it takes a participant to identify the concepts they wish to develop their lesson/activity around, identifying the technologies they will use to make those concepts concrete, the ability to find resources on the Internet related to the content, and their skills in taking that content and turning it into a student centered lessons. Materials, Technologies and Resources Required Technologies:
Optional Technologies: • Digital Video camera, S-wire to download video to computer, and digital editing software.
References: • Ediger, M. (1994). Technology in the elementary curriculum. U.S. Department of Education ERIC Reproduction Document No. ED 401882. Activities, Tasks and Assignments
This activity is designed for those unfamiliar with the workings of the Palm handheld. This PowerPoint presentation takes the participant the various of the Palm and contains notes for using this presentation with a larger audience.
Concept Mapping is a tool for planning and/or evaluating instruction. It provides a visual representation for looking at the relationship among and between all of the concepts related to the big idea of your teaching unit. When thinking about key concepts to teach the concept map can identify those that are more difficulty to learn and can assist in making those more concrete. Your task is to identify a super ordinate concept to create your teaching unit around and identify all supporting concepts. Next you will need to arrange them in a hierarchical structure using a concept map.
This example module was developed through the collaboration of a Plant Biologist, an Instructional Technologist, and a Science Educator all from Ohio University, and a Secondary Science Teacher from Athens High School – Athens, Ohio. Through a brain storming session the concept map for the Teaching Unit was developed. The team members then developed th4e first of several Learning Cycle Lesson Plans designed to teach one of the concepts found within the concept map. The other lessons,, included within the module address additional concepts found within the map and make use of the Vernier Probeware connected to the Palms. These were created and field-tested by Preservice Science Teachers and our Athens High School Science Teacher. Your task is to examine how the handheld technology was used to develop the concept. You should then follow the model lesson’s template for creating a lesson that integrates handheld technology into a lesson designed for your own field of study. If your field of study is science, you may want to implement these lessons with your own students. If you are a science methods teacher, these lessons can be used to demonstrate how handheld technologies can be integrated into a Science Learning Cycle Lesson Plan. The Instructional Technology teachers can use these lessons as examples of integrating emerging technologies into the content area. Palm Lesson Plans – Click on the Link to open Lesson Plan
The lessons presented in this module use the ImagiProbe Interface with the Vernier Probeware. The ImagiProbe site provides the participant with a demo lesson and information on the use of the ImagiProbe Interface with the Palm. Similarly, the Vernier site has information on the use of their Probeware with the Palm. It is suggested that the participant examine both sites to determine which Interface might best suite their use in the classroom. ImagiProbe Site: http://www.imagiworks.com/Pages/Products/ImagiProbePalm.html Vernier Probe Site: http://www.vernier.com/caliper/spring02/ a. Video Using showing the ImagiProbe Interface, Vernier Probeware and the Palm.
This site provides the participant with a tutorial on the building of a QuickTime movie. The participant may wish to take video of students using the Palm in their classroom lesson and edit the movie to provide examples of student work or for placement in a portfolio.
iMovie Tutorial
is also found at:
http://etc.sccoe.k12.ca.us/i2000/00mod/l_mm/imov.html Extending Skills/Knowledge Classroom Extensions • As part of the assessment, participants will plan, design, teach and assess an integrated lesson/activity that integrates the use of the Palm handheld technology into their content area. --------------------------------------- Professional Learning Extensions • Evaluating student end products in inquiry-based lessons require the development of a rubric. Information on rubric development can be found at the following websites: http://webquest.sdsu.edu/rubrics/weblessons.htm http://projects.edtech.sandi.net/staffdev/tpss99/rubrics/rubrics.html http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Create_Rubric/create_rubric.html • Designing technology rich, standards based lessons that are student centered requires an understanding of constructivism. A participant unfamiliar with this theory of how one learns should use the following resources to develop deeper understanding: http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html and an article titled “Constructivism, Technology, and the Future of Classroom Learning” written by Erik F. Strommen, Children's Television Workshop Bruce Lincoln, Bank Street College of Education (Correspondence should be sent to: Erik Strommen, Director of Research for Interactive Technologies, Children's Television Workshop, One Lincoln Plaza, New York, NY 10023.) found at http://www.ilt.columbia.edu/publications/http://www.ilt.columbia.edu/publications/papers/construct.html • Problem based learning can be driven through the use of technology. Information on problem based learning is shared in the following resources: The Center for Problem Based Learning Core - http://www.imsa.edu/team/cpbl/cpbl.html and through Schools of California Online Resources for Education (SCORE) at http://score.rims.k12.ca.us/problearn.html • If the participant chooses to have the students develop a portfolio of various end-products they create to solve the inquiry, additional information on Portfolio Assessment can be found at: http://www.weac.org/resource/1999-00/oct99/focus2.htm • If participants choose to develop an inquiry lesson with a focus on multiple levels of intelligence they can get further information on multiple intelligences at: http://www.ascd.org/readingroom/edlead/9709/campbell.html • Examples of easy ways to take standards based science lessons and integrate technology that addresses each of the different National Educational Technology Standards for students can be found in the following: • Martin, Ralph. Colleen Sexton and Teresa Franklin. (2002) Teaching Science for All Children – Lessons for Constructing Understanding. Boston: Allyn & Bacon. • Martin, Ralph. Colleen Sexton with Jack Gerlovich. (2001) Third edition. Teaching Science for All Children. Boston: Allyn & Bacon. By going to http://www.ablongman.com and doing a search of book by author you will get to the companion website for this textbook. By choosing Chapter 11 on the first page you will be able to view information related to integrating technology into science lessons. Proof-of-Concept • Test the module with appropriate audience • Be sure to complete a pre and post assessment before the students go through the lesson/activity • Analyze data collected on pre/post assessment. • Use that data to revise the lesson/activity accordingly.
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