Category Archives: Standard 2: Development

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

Ed Tech 502 Module 8 Jigsaw Activity: Sun, Earth, Moon system

Our second assignment for this week was to create a Jigsaw Activity on the topic of our choice.  I chose the Earth, Sun, Moon system as I needed to update this lesson plan, and the topic lends itself nicely to a Jigsaw.  Here is my main 502 Projects page.

A couple of observations for this week.  The Lynda.com videos were very helpful, more so than in past weeks.  I don’t know what I will do when this class is over & I need to create a page without access to Boise State “how to videos” or the Lynda.com videos.   Both sets of videos are my bibles as I create pages;  I am constantly referring back to both current week’s videos, and past week’s modules.

I created my skeleton in a Google doc, and when I copied & pasted into Dreamweaver, all kinds of errors were present.  Lesson here is  use Word documents for copying and pasting into Dreamweaver.  A couple of times, I left out my hyphen or semi-colon in CSS & it took a while to recognize that!

I kept the page in the same color family, but used a brighter green on the Jigsaw, which I like better.

AECT standards for this week:

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

2.4.5 Develop effective Web pages with appropriate links using various technological tools.

Advertisements

Ed Tech 502 Module 7: Concept Map for 1 Dimensional Motion

This week’s assignment involved creating a concept map on a topic of our choice.  I chose one dimensional motion, and broke the concept map into 3 topics: vocabulary, graphs, and equations.  The coding seemed to be a little easier.  I finally understand the /*linkstyles*/ including  a:link {color:#___}, a:visited {color:#___;},a:hover {text-decoration:none; color:#___;}.

Using Fireworks was a fun experience,(once I figured out that I needed to buy it still!).  For some reason, I thought it was part of Dreamweaver!  Fireworks is filled with lots of cool tools.  I ran into some navigation problems, but with practice, those should be reduced.

Here is the link to the concept map, and the link to my 502 projects page.

AECT standards:

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

2.4.5 Develop effective Web pages with appropriate links using various technological tools.

Ed Tech 502 Module 6: Copyright & Plagiarism Scavenger Hunt

The second project for this week was to create a scavenger hunt activity to teach a targeted audience about a topic relating to plagiarism, copyright infringement, etc.  I chose plagiarism & copyright in the high school classroom.  I had no problems developing a topic and questions.  I created a list of questions w/ the websites in Google Documents.  When I created my page in Dreamweaver, I copied the text from the doc.

A few snags (of course, this coding process really is a long process for me w/ lots of trial & error).  A couple of my anchored links would NOT work, but eventually worked through it.  Also, my copy and paste wasn’t working when I tried to copy the CSS validation badge.  The biggest problem was trying to get a You Tube video on the page or a good image.  I originally posted w/o either, but went back, and was able to add the image.  I hope I gave proper credit, especially since that was the point of the assignment!

The AECT standards this week…

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

2.4.5 Develop effective Web pages with appropriate links using various technological tools.

3.4.3 Identify and apply copyright and fair use guidelines within practice.

3.4.5 Identify policies and regulations which apply to the utilization, application, and integration of distance delivery technologies.

Ed Tech 502 Module 5: Accessibility Links Page

This was a challenging assignment…First, I needed to figure out the content, and then figure out the code.  The code is still challenging, the videos in Moodle are incredibly helpful.

Here is the link to my Accessibility Links Page, and the link to the 502 Project page.  Again, a challenging week.  The code was mostly written correctly, but there were some accessibility issues from the Wave checker page.

There were two stubborn links that I could not correct (Wave kept reporting that the links were empty!).  At long last, they worked!

AECT standards for this project…

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

2.4.5 Develop effective Web pages with appropriate links using various technological tools.

Ed Tech 502 Module 4: Netiquette Page

Here is the link to my Netiquette page, EdTech 502, week3, Module 4,

It seemed to be a little bit easier for me this week!  Still get a bit unsure of myself at times, and needed to go back & check Module 2 & 3 videos on validation badges, but was able to get it done.  Love that feeling when it passes code!  I even figured out how to link the Netiquette page on my 502 page!  Confidence is growing ( at a slow rate, but at least going in the right direction!).  

Here is the link to my original 502 w/ CSS page that has link to Netiquette.

The following AECT standards were used in this project.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

2.4.5 Develop effective Web pages with appropriate links using various technological tools.

Ed Tech 502 Module 3: 502 page with CSS:

Week 3 for EdTech 502 is in the books.  Like last week, the tutorial videos were exceptionally helpful!  I watched the second video “502 Page Assignment Explanation”  several times, again, pausing and going to Dreamweaver to change & update my page.   The Lynda.com videos were also quite helpful at helping me understand the setup of the pages.  I feel more comfortable at figuring out where I am in a page, and how the pieces all relate as a result of watching the Lynda.com videos.  For example, in my page, h2 is part of the section which is part of the body.  Lastly, I had to go back to re-watch week 2 videos on the badges and uploading to server.

Here is the link to my 502 page.  I attempted to add a link on my original HTML page to this learning log.  I thought it was all set, as my code for it is error free but the link doesn’t work.  I will ask my classmates about this one.  Thankfully, Professor DeLoose showed me the correct code & the link now works.  Funny, I thought I had typed that originally, but there must have been some small error.  (Next, I would like to learn how to create a link that opens in a new page!)

Snags this week:  I couldn’t figure out how to get “the boxes”.  I was able to get a box around my “header 1 (h1)”, but the “section” was just a big gray blob, even though I had changed the background color.  Finally, after looking at the teacher example, I added “header 2 (h2)” information, and voila, the boxes appeared!  I am not sure if I understand why, as ‘h2’ is part of the ‘section’ , and the ‘section’ has CSS code for color, etc.  Why wasn’t it showing up?  I will revisit this as I learn more.  At one point, I needed to go through line by line, and compare my code to the teacher example, as well as the video.  Also, my HTML5 validation badge disappeared, so I needed to go back & look at the week 2 video, to add that.  I’m not sure what happened there, but it seems to be working now.    My code is error free, but does have warnings, but according to week 2 video, warnings are ok, as they are associated with the newness of the code, and how quickly it is adopted.

Another question I had was what is the difference between the units for font size?  Being a science teacher, units are very important, but I did not have a good understanding of the units used for font size.  I found this link very helpful to me (written in 2008, so a little old).  Based on this summary, it looks like % or em is the way to go.

Lastly, I chose to create my page in MHS Hornet colors.  My thought process here is that the pages I create that link to this page will be in the same color family so they seem to go together, and I might be able to use some in my classroom, so the MHS colors would make sense.

For AECT standards, I chose:

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.  2.3.2 Design, produce, and use digital information with computer-based technologies.                                                                                                                                 2.4.5 Develop effective Web pages with appropriate links using various technological tools.

Ed Tech 502 Module 2: 502 Plain Page

With trepidation I began my coding journey.  This is all completely new to me, and took a long time to complete.  It will get easier with practice. Here is the link to my 502 plain page.

A few thoughts on the process…

Seeing the code on the example was incredibly helpful to me, as well as the first 3 videos.  I watched all the videos before starting, but the first 3 videos were definitely the most helpful to me.  I re-watched them several times, and would pause them, so I could go to Dreamweaver to try to replicate the process.

Also, there were a few snags, such as inserting email address.  I did not have the “mailto” in my first attempts.  It did not give  me an error code, but the link wouldn’t work w/o the “mailto”.  The other snag was the validation link on the badge, it kept giving me errors in my code.  To link the validation badge image to the W3C markup validation page, I needed to “cut off” the web address at the .html.  This is the original address from the validator site http://validator.w3.org/check?uri=http%3A%2F%2Fedtech2.boisestate.edu%2Fcarolinecooney%2F502%2Fplain502.html&charset=%28detect+automatically%29&doctype=Inline&group=0

but it only worked in my code when I input as  http://validator.w3.org/check?uri=http%3A%2F%2Fedtech2.boisestate.edu%2Fcarolinecooney%2F502%2Fplain502.html

This is all very new to me, and took a good amount of time!  I can see how it will (hopefully) get easier w/ practice!  One thing is for sure, I need a lot of practice!

I chose the following AECT standards

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

2.3.2 Design, produce, and use digital information with computer-based technologies.

2.4.5 Develop effective Web pages with appropriate links using various technological tools.

Ed Tech 501 Final Reflection Video

The final reflection video started out as a frustrating experience, I couldn’t figure out how to create a video while going from screen to screen.  Thanks to my peers, I figured out how to do a screenshot of the desktop, so I could navigate between links as I created the video.  Sounds simple, but for some reason, it had me stuck!  I realize that this little snag was appropriate as the final assignment for this class.  In this class, were were encouraged and expected to ask questions, push ourselves, challenge ourselves, and ultimately come out on the other side armed with new knowledge to take with us on our journey as we complete this program.  My experience with creating this video is just one small example of this.

Here is the link to the you tube video of my reflection.

 

Ed Tech 501 Additional Artifact #2: Rubric to assess technology use in classroom

My original intent was to create and find a district approved platform for either my class website/communication or for my students to create a digital portfolio.  In my Earth Science class, my students currently create a paper portfolio, but I wanted to take it to the next level.  Since there are two approved sites for our school, X2 and Richer Picture, the options are limited.  After thinking about this, and communicating with our professor, I decided to create a rubric to assess different technologies that are available to determine which will best serve the needs of mys students and me.

I made list of things that I would like in class website.  The list includes, type of site, ability to email or message students, ability to make private (if needed by district or wanted), user friendly and intuitive to set up and use, ability to attach lessons and links, ability for students to submit work, grading capabilities, district approved, discussion board, ability to allow other teachers to view.  These are all things that I have found to be helpful as I try to find the best platform for my classroom.

I looked at the following sites: Blog sites including Weebly, WordPress, Google Blogger, Google Sites, Google +, Richer Picture, Haiku, Engrade, Moodle, Edmodo, X2 by Aspen, Wikispaces.

I created many accounts, and spent a lot time playing at the different sites, some to no avail as they were cumbersome to navigate without training.  I was definitely on user id and password overload keeping all the accounts straight!  After looking at these sites, setting up accounts, and playing with each, I found that the two school approved sites, Richer Picture & X2 do not have all the capabilities that I would like, and /or are note very easy to navigate without training.

The blog sites are similar, and offer great communication capabilities, but  to use a blog site as a class website is rather cumbersome, and it does not allow for grading.

The class management sites all have grading capabilities, which is important for me.  Moodle has many capabilities, but is not that user friendly without any training.  There is one teacher at the school who is Moodle certified, and has offered to help me, but again, to start anew during the school year, is difficult given the demands of teaching.  I have heard a lot of “buzz” about Edmodo, but did not find that it would be worth the learning curve to switch from my current system to Edmodo.

The best sites in my opinion, after playing and analyzing the sites are the class management sites such as Engrade, Haiku, and Wikispaces.  All allow for grading, and student and or class communication.  All three are fairly easy to navigate & intuitive to set up.  Granted, they take time to set up they way a teacher would like, but I think that any of these three would be a a good choice.  I like that both Haiku & Wikispaces allow for students to post work for peers to see and comment on, that is not available with Engrade.

Another ides would be to tie Blogger, Google sites & Google + together, but this does not offer a grading function.  These three are easy to use, students could share via blogger, comment on G+ or on Blogger.  Class discussions could be set up on G+.  I think that I will use G+ at some point, with my students, but need to first determine the needs first.

I am currently using Engrade, this is my first year, that I have gone beyond the grading functions, and am starting to use some of the other functions, such as creating and posting lessons on line, and using the calendar function.  I may trip to include links for “flipped lessons” as well.  There are also several teachers at our school using Engrade, mostly for the grading function, but some are moving beyond grades.  My students like having the ability to go on line and see their grades, or check the calendar for the days were absent.  I have decided to stay with Engrade, as I did not have the time during the school year to switch to a new platform, but am considering changing to either Haiku or Wikispaces for next year, assuming I have time to play with it over the summer months. If not, I will continue to find ways to use Engrade to create a more engaging classroom experience for my students.

This was interesting in that it forced me to look at many different sites, and determine which would work best for my needs.  There are so many options available, but sometimes, simple is best!

I chose the following AECT standards…

2.3 Computer-Based Technologies because this required a computer to create the documents, and analyze the sites.

3.1 Media Utilization because this required analyzing different sites to make informed decision on implementing in class.

5.1 Problem Analysis because I needed to determine the problem and parameters before moving forward with analysis.
5.3 Formative and Summative Evaluation because this required gathering information, and using it to make an informed decision.

Ed Tech 501: Additional Artifact #1, Unit Plan using technology to allow students to create, collaborate & take responsibility for their learning

Here is the link to the Google Document of my unit plan on severe weather in Massachusetts / New England.  The goal of developing this unit plan is to use technology to allow students to create, collaborate, and ultimately take responsibility for their learning (w/ teacher guidance!).

In this lesson, students use the internet to learn about severe weather in Massachusetts/New England including: Hurricanes, Tornadoes, Thunderstorms, Nor’Easters, & Blizzards.  Students will research each type of weather phenomenon, learn about historical events that have affected our area, understand how to remain safe during severe weather events.

First, students explore Thunderstorms, create a recipe card for a thunderstorm, and upload to a “to be determined page” (most likely Wikispaces or Haiku).   The reason this has not been finalized, the current grading/class communication system that I use does not allow students to see each other’s posted work, and reviewing & commenting on classmate’s work is a key component to this unit.  Students will then “review each other’s recipes” & make constructive comments.

Next, students research the other types of severe weather, and create a “traditional poster” on one type of storm.  We will do a “museum walk” in class, and write reviews of the show.  The individual posters will be photographed, uploaded to the page, and reviews will be written on line.  This will blend traditional classroom assignments with technology.

Lastly, students in small groups will create a documentary on one type of storm, and one historical storm event.  The format of the video is up to the student, it can be a video, a narrated power point, or some other electronic medium.  Again, students will upload the documentary to our class page for review by classmates.

This is the final unit in the class, and hopefully students will use skills developed throughout the course to create these final projects.

As I explore, new and better ways to connect with my students, I anticipate this lesson will evolve, this is just the beginning.  I hope to add more video links, as well as examples of work.

picture courtesy of: www.ngdc.noaa.gov

Here is the Google Doc

I chose the following AECT standards:

1.1 Instructional Systems Design (ISD) because it required designing a unit plan for a variety of learners
“Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction”(Seels & Richey, 1994, p. 31). Within the application of this definition, ‘design’ is interpreted at both a macro- and micro-level in that it describes the systems approach and is a step within the systems approach. The importance of process, as opposed to product, is emphasized in ISD.
1.1.1 Analyzing: process of defining what is to be learned and the context in
which it is to be learned.

1.1.2 Designing: process of specifying how it is to be learned.

1.1.3 Developing: process of authoring and producing the instructional
materials.
1.1.4 Implementing: actually using the materials and strategies in context.
1.1.5 Evaluating: process of determining the adequacy of the instruction.
1.3 Instructional Strategies because, this lesson has a clear sequence for acquiring knowledge
“Instructional strategies are specifications for selecting and sequencing events and activities within a lesson” (Seels & Richey, 1994, p. 31). In practice, instructional strategies interact with learning situations. The results of these interactions are often described by instructional models. The appropriate selection of instructional strategies and instructional models depends upon the learning situation (including learner characteristics), the nature of the content, and the type of learner objective.

2.4 Integrated Technologies because in this unit plan, students will use a variety of medium to learn & create.
“Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer” (Seels & Richey, 1994, p. 40).  Integrated technologies are typically hypermedia environments which allow for: (a) various levels of learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video, and graphic environments. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide