June+16


 * June 16 : Interactive White Boards (Gerry & Amy) toc**

= = =Class Agenda= 1. Questions Regarding Research Assignment 2. Wikis: Creating a Table of Contents 3. Discussion of SMART Board Articles 4. SMART Assignments 5. Activity ([|crocodoc]) 6. Homework

=Questions Regarding Research Assignment=

1. Research Summary - This is an academic study of a technology we do not cover in class. 2. Inquiry Plan - This will be a plan developed using technology and executed in class with your students. You do not have to execute this plan but can if you want a higher grade. Top
 * Question** - Are we doing research with our students or are we doing research on the research?
 * Dr. Sponder** - There are 2 assignments we will be focusing on.

= **Wikispaces: Creating a Table of Contents** =

Creating a table of contents is helpful to create organization on the wiki page and to give people viewing the page a quicker, easier way to access the information they are looking for.

Creating a Table of Contents on a Wiki
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=Wikispaces Widgets=

Dr. Sponder referenced this video in our June 16th class discussion. This video gives an overview of widgets. Widgets are ways that you can expand upon the content within a page to add more dynamic elements above and beyond just the text. View this video to learn how to create a table of contents, include references, and embed media into your Wikispace page.

media type="youtube" key="oSHorRwJOnk" height="349" width="560"

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=Discussion of SMART Board Articles= The following two articles sparked a lot of discussion regarding the use of SMART Boards in the classroom. Read the articles and part of the student discussion below.




 * Glen** - Both articles were interesting. It's not what you use in the classroom, it's how you use it.
 * Dan** - Using technology to help your students reach Higher Order Thinking can be beneficial.
 * Rose** - One of the articles mentioned SMART Boards being motivational for the students. Will this motivation last? Will the SMART Board lose it's effectiveness once students get used to the excitement of having one in their classroom?
 * Andrew** - How do SMART Boards effect the transfer of knowledge?
 * Luisa** - A major point most of us are making focuses on the quality of instruction vs. the technology itself.
 * Dan** - SMART Boards are an effective tool to use for reviewing class material.
 * Dr. Sponder** - One teacher who used his/her SMART Board for 4 - 5 years found that students did not lose their enthusiasm for it. It was motivational for them.
 * Ellen** - All the articles we've read this year touch upon the point that it depends on how technology is used as to whether it's effective or not.
 * Amy** - Good teaching is good teaching, with or without the technology there.
 * Gina** - Students in middle schools have SMART Boards and don't come to next grade level any more prepared than those that don't have SMART Boards.
 * Dr. Sponder** - Look into this. Are the SMART Boards being used effectively in the classrooms of students who do have them?

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media type="youtube" key="nKwrosBA17Y?rel=0" height="349" width="560" Link up your crocodoc here: Alan [|Amy] [|Andrew] [|Charlotte] Dan [|Ellen] [|Gerry] [|Gina] [|Glenn] [|Greg] [|Kara] [|Luisa] Rose

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= **SMART Board Resource Links** = 1. SMART Board Activities 3. SMART Board Resources 5. MangaHigh
 * (Please add any additional links to the list that you think would benefit our class)**
 * 2.** SMART Lesson Exchange
 * 4.** My Favorite Online Discoveries (Blog)

I took a look at several of the lessons in the sheppards lib in the first link...I thought they were excellent. Glenn
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=Homework= 1. Start working on your research report. Find a minimum of two sources for reference and cite them, and your research focus, to the EDT 598 Activity Forum this week. Use the APA style to format your citation. Attach one study (or the URL) to your post as an example of what you have found in the literature. Be specific about your topic. Annotate the first few sections with Crocodoc (http://crocodoc.com/). Use the ERIC database and the CCSU Online Library as your first search options. Describe the information found in each and what they bring to your report. Post Crocodoc URL to the Conference post.

2. Read the Review of WebQuest Research and Learning from WebQuests.

After the reading, locate a WebQuest in your professional instructional focus, briefly describe the WQ and evaluate the technologies that students will be using for the Quest. What other technologies might be suitable to add to this WQ and how might they be used? This will be a Screencast—O—matic recording. Make it between 10-15 minutes. Post the URL to the EDT 598 Activity Forum and on the Homework page of your personal website.

3. Go to the Class Wiki and make edits and add content now that you have had a chance to think about and review the topics. Each student should add at least one comment, resource, observation or resource to the Weeks 2 & 3 Wiki pages. This doesn't have to be a book, just add something to the page that will add value to the topic. The Editors will go through the pages and put any new information in an appropriate section. The Editors of Weeks 2 & 3 will also create a Table of Contents for their page. See the Widgets for the widget to use. = = Top = = =Contact Us= You can get in touch with us here:

Amy amy.buick@meriden.k12.ct.us Gerry gerardo.garcia@meriden.k12.ct.us