ISB Cert. of Ed Tech and Info Lit - Recently Updated Pages

f2f March 13

jutecht — Thu, 11 Mar 2010 00:44:19 CST

Focus: Introduction to the NETS standards

Enduring Understanding: All core content teachers are responsible for authentically embedding technology within their curriculum.
Essential Question: How can we effectively and practically authentically embed technology within our curricular areas?

Location: ES Learning Hub

9:00 - 9:30: What have you been reading (Whole Group Discussion)
9:30 - 10:30: Adopt and Adapt Discussion

Substitution: the computer substitutes for another technological tool, without a significant change in the tool's function.
Augmentation: the computer replaces another technological tool, with significant functionality increase.
Modification: the computer allows for the redesign of significant portions of a task to be executed.
Redefinition: the computer allows for the creation of new tasks, inconceivable without the computer.

10:30 - 12:00 2010 Horizon Report Technology Adoption Trends

Each group will research and create a presentation to teach the rest of the cohort about their topic as it relates to education and society as a whole.

Group A: Mobile Computing
Group B: Open Content
Group C: Electronic Books
Group D: Simple Augmented Reality
Group E: Gesture Based Computing
Group F: Visual Data Analysis

Group A Amphitheater Zone	Group B Swinging Chairs	Group C Reading Zone	Group D Tech Zone	Group E Project Zone	Group F Teacher's Lounge
Heather Hala Pam	Caryn Ali Jonathan	Danielle Melissa Patience	Laura C Peter Varin	Laura E Donna Jayne	Wendy Akiko Don

12:00 - 12:45 Lunch

12:45 - 1:30: Groups Present their Horizon Report presentations

1:30 - 1:45: Introduce TAIL Standards
1:45 - 2:15: Discuss TAIL Standards in small groups: How does this impact learning?
2:15 - 2:45: Brainstorm within your group how you could embed at least one TAIL standard into one of your units, begin planning your Project Sketch assignment.
2:45 - 4:00: Final Project for Course 1, Course Wrap-Up, Q&A

Group A Amphitheater Zone	Group B Swinging Chairs	Group C Reading Zone	Group D Tech Zone	Group E Project Zone	Group F Teacher's Lounge
Heather Laura E Pam	Caryn Ali Akiko	Laura C Melissa Danielle	Patience Don Varin	Hala Donna Jonathan	Wendy Peter Jayne

Course 1 Project Pages

jutecht — Thu, 11 Mar 2010 00:32:25 CST

For your final task for this course, you will design an authentic unit of inquiry following the backwards design process which reaches at least one of your core content standards as well as at least one of the TAIL Standards for students.

We have used the UbD format to outline this project as a model for you:

Standards Met: ISTE NETS Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments: Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Enduring Understanding: All core content teachers are responsible for authentically embedding technology within their curriculum.	Essential Questions: How can we effectively and practically authentically embed technology within our curricular areas?
GRASPS Task: Goal: Develop an authentic and engaging project for your students which meets both your curricular standards and at least one of the NETS standards. Role: You are a teacher working on embedding technology standards into your core curriculum area. Audience: Your students, who will complete this unit this school year. Situation: You may work in small groups, partners or individuals. Your unit should follow the backwards design process and use the template page provided for you here on the wiki (see below for instructions on how to use the template page). Product: Your unit will be published as a page in this wiki (see instructions below for how to create your project page). Practical resources you will need (from previous weeks): Nets for Students and Teachers Understanding by Design Introduction Reinventing Project-Based Learning (Handout) [New] Bloom's Taxonomy Digitally by Andrew Churches (Tech & Learning) Additional Recommended Reading Unit Design Template	Six Facets of Understanding: Explain: Small groups share previous experience (success & failure) of implementation of technology in their curriculum areas. (F2F: Feb 11) *interpret — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models Apply: GRASPS task - develop a unit utilizing understanding gained during the course. (F2F: Feb 28) have perspective: read & reflect in small groups on Horizon Project trends, convince the class that "your" trend is the most important, why they need to implement this trend in their class, and how it will change the learning landscape. (F2F: Feb 25) *empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience Have self-knowledge: complete reflective blog posts throughout the course. (Weekly)

Standards Met:

ISTE NETS Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments: Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.

Teachers: design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Enduring Understanding:

All core content teachers are responsible for authentically embedding technology within their curriculum.

Essential Questions:

How can we effectively and practically authentically embed technology within our curricular areas?

GRASPS Task:

Goal: Develop an authentic and engaging project for your students which meets both your curricular standards and at least one of the NETS standards.

Role: You are a teacher working on embedding technology standards into your core curriculum area.

Audience: Your students, who will complete this unit this school year.

Situation: You may work in small groups, partners or individuals. Your unit should follow the backwards design process and use the template page provided for you here on the wiki (see below for instructions on how to use the template page).

Product: Your unit will be published as a page in this wiki (see instructions below for how to create your project page).

Practical resources you will need (from previous weeks):

Nets for Students and Teachers
Understanding by Design Introduction
Reinventing Project-Based Learning (Handout)
[New] Bloom's Taxonomy Digitally by Andrew Churches (Tech & Learning) Additional Recommended Reading
Unit Design Template

Six Facets of Understanding:

Explain: Small groups share previous experience (success & failure) of implementation of technology in their curriculum areas. (F2F: Feb 11)

***interpret — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models

Apply: GRASPS task - develop a unit utilizing understanding gained during the course. (F2F: Feb 28)

have perspective: read & reflect in small groups on Horizon Project trends, convince the class that "your" trend is the most important, why they need to implement this trend in their class, and how it will change the learning landscape. (F2F: Feb 25)

***empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience

Have self-knowledge: complete reflective blog posts throughout the course. (Weekly)

How to Create your Project Page:

1. Click on Add Page

2. Name your project page and apply project page template

3. If you are working with a partner remember that only one person at a time can be editing the page.

Course 1

jutecht — Wed, 10 Mar 2010 23:55:06 CST

Course #1- Information Literacy and Ourselves as Learners
(SUNY: Adult Learning in the Workplace ADE 634)

Weeks	Face-to-Face Dates	Focus	Readings	Assignments Note: All assignments are to be posted on your blog unless otherwise noted.
Week 1: Feb. 17 - 21	F2F: Wed, Feb. 17 F2F: Sat, Feb. 20	Getting Started with the Tools: Wikis, Blogs, PLNs & Google Search	1. Engage Me or Enrage Meby Marc Prensky (Educause) 2. Living and Learning with New Media: Summary of Findings from the Digital Youth ProjectOverview pg. 4-5, and "Hanging Out" 13 - 20 (MacArthur Foundation Report) 3. World Without Walls: Learning Well With Othersby Will Richardson (Edutopia) 4. Disrupting Class: Student-Centric Education Is the Futureby Dr. Clayton Christensen (Edutopia)	On the wiki: Add your profile to the profiles page On your blog: What you hope to get out of this course
Week 2: Feb. 22 - 28		Learning Theories	1. Your RSS Reader 2.[New] Bloom's Taxonomy Digitallyby Andrew Churches (Tech & Learning)Additional Recommended Reading 3. Connectivism:A Learning Theory for the Digital Ageby George Siemens (eLearnSpace) 4. Living and Learning with New Media: Summary of Findings from the Digital Youth Project"Messing Around" pg. 20 - 28 (MacArthur Foundation Report)	Reflecting on your reading:How are your thoughts changing?(Connectivism, New Bloom's Taxonomy, Messing Around)
Week 3: March 1 - 7		Application of Tech in the Classroom	1. Your RSS Reader 2. Living and Learning with New Media: Summary of Findings from the Digital Youth Project"Geeking Out" pg. 28 - 34 (MacArthur Foundation Report) 3. Reinventing Project-Based Learning (Handout) 4.Nets for Students and Teachers	Reflecting on your reading: Write a Project Sketch (pg. 69 PBL) that incorporates all the reading from this week. Make sure you describe how you meet at least one Student NETs standard
Week 4: March 8 - 14	F2F: Sat, Mar 13	Implications in the Classroom	1. Your RSS Reader 2. Adopt and Adapt: Shaping Tech for the Classroomby Mark Prensky (Edutopia) 3. Living and Learning with New Media: Summary of Findings from the Digital Youth Project"Conclusions and Implications" pg. 35 - 39 (MacArthur Foundation Report)	Reflecting on your reading: What are the implications for teaching & learning? (Adopt and Adapt, Conclusion, Implications)
Week 5: March 15 -21	F2F: Wed, Mar 17	Changing the Learning Landscape	1. Your RSS Reader 2. Horizon Report 2010 (.pdf version of report) 3. Understanding by Design Introduction	Blog post: Final course reflection on the process of creating your final project Wiki Assignments: Final Project

Course Description:

A foundation course, introducing learners to the methods of information literacy in the 21st century. Independent learning requires that students and teachers are able to evaluate the authenticity, relevance and bias of information that inundates us. Tools and strategies
for teachers and students for accessing, filtering, evaluating and applying information will be addressed. This course will address meta-cognition and an awareness of how we learn in a digital landscape. Students will be provided with strategies for reflective practice and using prior knowledge to build understanding and deal with new technology.

ISTE NETS for Teachers Addressed:

2: Design and Develop Digital-Age Learning Experiences and Assessments: Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
a. Teachers: design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

3. Model Digital-Age Work and Learning: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

Teachers:
a. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use
information resources to support research and learning

4. Engage in Professional Growth and Leadership: Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. Participate in local and global learning communities to explore creative applications of technology to improve student
learning
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and
community

Enduring Understandings

Bias influences and shapes information and interpretation of truth
Truth can be determined or accepted in many ways
Answers to questions, guidance and support can be found in many forms, mediums and connections
Reflection is a powerful self improvement learning tool
Multiple intelligences exist in a community of learners
Each learner has set of optimal learning conditions and strategies

Essential Questions:

How do I find and use information to construct meaning and solve problems?
How do I effectively communicate?
How do I learn best?

Assessment:

Students will author and participate in reflective blogging practice throughout the course by creating individual blogs and establishing a Personal Learning Environment.

Supporting Tasks:

Learning search syntax. Assessment: find and evaluate content-related sites using effective search techniques
Setting up a blog
Creating a PLE
Reading research-based articles
Experiencing and reflecting on different methods of receiving information
Completing a group project to apply knowledge in the classroom

March 15 - 21

jutecht — Wed, 10 Mar 2010 23:54:02 CST

Focus: Changing the Learning Landscape		Did You Know.....
Enduring Understanding:	Collaboration, on a global scale, is a key component of 21st Century Learning.
Essential Question:	How can we embrace globally collaborative projects in our curricular areas to address this facet of 21st Century Learning?
Assignments
Readings:	Your RSS Reader Horizon Report 2010 (.pdf version of report) Understanding by Design Introduction
Blogging:	Final course reflection on the process of creating your final project Wiki Assignments: Final Project
Notes

Eva Christensen

echrist — Mon, 08 Mar 2010 06:44:10 CST

This is me...

born on May 18, 1981 in Hong Kong to a Danish dad and a Chinese mom
have an older sister
lived in a few countries growing up
graduated with a degree in Elementary Education from NY, USA
moved to Shanghai to teach for 2 years and ended up staying for 6 (and still there now...not sure when I'll leave)
am engaged Eddie Zevallos (met him on the first day of college but took us 8 years to get together)
love languages, food, people, traveling, food, talking, watching TV, food, swimming
learning to love technology and not be afraid of it...

My Blog

Eduardo Zevallos

ezevall — Mon, 08 Mar 2010 06:37:15 CST

Here are the quick facts about Eddie Zevallos

Born in Lima, Peru but grew up in New Jersey
Went to Skidmore College in upstate New York (Majored in Classics)
Worked at Moravian Academy in Bethlehem, PA where I taught Latin
Worked at Livingston American School for a year where I taught English, Spanish, and History
Currently working at Shanghai Community International school as the MS Design Tech teacher
Major Mac Fan
Hard Core Philadelphia Eagles Fan
Engaged to Eva Christensen (marriage: July 2010) I'll make sure to twitter after :-)
My Class Page (Built using iWeb)
My Blog

Jayne Lund

jayne.lund — Sat, 06 Mar 2010 09:08:49 CST

I am starting the COETAIL course in an attempt to catch up with developments in technology that will help me in my work at ISB. I hope to improve my efficiency in using technology, discovering new ways to accomplish tasks and connect with other educators and students. If I was to compare this with learning a new language then I can say with total honesty that I don't expect to reach even non-native fluency but it would be very gratifying to reach beyond the equivalent of 'taxi Thai".
Working in administration demands the continued development of tech skills either from within the organization or from the external groups that we work with. My goal is to increase my comfort level and competency with tech in addition to constructing an understanding and practical knowledge of the connectivist approach. This will be my biggest challenge - I already have almost all the 'share' boxes in my Facebook account closed, choosing to control the volume of traffic to a manageable number. Hmmm, some mindset changes might be needed, but a little at a time...

My blog

My favorite reading so far...

Watching now...

Virtual Revolution BBC World

"Virtual Revolution charts two decades of profound change since the invention of the World Wide Web, weighing up the huge benefits and the unforeseen downsides"

Just started this week on BBC World News channel. Joint production with Open University and very interesting so far/thought provoking

The 3D exploration page is incredible if tthe videos sequences can play without jumping (too much traffic on an evening may be).

Don Huttner

donaldh — Thu, 04 Mar 2010 05:14:39 CST

Darryl Clement: Final Project

clementdarryl — Wed, 03 Mar 2010 07:46:23 CST

Unit: Pythagorean Theorem - A Geometric Proof	Grade: 10-11
Established Goals (Standards)
Effective Learners E.L. Standard 1: Students efficiently gather, critically evaluate, and effectively use information. Students inquire about their learning to make connections to prior knowledge, determine relevance, and deepen understanding. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Students evaluate and select information sources or tools based on appropriateness to the task. Students process data. E.L. Standard 2: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate tools and resources. Students collect and analyze data to identify solutions and/or make informed decisions. Students reflect on inquiry-process to inform decisions on process and/or solution Effective Communicators and Creators E.C.C. Standard 1: Students use appropriate media and environments to effectively communicate ideas, knowledge, and understanding to audiences ranging from local to global. Students use technology and other information tools to organize and display knowledge and understanding in ways that others can view, access, and use. E.C.C. Standard 2: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using appropriate technology. Students apply existing knowledge to generate new ideas, products, processes or learning. Students create original works as a means of personal or group expression. Effective Collaborators E.C. Standard 1: Students connect with peers and recognized experts to collaborate, develop their own understanding, contribute to the learning of others, and contribute to the global society using a variety of media. Students interact, collaborate, and publish with peers experts, or others using a variety of digital environments or medias. E.C. Standard 2: Students practice legal and ethical behavior with an understanding of cultural and societal issues related to technology and information. Students demonstrate personal responsibility and respect for others.
Enduring Understandings	Essential Questions
Students will understand that: Mathematical theorems require rigorous proof before accepted as valid. These proofs can come in different forms.	What are the characteristics of a valid proof. Is one method of mathematical proof better than another?
Stage 2 – Assessment Evidence
GRASPS Task	Six Facets of Understanding
Goal: To produce two geometric proofs for the Pythagorean Theorem using Geometer's Sketchpad. Role: You have been asked to tutor a younger student Pythagorean's Theorem. You want to do it in a way that visually demonstrates the theorem. Audience: A younger student who is being introduced to Pythagorean's Theorem for the first time. Your constructions and explanation should be clear enough that your tutee will be able to deduce the algebraic version of the theorem. Situation: You will be working with Geometer's Sketchpad to produce models of the task, complete with measures. You will research for other methods of proof. Product Performance: The finalsketches will be posted onto Panthernet and be tested for accuracy. Extension:	Explain: Students will need to synthesize algebraic methods with geometric Apply: Students will apply the idea an algebraic equation with the concept of areas to verify Pythagorean's Theorem. Interpret: The visual constructions developed with Geometer's Sketchpad with the algebraic form of an equation. Perspective:The method of mathematical proof can take on many forms to reach the same conclusion. Self-Knowledge: Mathematics is more than calculations. It is a method to think logically, solve problems and explain phenomena. Empathize: How does knowing the origins or proof a mathematical concept help you better understand it?
Lesson Notes: Students have already seen an algebraic proof of Pythagorean's Theorem. This exercise is to summarize the chapter and utilize the knowledge of area from the previous chapter.

Danielle Rosendaal

drosendaal — Fri, 26 Feb 2010 03:49:56 CST

Hi, I'm Danielle and I teach ESL in MS here at ISB. I've seen educational tech tools successfully used in the Humanities classes I work with and I've tried to experiment with it myself. The latest thing was Voice Thread and I'm proud of myself that I now actually know how to use it. My ESL students have worked with it and it's great to see how it helps to overcome their shyness of having to do a presentation in front of the class. I believe that my students forever will be my teachers when it comes to using technology but by doing this course I can keep up with their pace of learning.

Here's where you can connect with my blog for this course.

Caryn Macky

carynmacky — Wed, 24 Feb 2010 23:02:49 CST

Caryn's Blog

http://www.netvibes.com/

Wife, Mother, Learner

Priorities - that's what it comes down to for me. My faith is my fuel, and I strive to remember that this life is a precious gift - each moment provides an opportunity to demonstrate my gratitude for all God has done for me. At the end of the day will I be able to say that I spent my time and resources loving God and loving those around me, or were my time and resources squandered?
I want each day to count.

I I look

I

I

Varin Katanyuvivat

NingTan — Wed, 24 Feb 2010 01:51:35 CST

I teach Thai at the high school of the International School of Bangkok. Teachnology is one of the thing that I would like to expand my expertise. I believe that using advance technology will certainly help in engaging students in learning Thai. Languages is something that you will benefit so much from reading, listening and writing in the target language. Only problem I have right now is students do not know how to type. However, in order to implement an effective teaching material through computer, I think the most important thing is to create new learning experiences through an on-line material. As you can see from this article. http://www.eschoolnews.com/2010/02/16/11-programs-only-as-good-as-their-teachers/ This is the reason why I would like to join this program.

Wendy Van Bramer

wendyvanbramer — Sun, 21 Feb 2010 09:25:27 CST

I am the Director of Admissions at ISB. I started my career at ISB 22 years ago as a teacher and really miss working with children. I grew up in Wisconsin (so consequently LOVE the Green Bay Packers) and was utterly fascinated by in my 3rd grade social studies class by our study of Japan, Norway, Argentina and New Zealand. I knew then that I wanted to travel as soon as I was old enough. Thus my journey began.

I first came to Thailand as an exchange student my senior year of high school and fell in love with the country and the overseas experience. Once I finished uni, I packed my bags and returned to Thailand to look for a job. I ended up at Chulalongkorn Univerisity for a year, and unfortunately had a very bad experience. The working conditions were poor, the pay was awful and the students were unmotivated. ISB was hiring due to an enrollment boom so I walked out on Chula in the middle of my contract and started teaching at ISB. As part of the interview process at ISB, I was asked about my experience with children. The best answer I could come up with was to talk about my babysitting experience in high school 10 years previous. They hired me anyway. I fell in love with the kids and have been hooked every since.

Read my blog here

Feb. 17 - 21

jutecht — Sat, 20 Feb 2010 01:44:53 CST

Focus: Getting Started With the Tools: Wikis and Blog		Did You Know.....
Enduring Understanding:	There are several tools that are critical to understanding the changing learning landscape.
Essential Question:	There are several tools that are critical to understanding the changing learning landscape.
Assignments
Readings:	Google Reader Engage Me or Enrage Me by Marc Prensky (Educause) Living and Learning with New Media: Summary of Findings from the Digital Youth Project Overview pg. 4-5, and "Hanging Out" 13 - 20 (MacArthur Foundation Report) World Without Walls: Learning Well With Others by Will Richardson (Edutopia) Disrupting Class: Student-Centric Education Is the Future by Dr. Clayton Christensen (Edutopia)
Blogging:	Wiki Assignments Add your profile to the profiles page Blogging Assignments: What you hope to get out of this course
Notes
The first week of class will be making sure you have the necessary software installed on your computer and that you have gained access to the course wiki so that you can add, change, and update information as needed. Set up your RSS Reader Activity: Set up Google Reader (You should have already signed up for a Google Account) Watch the videos below to walk you through how to get started. After you set up your Google Reader, subscribe to the following blogs: Julie Lindsay, eLearning Blog Will Richardson, Weblogg-Ed Silvia Tolisano, Langwitches Chris Lehmann, Practical Theory Clarence Fisher, Remote Access Chrissy Hellyer, Teaching Sagittarian Andy Torris, Sentiments On Common Sense Michael Smith, Principal Pages Jeff Utecht, The Thinking Stick Kim Cofino, always learning These are just suggestions to get you started. Feel free to unsubscribe at any time and add new ones! We STRONGLY recommend starting with 20 Good RSS feeds. The 10 above will get you started and we are asking you to add at least 10 RSS feeds from others in your Cohort. Find 10 people who you think will push your learning in this course, or you have something in common with and can learn from. 20 RSS feeds makes for a great reader!

Pam Pine-Petthong

pamelap50 — Fri, 19 Feb 2010 21:44:24 CST

Hello, my name is Pam Pine-Petthong. I've been at ISB for over 21 years, and currently teach Grade 8 Global Studies and Grade 7 Intercultural Communication. My husband is a Thai coffee farmer, and our children both graduated from ISB - Narongchai in 2004, and Pailinn in 2009. I'm taking this class to learn more about educational technology in general, and also to keep up with the exciting new trends in the MS Humanities Department. I currently have mixed feelings about blogging, whether it actually improves writing, and what it "replaces," in terms of time and content. I want to learn more!

My Blog http://pamtechisb.blogspot.com/

f2f Feb. 20

jutecht — Fri, 19 Feb 2010 20:26:34 CST

Location: ES Learning Hub

Morning: Developing a Personal Learning Network

Afternoon: Using Google Effectively in the Classroom

Guest Presenter:

Chris Betcher is a technology integrator in Sydney, Australia. He will be joining us at 1:00 via Skype to talk about how he uses Google (and search engines in general) effectively in the classroom, and how he deals with issues of truth and bias online. Chris writes regularly about education, technology and ideas on his blog Betchablog, and also produces The Virtual Staffroom, a podcast of conversations with leading educators about the use of technology in the classroom. He is also the author of The Interactive Whiteboard Revolution, a book and online community focused on the effective use of interactive technologies.

9:00 - 9:10: Get settled, start computers, connect to internet

9:10 - 9:20: Warm-up Activity (Visible Thinking Routine)

IB Physics Independent Research (D. Young)

dharter — Thu, 18 Feb 2010 20:09:54 CST

Unit: Internal Assessment - IBO Requirements - Inquiry	Grade:11/12
Established Goals (Standards)
This unit looks at the following ISB Tech Standards: Effective Learners E.L. Standard 1: Students efficiently gather, critically evaluate, and effectively use information. Performance Indicators: Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Students evaluate and select information sources or tools based on appropriateness to the task. Students process data. E.L. Standard 2: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate tools and resources. Performance Indicators: Students collect and analyze data to identify solutions and/or make informed decisions. Students use multiple processes and diverse perspectives to explore alternative solutions. Students reflect on inquiry-process to inform decisions on process and/or solution Effective Communicators and Creators E.C.C. Standard 1: Students use appropriate media and environments to effectively communicate ideas, knowledge, and understanding to audiences ranging from local to global. Performance Indicators: Students communicate information and ideas effectively to multiple audiences using media and format appropriate to both the task and the audience. Students use technology and other information tools to organize and display knowledge and understanding in ways that others can view, access, and use. E.C.C. Standard 2: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using appropriate technology. Performance Indicators: Students apply existing knowledge to generate new ideas, products, processes or learning. Students create original works as a means of personal or group expression.
Enduring Understandings	Essential Questions
concept of a controlled experiment (fair test) scientific evidence requires a sufficient amount of valid and repeatable data	Are student developed and driven
Stage 2 – Assessment Evidence
GRASPS Task	Six Facets of Understanding
Goal: Students will work individually to design and perform a scientific experiment to answer a question of their choice. They will analyze collected data, evaluate and conclude. Role: Students will act as: Researchers: using online resources to find background information on the physics concepts involved. Inquirers: students will create their own research question then design an experiment Analysts: using the results of their experiment to reach conclusions regarding the research question. Evaluators: weaknesses, errors and limitations will be identified and realistic suggestions for improvement offered Authors: writing scientific reports on the results of their research. Audience: Teacher and possibly IBO moderator will act as the audience for the Papers presented. Global audience is possible for those reports published in the ISB online journal of physics. Situation: Students will work individually to identify a research question, design a scientific experiment to answer the question, conduct their experiment, analyze the results of the experiment, write a full, scientific report on their findings. Product Performance: Students will... Use (with appropriate citations) online research tools Use computer data-logging and other appropriate technology tools to collect and record data Use spreadsheets and graphing software to scientifically analyze the data. Use MS Word or similar to publish a scientific report. Extension: Some papers will be selected for the ISB online journal of physics	Apply: Knowledge of physics concepts relevant to the chosen research topic. Research skills to obtaining background information Data logging skills, use of sensors and probes to gather data. Numeracy, graphing and other data processing Interpret: Students will interpret the data they collect. Evaluation of procedure to identify weaknesses, limitations and errors Perspective: Experimental results must be explained in the context of the underlying physics concepts Self-Knowledge: Students will improve evaluation skills in terms of reflecting on their own designs Empathize: Throughout the in class research days, students will assist one another and learn through the trials and tribulations of others.
Lesson Notes:

Hala

Halaa — Wed, 17 Feb 2010 19:35:46 CST

I taught 4 years in Louisville Kentucky USA in middle school before packing up with my future husband to Thailand. After teaching at Bangkok College for a year, I settled back into a US curriculum for 12 years at Rumarudee International School (RIS) when it was still on soi Ruamrudee by the US embassy. My last three years there I had my first expeience with a PC. In fact, I bought the first PC ever sold in Thailand. I had no manual in English, so I had to figure out the dot commands through hours of pure lucky guesses and lots of frustration. The last year prior to leaving RIS, I joined in on a master's program in Curricuculum and Teaching through Michigan State University held at ISB . One of the courses was to learn how to create documents on a MacIntosh such as spreadsheets. (No dual platforms at that time.) Then in 1990 I joined ISB's HS English department and am still going strong 20 year later.

While I am not very fast or savy with technology, I do enjoy it and spend lots of time fooling around with it. I am usually one of the fisrt ones to say I will pilot a project or program. e.g.I helped develop a way to put WWW on a "template" in the early days when we hand wrote everything! I was the first high school teacher to make a "mini lab" in my classroom. I had 8 desktop computers in the room. WOW! I was also one of the first few to try out Smart boards, And I was the first teacher to loggin and to find the first thousand glitches in Rubicon. I was on the committee that decided to upon Powerschool. I have probably joined/signed up for 1,000 varied products such as RSS feeds, Facebook, Google docs, my own website, Shutterfly, Snapfish Skype, etc. I love to find new products and just fiddle with them. Now, given that, I really am quite low-tech when it comes to my classroom. Smart board is mostly used a a projection vehicle. Of course kids have frequent in-class access to computers to word process, access internet for research, create a PowerPoint, and collaborate with such utilities as Goggle docs. I haven't had my students blog yet (though I am all set up for such). I basically use Panther Net as a way for kids to get documents handed out in class or as a resource storage place.

So, that's my basic tech background. I always want to be at least knowledgeable about what technology I could use if I needed such to better carry out my teaching and students' learning.

If you want to see my blog or join in on conversations, just click Hala

Donna Hurst

dmhurst — Wed, 17 Feb 2010 18:14:27 CST

Donna's What the Blog Do We Know

Hi, despite being here almost 100 years, I find there's still much learning to do. I teach in the HS—ESL & Social Studies (ToK). In my classes, I've already experimented with using blogs, wikis, even a unit using a Ning, but I'm definitely still working on becoming 'fluent' using Web 2.0 technologies. I used to associate the computer exclusively with 'work,' but I have since expanded my horizons. Despite this small transformation, I'd have to say I still highly value a challenging hike up a mountain or being curled up with a good book. Whatever more I learn using machines, I will still hold to these values!

Melissa Montegna

mmontegna — Wed, 17 Feb 2010 07:13:05 CST

Hi, I'm Melissa Montegna. I teach Spanish and ESL in the ES at ISB. Prior to coming to ISB, I taught for 6 years in Portland, Oregon. I have had the opportunity to teach at all levels from pre-K through 12th grade. I am really happy to be back at the elementary level.

I'm taking this course to support the learning of my students and because I think technology is just plain fun! At the school where I last taught, the only technology in my classroom was an old, dusty overhead projector with a dimming light, a hand crank pencil sharpener, and a cassette tape player (remember those?). I literally went from teaching with a blackboard and chalk (Holy cow, how I hate chalk!) to having a smart board and a computer cart with laptops for all of my students. I'm still amazed to think of all I have learned in such a short time. I know that there is still a long way to go, so here I am at COETAIL. The most important things I've learned this year in regard to integrating technology in the classroom are:

ALWAYS have a plan B
You can create exactly 50 voicethreads on your voicethread account and NO MORE (awesome to discover that in the middle of a lesson with a bunch of 3rd graders!)

I look forward to learning with you all!

-Melissa

My Blog

ISB Cert. of Ed Tech and Info Lit - Recently Updated Pages

f2f March 13

Focus: Introduction to the NETS standards

Course 1 Project Pages

For your final task for this course, you will design an authentic unit of inquiry following the backwards design process which reaches at least one of your core content standards as well as at least one of the TAIL Standards for students.

Standards Met:

Teachers: design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Enduring Understanding:

All core content teachers are responsible for authentically embedding technology within their curriculum.

Essential Questions:

How can we effectively and practically authentically embed technology within our curricular areas?

GRASPS Task:

Goal: Develop an authentic and engaging project for your students which meets both your curricular standards and at least one of the NETS standards.

Role: You are a teacher working on embedding technology standards into your core curriculum area.

Audience: Your students, who will complete this unit this school year.

Situation: You may work in small groups, partners or individuals. Your unit should follow the backwards design process and use the template page provided for you here on the wiki (see below for instructions on how to use the template page).

Product: Your unit will be published as a page in this wiki (see instructions below for how to create your project page).

Practical resources you will need (from previous weeks):

Nets for Students and Teachers

Understanding by Design Introduction

Reinventing Project-Based Learning (Handout)

[New] Bloom's Taxonomy Digitally by Andrew Churches (Tech & Learning) Additional Recommended Reading

Unit Design Template

Six Facets of Understanding:

Explain: Small groups share previous experience (success & failure) of implementation of technology in their curriculum areas. (F2F: Feb 11)

***interpret — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models

Apply: GRASPS task - develop a unit utilizing understanding gained during the course. (F2F: Feb 28)

have perspective: read & reflect in small groups on Horizon Project trends, convince the class that "your" trend is the most important, why they need to implement this trend in their class, and how it will change the learning landscape. (F2F: Feb 25)

***empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience

Have self-knowledge: complete reflective blog posts throughout the course. (Weekly)

How to Create your Project Page:

Course 1

Course #1- Information Literacy and Ourselves as Learners (SUNY: Adult Learning in the Workplace ADE 634)

Course Description:

ISTE NETS for Teachers Addressed:

Enduring Understandings

Essential Questions:

Assessment:

Supporting Tasks:

March 15 - 21

Eva Christensen

Eduardo Zevallos

Jayne Lund

Don Huttner

Darryl Clement: Final Project

Danielle Rosendaal

Caryn Macky

Varin Katanyuvivat

Wendy Van Bramer

Feb. 17 - 21

Focus: Getting Started With the Tools: Wikis and Blog

Pam Pine-Petthong

f2f Feb. 20

Location: ES Learning Hub

Morning: Developing a Personal Learning Network

Afternoon: Using Google Effectively in the Classroom

IB Physics Independent Research (D. Young)

Hala

Donna Hurst

Melissa Montegna

Course #1- Information Literacy and Ourselves as Learners
(SUNY: Adult Learning in the Workplace ADE 634)