tag:blogger.com,1999:blog-61599616511309071322024-03-05T01:17:45.857-08:00Sample PortfolioThis sample e-portfolio was developed by Dr. Christy Keeler to assist students as they design their own portfolios. A video showing how to develop e-portfolios (using this portfolio as an example) as well as other similar videos are available via iTunes at "Keeler's Training Videos."Christy G. Keeler, Ph.D.http://www.blogger.com/profile/12090510919477425733noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-6159961651130907132.post-5618230076788095632010-03-27T21:30:00.000-07:002007-07-12T09:54:09.765-07:00About MeI am excited about being an elementary educator because I love children and enjoy thinking of new and creative ways to help them learn. Toward my goal of teaching intermediate level learners, I began work on an elementary education degree at the <a href="http://www.unlv.edu/">University of Nevada, Las Vegas</a>. It is at the university that I've learned lesson planning skills, how to integrate technology into the classroom, and how to motivate 21st century children to thrive in school and their future societies.<br /><br />This portfolio highlights some of my work. Feel free to browse and contact me with any questions by adding a comment or <a href="mailto:christy@keelers.com">emailing</a> me.<at><dot><dot><br /><br /><br /></dot></dot></at>Christy G. Keeler, Ph.D.http://www.blogger.com/profile/12090510919477425733noreply@blogger.comtag:blogger.com,1999:blog-6159961651130907132.post-37108115834238452762007-03-27T21:11:00.000-07:002007-03-28T08:52:28.536-07:00Favorites<span style="font-family: lucida grande;">Provide an introduction to this section. Then list and hyperlink each of your favorites, describing each site.</span><br /><br /><span style="color: rgb(153, 255, 153); font-family: lucida grande;font-size:130%;" ><span style="font-weight: bold;">Favorite Software</span></span><br /><br /><a style="font-family: lucida grande;" href="http://www.learningcompany.com/">KidPix</a><br /><span style="font-family: lucida grande;">KidPix is a drawing program designed for children. Child-friendly icons and audio help features create an easy-to-use platform to introduce very young children to art and technology skills. Children may use this program to create pictures (including pre-made or self-designed backgrounds and clipart) and may combine pictures to create slideshows and animation.</span><br /><br /><a style="font-family: lucida grande;" href="http://www.inspiration.com">Inspiration</a><br /><span style="font-family: lucida grande;">Inspiration allows children and adults to create concept maps. Easy to use icons allow users to quickly insert new ideas and to organize content. Once created, content is available in both a visual concept map as well as in outline format. Within visual format, it is possible to add pictures (stock as well as individually-loaded). Some wonderful educational features include the ability to hide and show information so students may use the program to simulate flashcards and the ability to export the concept map and outline into a word processing program. Once exported, students may work with the outline forming sentences to prepare essays.</span><br /><br /><span style="font-weight: bold;font-size:130%;" ><span style="font-family: lucida grande; color: rgb(153, 255, 153);">Favorite Websites</span></span><br /><br /><a href="http://teacher.scholastic.com/commclub/"><span style="font-family: lucida grande;">Scholastic's Community Club</span></a><br />Students are introduced to various community helpers (e.g., police officer, mayor, veternarian) by clicking through several screens and reading/hearing information about the job. At the end, they take a quiz and receive a certificate.<br /><br /><a href="http://mywonderfulworld.com/"><span style="font-family: lucida grande;">My Wonderful World</span></a><br />This is a site dedicated to increasing educator, parents, and student interest in geography. It argues why children need to learn geography and provides resources for making that geography learning occur.<br /><br /><a href="http://www.historybuff.com/"><span style="font-family: lucida grande;">History Buff</span></a><br />Using primary source documents, this site "focuses on how news of major events were reported in newspapers of the time."Christy G. Keeler, Ph.D.http://www.blogger.com/profile/12090510919477425733noreply@blogger.comtag:blogger.com,1999:blog-6159961651130907132.post-54859917391483150502007-03-27T21:08:00.000-07:002007-03-28T08:57:57.873-07:00Favorite Readings<span style="font-family: lucida grande;">Include an introduction to this section. Then provide the title of each reading linked to the actual article. Below each title/link, include a (1) description of the article and (2) ideas on how you will incorporate ideas from the article into your future classroom.</span><br /><br /><br /><a style="font-family: lucida grande;" href="http://www.apple.com/education/digitalkids/">Digital Tools for Digital Kids</a><span style="font-family: lucida grande;"> by Apple Computer</span><br /><br /><span style="font-family: lucida grande;">This site highlights benefits of technology use in schools by arguing that today's students are different than those in the past. Today, they are "hypercommunicators," "multitaskers," and "goal oriented" who can "take in and respond to rapidly transmitted sights and sounds." Their consistent and frequent exposure to fast-faced multimedia has affected their neural pathways, creating a different generation of learners. They now need multimedia to fully embrace new learning. </span><br /><span style="font-family: lucida grande;">The article includes a table separating "digital natives" (those who grew up digital) from "digital immigrants" (those who grew up speaking "digital as a second language" ("DSL"). Students also know more coming into the classroom which changes the teacher role from information transmitter to facilitator.</span><br /><span style="font-family: lucida grande;">The primary argument is that mastering basic skills is not sufficient for teaching 21st century students. "Searching the web, finding copious results, designing databases, concept maps, and spreadsheets, to sift and sort that information into categories, recognizing frequency, trends, and patterns, and then creatively communicating findings to others, mimics the mental work of experts." The goal is to teach using inquiry, collaboration, and virtual means. "Technology proficiency" no longer means knowing the technologies, but how to use them effectively to learn "better, faster, or deeper." They need to "read critically," "speak and write persuasively," "apply mathematical and scientific principles to solve real-world problems," and "weigh current events through the lens of the world's great cultures." This is evidenced with examples from all major subject areas.</span><br /><span style="font-family: lucida grande;">The article contends that students using these new methods will be more "successful" and will have greater desires to become lifelong learners. It also uses ACOT data to show that technology use in schools increases student retention in school.</span><br /><br /><br /><br /><br /><a style="font-family: lucida grande;" href="http://coe.nevada.edu/nstrudler/31106l.pdf">Standards for a Modern World</a><span style="font-family: lucida grande;"> by Cheryl Lemke</span><br /><br /><span style="font-family: lucida grande;">Lemke introduces the four clusters of enGauge’s 21st century skills: digital age literacy, inventive thinking, effective communication, and high productivity. She argues that high-stakes testing requires we teach NCLB’s academic standards so we can appease communities we are teaching students using measurable terms. However, educators can still infuse 21st century skills into the curriculum. The argument for use of these skills is based on research stating that:</span><br /><ul style="font-family: lucida grande;"><li>authenticity (“relevancy beyond the school day, deep inquiry into an academic area, and knowledge production using what is learned”) matters;</li><li>knowledge transfer occurs more from obtaining “understanding sticks” (concepts that allow experts to connect new learning with previous learning) than from learning facts;</li><li>knowledge construction occurs by linking new and prior knowledge; and,</li><li>metacognition (“feedback, reflection, and analysis”) leads to increased transference. </li></ul><span style="font-family: lucida grande;">She illustrates her point with a lesson intended for 9-12 students on genetically modified foods. The lesson description is followed by a detailed description of how the lesson integrates 21st century skills.</span><br /><br /><br /><a style="font-family: lucida grande;" href="http://www.techlearning.com/db_area/archives/TL/2002/08/netwise.html">Netwise Teens: Safety, Ethics, and Innovation</a><span style="font-family: lucida grande;"> by Amy Poftak</span><br /><br /><span style="font-family: lucida grande;">The online article begins with a description of children today and their seamless use of technologies. It cautions educators who fail to integrate technology into their courses because the technology is a critical part of how students learn. The problem, the article contends, is that there must be a careful balance between including opportunities for students to learn using technology, and ensuring their “safe and responsible behavior.” </span><br /><span style="font-family: lucida grande;">The article notes that 98% on schools are wired and that 66% of students ages 6-17 have home access. Children are using their access in a variety of ways including use for educational issues (e.g., research) and personal issues (e.g., finding information about sexual development, trying on new personas in chat rooms). Communication is the primary activity students do online. Regarding safety, 60% of children say “they have been contacted by a stranger online.”</span><br /><span style="font-family: lucida grande;">Though they are using the internet, they are not skilled in information literacy skills (knowing what sites are credible). One way for schools to address this issue is by giving assignments requiring students to analyze, synthesize, and evaluate topics – not just report on them. 51% of children “believe that ‘most or all’ the information on the Web can be trusted to be right.” Of these children, 30% have access in private areas of their homes (e.g., their bedrooms) where they do not receive monitoring.</span><br /><span style="font-family: lucida grande;">To ensure student safety requires two approaches. First, schools must revisit their AUP (acceptable use policies). The AUPs must ensure that students do have opportunities for access at school (or the students will find access in inappropriate ways), and there must be clear consequences for students failing to follow these policies. Parents must also be aware of the school’s policies. Finally, regarding AUPs, technology definitions must be expanded to include more than just computers.</span><br /><span style="font-family: lucida grande;">The article also hints at the digital divide between students from financially strong and poor families and between boys and girls. Poftak argues that girls will engage in more online activities if computers are set in social areas of their homes.</span>Christy G. Keeler, Ph.D.http://www.blogger.com/profile/12090510919477425733noreply@blogger.comtag:blogger.com,1999:blog-6159961651130907132.post-57742295655668537522007-03-27T21:07:00.000-07:002007-03-28T08:59:33.108-07:00Technology Journey<span style="font-family: lucida grande;">Paste your paper here. </span><br /><br /><p style="text-align: left; font-family: lucida grande;">Teaching in public schools today is tough—very tough. Children and adolescents have traditionally had a myriad of issues in their lives ranging from physical, social, and emotional changes to familial concerns. What makes the beginning of the twenty-first century a unique time, though, is not just these issues, but the issues facing society as well. This is a time inundated with technology and motivated by speed. Exposure to multimedia including fast-paced images and sound begins shortly after birth. Today’s teachers must compete with television; they must compete with video games; and they must compete with movies. </p> <p style="text-align: left; font-family: lucida grande;">Unfortunately, many students tend to not want to be in school because it fails to entertain and challenge them. I contend it is the responsibility of the teacher to create an environment that is fun and challenging for students. No one wants to read a boring book. No one wants to listen to a boring lecture. No one wants to do repetitive tasks. As an educator, I have a responsibility to find alternative means of engaging my students’ interests— alternatives evidenced when reviewing characteristics of good teachers.</p> <p style="text-align: left; font-family: lucida grande;">First, good teachers love to teach. The result is the creation of classrooms where students enjoy learning. Students gain knowledge because they engage in the process of learning by choice, not because they have completed the necessary seat-time. Realizing learning is enjoyable is not only a good model for K-12 education and higher education, but also for lifelong learning. </p> <p style="text-align: left; font-family: lucida grande;">Second, good teachers encourage lifelong learning. They instill passion in their students so that when the school day is over or the final class bell rings for summer vacation, students are eager to continue their learning. Additionally, good teachers provide students the tools they need to continue learning independent of the teacher.</p> <p style="text-align: left; font-family: lucida grande;">Third, good teachers appeal to multiple modalities and intelligences. They recognize the physical, emotional, social, and cognitive needs of their students and create an instructional arena addressing those needs. They incorporate alternative learning styles into their teaching and assessment strategies and engage in hands-on activities. Their focus is on the individual learner and creating authentic experiences. They make learning an adventure — it’s exciting to be in their classrooms… it’s not monotonous. There’s something new and worthwhile everyday. </p> <p style="text-align: left; font-family: lucida grande;">Good teachers are committed to instruction and do not waste time in class. They recognize that every minute is a teachable moment. They use their strong grasp of the course content along with their creativity to deliver understandable and authentic learning. They practice teaching as an art and they challenge their students to achieve beyond what the students think they are capable of doing.</p> <p style="text-align: left; font-family: lucida grande;">Finally, good teachers are professional. They deal diplomatically with students, parents, and other professionals. They recognize that their learning in no way stops with the diploma on their wall. Their learning continues everyday in the classroom as they learn from their students and continues with in-service education opportunities. Additionally, they accept the responsibility of developing in-service opportunities for others. </p> <p style="text-align: left; font-family: lucida grande;">As a teacher educator, it is my responsibility to model good teaching behaviors. I must impress upon my students that my content area is provocative and interesting. Because the content area is fun and exciting, my students will engage in professional development related to that area after their tenure in my classes. More importantly, they will be motivated to initiate their own creative energies in developing their own exciting classrooms.</p> <p style="text-align: left; font-family: lucida grande;">The courses I have designed for higher education contexts are intended to immerse students in a teaching and learning environment where they may witness certain skills and media being presented while practicing with these in a supportive environment. Students learn what is possible and how to adapt those possibilities for use in their future classrooms. Too often in higher education, it is assumed that students can hear a lecture and be prepared to implement their new knowledge in real-life contexts. Because teaching is a craft, simply hearing about methods or media is much less effective than experiencing and practicing with them. Furthermore, as teachers become comfortable with a specific method or technology in a controlled setting, even if experienced in the role of student as opposed to instructor, this heightens their confidence when they choose to utilize it in their own classrooms. </p> <p style="text-align: left; font-family: lucida grande;">In my courses, I try to implement an approach similar to that proposed by Madeline Hunter. I tell students what to do, show them how to do it, assist them in doing it, and then allow them independent practice to enhance their skills. An example of this process appears with student-generated lesson plans. In readings and lectures, I explain to students what lesson plans are and which elements are critical to include. Next, I provide students with examples and outlines of possible lesson plan templates. In groups or as a class, we design a lesson plan. Finally, students are required to engage in independent lesson planning. The Hunter method is replicated throughout my courses through many activities such as portfolio development.</p> <p style="text-align: left; font-family: lucida grande;">Likewise, I teach students proper lesson presentation methods by engaging in these during each session. I model typical classroom structure by following strict lesson plans. These lessons always begin with a sponge activity followed by an opening. The sponge activity is meant to introduce students to instructional methodologies while preparing them for the day’s lesson. The opening, like the closing, is a brief time to review administrative issues (e.g., answer student questions, assign readings and homework) and check for student understanding of lesson material. Both an opening and closing are considered essential elements of good lesson planning and delivery (see Dick and Carey and Gagné). </p> <p style="text-align: left; font-family: lucida grande;">Within the body of each lesson, activities vary widely; however, they tend to follow a consistent structure—lecture, demonstration, guided practice. The modeling of instructional methodologies within class sessions is the most critical aspect of my course designs. </p> <p style="text-align: left; font-family: lucida grande;">If I am successful in my course design and delivery, my students will gain a passion for the course content that will outlive the course itself. They will be proud of themselves for achieving beyond what they thought was possible. And, they will use the knowledge they’ve gained in their future classrooms, transfer that knowledge to new contexts, and become independent, lifelong learners of that content.</p>Christy G. Keeler, Ph.D.http://www.blogger.com/profile/12090510919477425733noreply@blogger.comtag:blogger.com,1999:blog-6159961651130907132.post-20370644061795999962007-03-27T21:05:00.000-07:002007-03-28T08:58:40.382-07:00Lesson Plan Samples<span style="font-family:arial;">Here's where I'm posting my Lesson Plan II and all the adjunct materials.</span><br /><br /><span style="font-family:arial;">Include a brief description of the lesson plan and the adjunct materials. Below, copy/paste the entire lesson plan and link all your materials from the "Materials" section of the lesson plan.</span><br /><span style="color: rgb(153, 255, 153);font-size:130%;" ><br /></span><div style="text-align: center;font-family:arial;"><div style="text-align: left;"><span style="color: rgb(153, 255, 153);font-size:130%;" ><span style="font-weight: bold;">Lesson Plan:</span></span><br /><span style="font-size:78%;"> <span style="font-weight: bold;"><span style="color: rgb(153, 255, 153);font-size:130%;" >Defining Technology</span></span></span><br /><span style="font-size:85%;">(Also available at <a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/LP_Defining_Technology.html">http://coe.nevada.edu/ckeeler/Computers/Lessons/LP_Defining_Technology.html</a>)</span><br /></div> </div><div style="text-align: left;font-family:arial;"><span style=""><br /> <span style="font-weight: bold;">Objectives:</span><br /> </span> <div style="margin-left: 40px;"><span style="">Students will:</span><br /> </div> <div style="margin-left: 40px;"> <ul><li><span style="">Become familiar with KidPix.</span></li><li><span style="">Know the course expectations.</span></li><li><span style="">Define “technology.”</span></li><li><span style="">Differentiate between teacher productivity and instructional tools.</span></li><li><span style="">Adeptly format word processing documents using standard formatting tools (e.g., font, justification).</span> </li></ul> </div> <span style=""> <span style="font-weight: bold;">NETS-T Standards:</span><br /> </span> <div style="margin-left: 80px;"><span style=""><br /> </span><span style="">1A. Teachers demonstrate introductory knowledge, skills, and understanding of concepts related to technology.</span><br /> </div> <span style=""><br /> <span style="font-weight: bold;">Materials:</span><br /> </span> <div style="margin-left: 40px;"> <ul><li><span style="">Computers with <a href="http://www.broderbund.com/jump.jsp?itemID=588&mainPID=588&itemType=PRODUCT&RS=1&amp;amp;amp;keyword=kid+pix&ovchn=GGL&ovcpn=Photo-Video-Music&ovcrn=sr2br3go462go41pi7ai41+kid+pix&ovtac=PPC">Kidpix</a></span></li><li> <span style="">Teacher computer with <a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Slides/LP_Defining_Technology_Slides.ppt">lecture slides</a>, Microsoft Word, and KidPix</span></li><li> <span style="">Card with <a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Materials/CourseBusinessCard.doc">course contact information</a> (1 per student)</span></li><li> <span style=""><a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Materials/KidPix%20Assignment_Week%20One.doc">Kidpix assignment description</a> (1 per student)</span></li><li> <span style="">Example word processing document <a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Materials/ExampleofWPFeatures.doc">I</a> and <a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Materials/ExampleforTrackChanges.doc">II</a></span></li><li><span style=""><a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Assignments/TechJourneyIGradingRubric.doc">Technology Journey I grading rubric</a> (1 per student)</span></li><li> <span style="">"University Computing" booklets (1 per student)</span></li><li> <span style="">Digital camera</span></li><li><span style="">Flash drive</span></li><li><span style="">iPod with USB cable</span></li><li><span style="">NetStorage "Group Computing Account" <a href="http://coe.nevada.edu/ckeeler/Computers/Materials/NetStorage_Group%20Create.doc">form</a><br /> </span></li></ul> </div> <span style=""> <span style="font-weight: bold;">Procedures:</span><br /><br /> </span> <div style="margin-left: 40px;"><span style="">Before students arrive, open KidPix on all computers in the classroom.<br /><br />Stand at the door and individually greet students. Introduce yourself, learn their names, and encourage students to get to know one another. Have each student review their contact information in the instructor's address book and take a photo of themselves for the address book using <a href="http://www.apple.com/imac/isight.html">Photo Booth</a>.</span><br /> </div> <span style=""><br /> </span> <div style="margin-left: 40px;"><span style=""><span style="font-weight: bold;">Sponge Activity: “Using KidPix to Describe Feelings about Technology”</span> (20 minutes)</span><br /> </div> <span style=""><br /> </span> <div style="margin-left: 80px;"><span style="">As students enter the class, invite each to choose a computer (Mac or PC based on personal preference) and hand them a <a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Materials/KidPix%20Assignment_Week%20One.doc">paper</a> with directions </span><span style="">reading: “Have fun using KidPix to describe how you feel about technology. When done, save your work in a manner that will allow you to access it from somewhere else on campus, but keep it on your screen. Then, move around the room viewing what your classmates created. The rules are: (1) Be creative and honest. (2) Feel free to ask anyone for help and to help others.”</span><br /><br /> <span style="">Once all students finish, have them walk around the room viewing the work of their peers. Then, ask the following questions:</span><br /> </div> <ul style="margin-left: 80px;"><li><span style="">How did it make you feel to express yourself using KidPix?</span></li><li><span style="">If your class of elementary students were familiar with KidPix, what similar types of activities could you do with them?</span></li></ul> <span style=""> </span> <div style="margin-left: 80px;"><span style="">Segue into the course content by noting that this course is designed to prepare future elementary teachers to incorporate technology into their courses.</span><br /> </div> <span style=""><br /> </span> <div style="margin-left: 40px;"><span style=""><span style="font-weight: bold;">Opening</span> (2 minutes)<br /> </span> <ul><li><span style="">Welcome and introduction</span></li><li><span style="">Announce the daily objectives</span></li><li><span style="">Announce the daily outline</span></li></ul> <span style=""><span style="font-weight: bold;">Lecture: Review Syllabus</span> (10 minutes)</span><br /> </div> <span style=""> </span> <div style="margin-left: 40px;"> <ul><li><span style="">Provide each student with a <a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Materials/CourseBusinessCard.doc">course business card</a>.</span><br /> </li><li><span style="">Have each student link to the <a href="http://coe.nevada.edu/ckeeler/Computers">course website</a> and look at the <a href="http://coe.nevada.edu/ckeeler/Computers/Syllabus.html">syllabus</a> and course <a href="http://coe.nevada.edu/ckeeler/Computers/Outline.html">outline</a> (note that both are subject to change)</span></li><li> <span style="">Review the course structure, readings, expectations, and assessment procedures</span></li><li> <span style="">Discuss requirements for class participation</span></li></ul> </div> <span style=""> </span> <div style="margin-left: 40px;"><span style=""><span style="font-weight: bold;">Lecture/Discussion</span> (20 minutes) - See lecture <a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Slides/LP_Defining_Technology_Slides.ppt">slides</a>/<a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Materials/TechnologyDefinitions.doc">notes</a></span><a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Materials/TechnologyDefinitions.doc"><br /> </a> </div> <ul style="margin-left: 40px;"><li><span style="">Ask students what technology means.</span></li><li><span style="">Define technology.</span></li><li><span style="">Ask students what technologies are available in PreK-8 classrooms.</span></li><li><span style="">Have students brainstorm ways teachers use technology. Enter their answers into a word processing document.</span></li><li><span style="">Differentiate between productivity and instructional tools.</span></li><li><span style="">Have students identify which of the items they brainstormed were productivity and which were instructional tools. Separate these into a table in a word processing document.</span><br /> </li></ul> <div style="margin-left: 40px;"><span style=""><a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Movies/IntroToWordI.mov"><span style="font-weight: bold;">Demonstration: Word Processing </span> I</a> and <a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Movies/IntroToWordII.mov">II</a> (20 minutes)</span><br /> </div> <span style=""><br /> </span> <div style="margin-left: 80px;"><span style="">Describe the “<a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Assignments/TechJourneyIGradingRubric.doc">Technology Journey I</a>” assignment and encourage them to use word processing features when and where appropriate in their upcoming papers. Create a document similar to what they will create containing the features below. (<a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Materials/ExampleofWPFeatures.doc">See example</a>.)<br /> </span><span style=""><br /> </span> <div style="margin-left: 40px;"><span style="">• Font type, size, color, and style</span><br /> <span style="">• Justification</span><br /> <span style="">• Spacing</span><br /> <span style="">• Tabs</span><br /> <span style="">• Page set-up</span><br /> <span style="">• Headers/footers</span><br /> <span style="">• Bullets</span><br /> <span style="">• Toolbars</span><br /> <span style="">• View size</span><br /> <span style="">• Tables</span><br /> <span style="">• Spell checking</span><br /> <span style="">• Grammar checking</span><br /> <span style="">• Dictionary/Thesaurus</span><br /> <span style="">• Track changes</span></div> <br /> <span style="">Invite students to stay after class if there are any demonstrated features they do not feel competent they could use independently. I will plan to stay after class to assist those students lacking these skills.<br /><br /> </span></div> <span style=""> </span> <div style="margin-left: 40px;"><span style=""><span style="font-weight: bold;">Closure</span> (3 minutes)</span><br /> </div> <ul style="margin-left: 40px;"><li><span style="">Review daily objectives and outline</span></li><li><span style="">Assign <a href="http://coe.nevada.edu/ckeeler/Computers/Outline.html">readings</a> </span></li><li><span style="">Remind students to keep back-ups of all documents (from this or other courses) they feel they may want to later include in their e-portfolios</span></li><li><span style="">Remind students of the due date for the <a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Assignments/TechJourneyIGradingRubric.doc">Technology Journey I</a> – Draft<br /> </span></li><li><span style="">Tell students <a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Movies/IntroToWordI.mov">video I</a> and <a href="http://coe.nevada.edu/ckeeler/Computers/Lessons/Movies/IntroToWordII.mov">video II</a> of the Word demonstration are available online</span></li></ul> <span style="">Note: Send out first week follow-up email this week.</span></div> <big style="font-family: lucida grande;"><big><br /> </big></big>Christy G. Keeler, Ph.D.http://www.blogger.com/profile/12090510919477425733noreply@blogger.comtag:blogger.com,1999:blog-6159961651130907132.post-3000961828891954212007-03-25T14:01:00.000-07:002007-04-23T20:33:02.936-07:00Artifacts<span style="font-family:lucida grande;">Below are some of the artifacts I feel best reflect my ability to compentently and professionally teach elementary school students. The artifacts also highlight my ability to integrate technology into the classroom.</span><span style="font-size:130%;"><span style="color: rgb(153, 255, 153);font-family:lucida grande;" ><br /><br /><span style="font-weight: bold;">Software Evaluation Form</span></span></span><span style="font-weight: bold;"> </span><span style="font-family:lucida grande;"><br />I created a software evaluation form so I could quickly evaluate software based on research-designed principles. The elements of the evaluation focus on:</span> <ul style="font-family: lucida grande;"><li>Describing the software</li><li>Detailing the usefulness of the software within educational contexts</li></ul><span style="font-family:lucida grande;">To make the form easily re-usable, it appears in template format (meaning everytime it is opened it opens with a clean set of fields and prompting users to save the new document after adding information) and with form fields (providing a location for users to input information).<br />The downloadable form is available <a href="http://complabs.nevada.edu/%7Echristykeeler/SoftwareEvalForm.doc">here</a>.<br /><br /></span><span style="font-size:130%;"><span style="color: rgb(153, 255, 153); font-weight: bold;font-family:lucida grande;" >Bracken Field Trip</span> </span><span style="font-family:lucida grande;"><br /><span>On March 26, 2007, I had the opportunity to visit Bracken Magnet School of Mathematics and Science through Technology. While there, I learned of incredibly useful instructional tools including </span><a href="http://www.leapfrog.com/">LeapFrog products</a><span>, Danas, and AlphaSmarts, and I had the privilege to see students using these tools for educational purposes. In one case, I observed two students plaing "Battleship" with their Danas. Through the game, they were learning strategy they would later need when solving math problems. I also observed a student using </span><a href="http://earth.google.com/">Google Earth</a><span> to find his home. He was able to tell me that he lives in Nevada and he told me the names of all the neighboring states. Below are some pictures from the field trip.</span></span><br /><span style="font-weight: bold;font-family:lucida grande;" > </span><a style="font-weight: bold;" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP3EHGYlvEOlAd9zZtK3-Br102ilYjFHfFplIEk2Kz0vb_PaxGZsWMTugyieQxpfkSSA5TpCEo4Mz-xWjhJzwZOXNc1RAoPbcpV4bkhJY_uLHYF6RnE6ZuJBKSkK2sRahxxsBa8nZthb8/s1600-h/BrackenComputerPainting.JPG"><img style="cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP3EHGYlvEOlAd9zZtK3-Br102ilYjFHfFplIEk2Kz0vb_PaxGZsWMTugyieQxpfkSSA5TpCEo4Mz-xWjhJzwZOXNc1RAoPbcpV4bkhJY_uLHYF6RnE6ZuJBKSkK2sRahxxsBa8nZthb8/s200/BrackenComputerPainting.JPG" alt="" id="BLOGGER_PHOTO_ID_5047010380727321554" border="0" /></a><a style="font-weight: bold;" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAwLHcwK8L_AbvS5tCIl_E2VxVc9SvLDK8uMUgXGAQq4SqVwLqCgyAHCU50hUXUr-Qs7AVDSc3eq-ZZdBnpDAyP-UXxDeWA5IrVHMMwhtCY7OtnsjsFoA6nKeHbnTM2NWKiHbQAagBQTk/s1600-h/BrackenGroupPhotoSpr07.JPG"><img style="cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAwLHcwK8L_AbvS5tCIl_E2VxVc9SvLDK8uMUgXGAQq4SqVwLqCgyAHCU50hUXUr-Qs7AVDSc3eq-ZZdBnpDAyP-UXxDeWA5IrVHMMwhtCY7OtnsjsFoA6nKeHbnTM2NWKiHbQAagBQTk/s200/BrackenGroupPhotoSpr07.JPG" alt="" id="BLOGGER_PHOTO_ID_5047009715007390642" border="0" /></a><a style="font-weight: bold;" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnw92wqBCYofSn2GpLc0nD2cLRnjY2n6Bw5DEBBSoBvPY8nWoH1hSsZzZzjMwxPWyC_dTVMysVUrIiOfFKfrFgHNukCjNicZEDzLutM5j_Uu8R9UFM0c9AuIlI5CKLV_DaIqazojBJnm4/s1600-h/DJAtBracken.JPG"><img style="cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnw92wqBCYofSn2GpLc0nD2cLRnjY2n6Bw5DEBBSoBvPY8nWoH1hSsZzZzjMwxPWyC_dTVMysVUrIiOfFKfrFgHNukCjNicZEDzLutM5j_Uu8R9UFM0c9AuIlI5CKLV_DaIqazojBJnm4/s200/DJAtBracken.JPG" alt="" id="BLOGGER_PHOTO_ID_5047010677080064994" border="0" /></a><br /><br /><span style="font-family:lucida grande;"><br /></span> <span style="font-weight: bold;font-size:130%;" ><span style="color: rgb(153, 255, 153);font-family:lucida grande;" >M&M Spreadsheets</span></span><span style="font-family:lucida grande;"><br />I am excited about the use of spreadsheets in my classroom to teach students math and other content-related skills. In the example spreadsheet below, I show a spreadsheet I created that has students estimate the number of M&Ms in a tube of mini M&Ms and then they go through the scientific methodto prove or disprove their hypotheses. Click <a href="http://complabs.nevada.edu/%7Echristykeeler/MnMTest.jpg">here</a> to see the spreadsheet I made when doing this lesson with a group of first grade students at Garehime Elementary School.<br /><br /><br /></span><span style="font-weight: bold;font-size:130%;" ><span style="color: rgb(153, 255, 153);font-family:lucida grande;" >Video Development</span></span><span style="font-family:lucida grande;"><br />To assist my students in learning new technologies, I deliver many in-class demonstrations. Because I know that some students need more than one demonstration, or they prefer to work during the demonstration, I also provide them with online videos of those demonstrations. Below is a video I created to teach students how to create a blog-based e-portfolio website.</span><br /><span style="font-family:lucida grande;"><br /><br /><embed src="http://www.teachertube.com/flvplayer.swf" FlashVars="config=http://www.teachertube.com/flvplayer.php?viewkey=0edfa11c2064e9edee8b&vimg=http://www.teachertube.com/thumb/1_932.jpg" quality="high" bgcolor="#000000" wmode="transparent" width="425" height="350" loop="false" align="middle" type="application/x-shockwave-flash" pluginspage="http://www.macromedia.com/go/getflashplayer"> </embed><br /><br /></span>Christy G. Keeler, Ph.D.http://www.blogger.com/profile/12090510919477425733noreply@blogger.com