MIT 515
Spring 2003
Context * Instructional Goals * The Product * Content * Functional Specifications * Social
Support * Instructional Event * Evaluation
Project:
TechKnowTeach: Seamless Technology Integration
Unit 2: Software
and Hardware Management in Integration
Many classroom teachers need to know how to use and troubleshoot software
and hardware. This makes them
apprehensive in teaching integrated technology lessons. Before the teachers develop management skills in Unit 3 of this course, they need to learn the basics of the software and hardware that
they are about to use. In Unit 2,
teachers face various scenarios that will require
hardware and software use that is unfamiliar to them. Resources are available in print, multimedia,
and online to provide the support they will need to learn quickly how to use
the items. Using the resources and
experiences, the teachers become prepared for the use of technology.
Audience –The primary audience
are public schoolteachers in
Learner characteristics include:
1) Obtain above the required amount of technology
renewal credits in accordance with county licensing requirements (30 hours
within 5 years)
2) Have some experience with computer use for work such
as typing memos (Microsoft Word or Works), recording grades using Integrade, and logging on and using the network
to access files and begin programs. Microsoft Internet Explorer and Mulitmedia software may be familiar but not used regularly.
3) Persistently seek out opportunities for collaboration
through problem solving by serving on committees such as school technology
teams, leadership/school improvement teams, and literacy teams at each school.
4) Have the readiness to integrate technology into
existing curriculum instruction by submitting at least one integrated technology
lesson for every two weeks of lesson plans
5) Maintain basic teacher websites (Schoolnotes.com) and
using email to communicate with the community as well as other faculty.
6) Have attended at least one New Hanover County
Technology Fair to see what types of activities are done in many other schools.
Needs –NC Computer Skills
Curriculum has specific objectives for each grade level. In the eighth grade all students must take
the first computer skills competency test. This test must be passed before
graduation in order for students to receive a diploma. Because of these standards, pressure is
placed on teachers to cover the computer skills and knowledge before the 8th
grade. As a result, the teachers in NHC
must begin to use technology in the classroom on a regular basis.
Staff development is offered throughout the year and
teachers still lack the skills they need to teach technology. Currently, the teachers are not taking
advantage of county workshops due to time constraints placed on them. For example, a Microsoft Spreadsheets and
Database workshop may be offered on three separate designated workdays. A teacher who needed it would sign up for the
workshop if they weren’t already required to attend other content area
workshops on those days.
Support and resources online and in print must be
made available for teachers to use when they are able to make the time. They should begin working collaboratively in
order to share their expertise and help each other learn computer skills.
Environment – New Hanover County
Schools System holds an average of 24 in the class size. Most classrooms have at least one computer
with Internet access. All teachers have
access to various hardware such as televisions, scan converters (for using
computers to tv), digital
cameras, and scanners. There is one
computer resource teacher at every school.
Stakeholders –Students of
Tasks –
Scenario 1: You have been selected to serve on the
school technology team. Now that you are
a team member, many teachers come to you with questions about using the digital
cameras that are new to the school and how to use certain types of
software. You are also asked to
frequently help set up equipment for special presentations.
Problem: Open House is coming up and teachers need to
learn how to edit digital photos and create a PowerPoint Multimedia
presentation that will run continuously for Open House. Teachers have never done this before in your
school but the hardware and software is available. A science teacher comes to you with a floppy
disk full of photos from the science fair in the school library. Some of the
photos must be rotated and cropped. She wants to put them into a PowerPoint
slide show to be used at the next PTA Open House. She wants to use a “nature” theme and include
music playing in the background while the show is running continuously. Some of
her students created graphs using paper and colored pencils and she wants to
put them into the presentation. However,
due to scheduling conflicts you are unable to set a time to meet with her to
show her how to do it. You must find
some way to give her directions on how to create it on her own. Develop materials and a plan to implement
this project.
o
You will need to ask the Computer Resource Teacher
and other teachers in the school to find out what handouts already exist and
then modify it to the science teacher’s preferences.
o
You will use online resources to find tips on how to modify photos
without elaborate software and find out what is available to her.
o
You will need to include information on how to setup tables and charts
within the slides.
o
You will need to create a sample that consists of 3 or 4 slides. Include
all items that the teacher wants to incorporate.
o
Pay attention to the following:
Versions of PowerPoint and Microsoft Works software, copyright issues
concerning music and clip art for the nature theme, availability of hardware
that is needed for the night of the Open House, some photos will need to be
adjusted after they are inserted into a PowerPoint slide.
As an individual you will create the sample and post
it for feedback in the forum and email it to the instructor.
As a group project, you will research
and design directions to help the science teacher complete her task. Assign your group members a specific role
during the task (Leader, Think Tanks, Writer, Editor, Evaluator, etc.)
Students will create print handouts (save to server space or disk) for specific uses of Microsoft PowerPoint. Uses will include Creating a presentation, insert sounds, play cd track, edit transitions, insert clip art, edit photos within PowerPoint, and slide show setup. Students will create print handouts (save to server space or disk) for specific uses of Microsoft Works. Uses will include entering data and creating a chart with specific titles. Students will use problem-solving skills and use human, print, and online resources to find solutions to problems using technology. Students
will find technology resources that aid in the use of software (PowerPoint) so
that it may be displayed on a television in a classroom.
Students will understand copyright and fair use
policy about using music and clip art within a PowerPoint Presentation.
The unit presents the problems and to develop solutions, the
teacher must use specific hardware and software tools. The activities will be divided up into group
and individual assignments. Within the
unit activities, the teachers will provide a product created using several
software programs. They will create a
basic spreadsheet and graph, word processing document, a short PowerPoint
presentation and use a digital camera. Using
online and print resources, the teachers will learn how to use the technology
components to create the final products.
The instructor of the course as well as fellow students will be
available to help with any assistance as needed.
Unit
2 Content includes:
1) Software use-Basic use of Internet Explorer, MS
Works, MS PowerPoint; Hands on activities include:
a. Creating a set of directions on how to modify
PowerPoint presentations and create a slideshow
b. Enter data and create a chart in Microsoft Works;
Saving files to a disk
c. Discuss ways to get help with software
use and share resources that will be helpful.
2) Hardware use-Digital Camera and Flatbed
scanner; Hands on activities include:
a. Scanning the cover of a magazine and
posting it in WebCT (for practicing using a scanner), creating a handout with
directions on how to use the flatbed scanner
b. Taking a digital photo with a camera
inserting them into PowerPoint, creating directions for this
c. Post questions and concerns when
completing these projects, provide solutions to problems encountered during the
process.
d. Setup equipment that will display a PowerPoint
presentation on a television.
3) Copyright and Fair Use Policy of using
clip art and music to enhance a multimedia presentation for educational use.
Manipulation Space:
Unit
2 is contained in two online environments.
WebCT contains the collaboration tools, while the home page outside of
WebCT will contain the presentation of the scenarios or cases and activity
descriptions. The items in WebCT include
e-mail, chat, forum, and resources. The items on the home page include
scenarios or cases, activities, and assignments.
Cognitive Tools
1) Problem/Task Representation Tools:
Each task/problem
contains description of the task in text form.
A table will represent the various information resources that may be
used.
|
Scenario 1 |
Online Resources |
Human Resources |
Other resources |
|
Description of problem… |
List of websites… |
Computer Resource Teacher… |
… |
2) Performance Support Tools:
A
sample PowerPoint Slideshow will be posted for viewing. Students may use this as a guide for scenario
1.
3) Information Gathering Tools:
The students have
access to a list of web resources to assist the learner in gathering
information and find material for support. Online tutorials may be helpful in
print and interactive form.
Communication Tools
1)
Email: To send private messages to instructor for
one on one help, send files to instructor for grading, email group members for
general announcements
2)
Forum: Post individual and group files, post ideas,
questions, feedback for others and self, discuss issues that arise while
working on units
3)
Chat: For
synchronous discussions about group projects
4)
Whiteboard: An additional tool for use with group
projects
Problem Representation:
1) A real-world
question or problem within the realm of the public education system that
relates to the use of technology within a school. This problem
is relevant to each learner and there are many ways to solve it. The instructor the case or problem and key
information that the students must take into consideration while developing a
solution to the problem. Students will
begin discussing many issues that arise while initially thinking of the
problem.
2) Information
Resources that are both static and dynamic and provide an in depth look at
current issues that relate to the real-world problem. These
resources include cognitive tools (sample table and PowerPoint) that assist the
learners while they gather information to form solutions to their
problems. Websites with online tutorials
will be listed for Microsoft Works and PowerPoint.
3) Group activities that must utilize the collaborative
and conversation tools provided
within the online environment. The
learners facilitate discussions and develop mini presentations of their
conclusions and solutions.
4) An individual reflection activity that may be
exchanged with other students online. Once students develop several different
solutions to their problems, the instructor provides an
rubric form for each student to complete.
It asks learners to reflect on their strategies and assumptions, explain
their responses, and describe whether they should make further changes.
Social contextual support plays major role in the
completion of the tasks. Within group
activities, students who are leaders must facilitate the discussions. Other members in the group must help answer
questions and reflect on ideas of other member postings. The instructor must be present within the
discussions to re-direct, post additional questions, and keep the discussions
on the right path to promote efficiency.
The instructor must also provide prompt and thorough response in both
the group forum and individual forums.
The Help forum exists for all students to post when they need emergent
help. The instructor must monitor the
forum, emails, and help topic area for any urgent messages.
The instructor plays the support role and attends or
reviews all chat discussions that take place.
They must ask authentic questions and identify problems as they
occur. Students provide feedback and
reflections as well and it is important that all students participate
actively. Importance is placed on this
participation and is reflected in the grading rubrics.
Elaine
is a teacher of a middle school in
Once
Elaine understands the overall problem presented in Unit 2, goes to the link to
Group Activity. It directs her to WebCT
to begin working on her group activities.
She will go into WebCT and start communicating with her group members in
the forum. The forum area will be used
continuously until the task is complete.
A link to Resources (websites and files) is available in WebCT as well
as the Unit 2 Homepage. Tables,
handouts, and PowerPoint samples are available in Resources page.
When
she is ready to work on the individual activities, she returns to the Unit 2
homepage and reviews the expectations.
Expectations and rubrics are included in the Group and Individual
assignment area on the Unit 2 homepage.
She will post initial ideas in the forum and receive feedback from the
instructor as well as some classmates.
She will use the resources in WebCT or Unit 2 Homepage. All assignments will be sent to the
instructor.
Her
working path:
1. Unit 2 Homepage – Read problem statement
2. Unit 2 Homepage - Group Activity Assignment/Rubrics
3. WebCT Forum
4. Unit 2 Homepage or WebCT - Resources
5. WebCT email, chat, and whiteboard as needed.
6. Unit 2 Homepage - Individual Assignment/Rubrics
7. WebCT forum
8. Unit 2 Homepage or WebCT - Resources
9. WebCT Email
Learner Assessment
Students are required to
complete tasks that include a PowerPoint presentation as an individual
activity, instructional materials development as a group activity. Rubrics for both will be used for final
assessment.
Participation in
discussion forums by posting comments and summaries as well as reflect and
respond to classmates’ opinions and statements is expected. Students play roles during these forums and
lead the discussions on a rotation. In order to complete group activities,
students must participate in chats and submit assignments. The grading of the completion of these tasks,
final products, and reflections is based on a combination participation and
overall content. Assessment is based on
process and product.
The usability evaluation will
take place at the completion of the unit development as
outlined in the course proposal.