Project-Based Learning - Health, Science, Technology, Langauge Arts and Youth Service- Coming Soon.

Project-Based Learning
An Interdisciplinary Team Approach to Learning – Using the NTeQ Philosophy of Technology Integration



























Sarah L. Lynch, IT Instructor, Marshall Middle School
February 2008

Project Contents
Abstract Page 3
Science Pages 4-5
Math Page 6
Health Page 7
Language Arts Page 8
Massachusetts History & Social Science Page 9
Technology Pages 10-11
Project Plan Pages 12-13
Data Tables Pages 14-17
Analysis/Questions Page 18
Evaluation/Rubrics Pages 19-20
Assessment Technology Tracking Grid Pages 21-22
Web Blog Pages 23 26
References Page 27
 
Abstract
This is an interdisciplinary student centered project in which students will explore, discover and learn about the science of an individual’s reaction time and the impact and connection the results have upon real world situations. The NTeQ Philosophy of Technology Integration model provides the framework with respect to the primary roles of the student, teacher, technology and unit lessons that follow. The unit requires students to use technology in meaningful ways in order to design, problem solve, make decisions, and investigate the subject matter. Students will work in pairs to formulate ideas, solutions and presentations.
The project serves as reference or stepping stone for teaching teams at the Marshall Middle School, in math, science, language arts, health, and history & social sciences, to consider, when engaging in collaborative planning with the use of technology. Specific benchmarks have been identified within the respective areas. In addition to the frameworks, the project includes targeted areas from the Marshall Middle School Improvement Plan. Below is a summary of strands, topics and objectives for each of the disciplines as well as the lesson plan for project implementation within the area of technology integration. In addition to the targeted benchmarks, students learn to work effectively within a community and take on social responsibilities. Pre-teaching pertaining to prerequisites is required within each discipline. The project duration timeframe is expected to be 3-4 weeks. Teaching teams may find that certain subject matter is best conveyed in a lecture-style instructional format depending upon time and class profiles. All documents required to complete the technology section of this document are contained in electronic format and located on an external server. Students will use, “Znail”. Username: reaction Password: time
Note: Due to the experience level of students, this project required more structure than one would typically
observe in a project-based learning environment.

Differentiated Instruction
Differentiated instruction must include the legal requirements pertaining to the implementation of a student’s I.E.P. in the areas of modifications, accommodations and I.E.P. objectives.
Teaching Strategies Instructional Activities
Direct instruction Hands-on lab activities
Inquiry-based learning Inquiry web search and class blog
Cooperative learning Applications (Word, Movie Maker, PowerPoint)
Information processing strategies (graphic organizing)

Instructional Modifications Student Performance Outcome/Assessment
Time allotted, instructional support, models, skill level, Rubric, Technology tracking grid, Media presentation
delivery of instruction, responses to instruction Video, Music, Document – Poem - Open

Science

Strands Topics
Life Science (Biology) Anatomy and Physiology
Systems in Living Things

Anatomy and Physiology
4.4 Explain how the nervous system (brain, spinal cord, sensory neurons, and motor neurons) mediates
communication among different parts of the body and mediates the body’s interactions with the
environment. Identify the basic unit of the nervous system, the neuron, and explain generally
how it works.


Systems in Living Things

6. Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control and coordination) and describe ways that these systems interact with each other.

Process Skills: measuring, collecting data, hypothesizing
Objectives:
o Using the Microsoft Word tables features, students will understand the importance for organizing data in order to analyze and formulate theories
o Within the context of these tables, students will compare, contrast and record reaction times to at least three different stimuli consisting of at least five trials per stimuli measured by a meter stick.
o Students will understand the importance of reaction time reflected within their summary reports as it relates to responsible behaviors
o Students will appreciate the use of technology in the field of science
o Students will continue to learn science through inquiry





Component Summary (Pre-teaching Required)
Sixth grade science students at the Marshall Middle School are exposed to an introduction to the various control systems including the nervous system as part of their required curriculum. The lab component of this project is intended to be used in a biology or health curriculum as an introduction to nervous regulation. Using technology, students explore reaction times to a variety of stimuli and compare and contrast their findings. A reaction to a physical response from a stimulus within the environment requires an individual to detect a stimulus by a receptor such as the eyes or ears. The information is transferred via signal to the nervous system and the actual motion signals the response. Reaction time is a measure based upon how quickly an individual responds to a stimulus. Student understandings of such reactions and related concepts will be tested and measured against several variables, charted in table format and analyzed. Findings will be discussed in conjunction with social habits common to the age group, impacted by reaction time, and responsible behaviors.
 


Math

Strands Topics
Data Analysis, Statistics, and Probability Statistical Averages

6.D.1 Describe and compare data sets using the concepts of median, mean, mode, maximum, minimum,
and range.

6.D.4 Predict the probability of outcomes of simple experiments (e.g., tossing a coin, rolling a die) and test the
predictions. Use appropriate ratios between 0 and 1 to represent the probability of the outcome and
associate the probability with the likelihood of the event.


Exploratory Concepts and Skills
• Set up and analyze capture-recapture experiments
• Generate and group data, record the data using frequency tables and interpret the tables
• Select, create, and use appropriate graphical representations of data, including histograms, box plots,
and scatter plots.
• Compare different representations of the same data and evaluate how well each representation shows
important aspects of the data.
Objectives:
• Students will define the terms: mean, medium, mode and range as statistics that provide averages and the importance and relevance of this information for assisting with the formulation of conclusions.
• Using Microsoft Word, students will create formulas using basic operators and functions to compare and contrast data findings (mean, mode, medium and range.)
• Students will formulate questions that can be addressed with data and collect, organize, and
display relevant data responses
• Students will select and use appropriate statistical methods to analyze data
• Students will develop and evaluate inferences and predictions that are based upon data
• Students will understand and apply basic concepts of probability
Component Summary (Pre-Teaching Required)
Statistical questions found on the Massachusetts MCAS assessments within this project are applied within the context of a science lab. Statistical data is collected, analyzed and recorded in table formats. Each of the tables include statistical components for students to solve using formulas, including functions contained within the software, e.g., mean, median, mode, range, as well as minimum and maximum values. Graphical representation using a variety of graphs contained within the Excel software will be used to illustrate each of the tables for students to further analyze as part of the science component requirement.
Health
Strands Topics
Safety and Prevention Safety and Injury Prevention
Tobacco, Alcohol, and Other Substance Use/Abuse Prevention
• Personal Responsibility, Learning Standard 9.8
• Accidents and Injuries, Learning Standard 9.13
• Influence of Substances, Learning Standard 10.9
• Making Informed Decisions, Learning Standards 10.11, 10.13
Objectives
o Using the data summary tables from the science experiment, students will identify factors
which can impact an individual’s reaction time and the impact these factors have upon personal safety. (Texting and/or cell phone use while driving. In addition students will identify careers that depend upon an individual’s reaction time and the importance of reaction time within these professions. Factors identified will be referenced within a multi-media presentation as part of the language arts component of this project.
Real World Applications
• Operating a motor vehicle with or without night blindness while texting, cell phone use, reading directions, etc.
• Headphones used on a daily basis (bicycle riding, walking to and from bus, walking along a roadside, railroad tracks)
• Listening to loud music
• Sunglasses vs. eyeglasses
• Tinted eye glasses
In a real world setting, there are many situations and professions dependent upon reaction time.
• Racing car drivers
• Sports – Baseball, hockey, basketball, soccer, etc.
• Police Officers
• Criminals
• Music conductors
• Train conductors
• Bus drivers
• Singers
• Ambulance drivers
• Firefighters

Language Arts

Strands Topics
Language Oral Presentation, Standard 3
Composition Research, Standard 24
Evaluating writing and Presentations, Standard 25
Media Media Production, Standard 27


• Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed, Standard 3.

• Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain and use it to answer their own questions, Standard 24.

• Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium, Media Production, Standard 27.

Component Summary (Pre-Teaching Required)
Students will synthesize the information within this entire project and create a multi-media presentation. The presentation will include an introductory component pertaining to reaction time along with visuals that support the information. Students will incorporate summary information pertaining to responsible behaviors and the impact impaired reaction time can have upon an individual as well as the safety of others.









Massachusetts History and Social Science
Strands Topics
American Government Government, Principles
• Evaluate, take, and defend positions on issues concerning foundational ideas or values in tension or conflict,
USG. , 2.8

• Explain the formal process of how a bill becomes a law and define the terms initiative and referendum, USG. , 3.9

• Use a variety of sources, including newspaper and Internet web sites, to identify current state and local legislative issues and examine the influence on the legislative process of political parties, interest groups, grass roots organizations, lobbyists, public opinion, the news media, and individual voters., USG., 3.12

Component Summary
The Massachusetts History and Social Science frameworks stated above provide students with an excellent opportunity for students to examine the history of past and present conflicts of opinions and movements pertaining to social liberties of individuals and the impact these liberties can have upon public welfare, e.g., smoking, drinking, the use of electronic devices while driving.
Using the Reaction Time lab, students will create a graphic organizer listing the pros and cons of using electronic devices within contexts that can compromise the welfare of the individual with the device and/or others. Using the Internet, students will research the history of tragic events pertaining to public safety as a result of electronic devices within a particular context. Students will utilize their knowledge gained from the Reaction Time lab tables and a variety of sources, including the Internet to formulate a stand on the issue.
Students will draft a document or media presentation summarizing this information and share the draft with their peers and political leaders.
Note: Frameworks above are part of a high school curriculum. The frameworks were introduced into this project as a result of the key connection and opportunity to provide students with information pertaining to the rights and welfare of individuals and the opportunity to voice a stand pertaining to a liberty within an appropriate format.





Technology (Prerequisites – Beginning-advanced skills level – Microsoft Word 2007)
Strands Topics
Computer Applications Word Processing, Internet and Multi-media
Ethics Privacy, Plagiarism, spam, hacking, file sharing
Research, Critical Thinking, Problem Solving, Decision Making Fair use guidelines for copyrighted materials (e.g.,
Communication, Collaboration, Creativity, and Innovation images, music, video, text)
Communication Tools (blogs, wikis)

Standard One – Computer Applications
• Demonstrate use of intermediate features in word processing applications (e.g., tabs, indents, headers and footers, end notes, bullet and numbering, tables), Standard 1.6., Word Processing/Desktop Publishing.
• Use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of work, Standard 1.25, Multimedia.
• Use Web browsing to access information (e.g., enter a URL, access links, create bookmarks,/favorites, print Web pages.), Standard 1.18 Internet, Networking, and Online Communication.
• Create a multimedia presentation using various medias as appropriate (e.g., audio, video, animations, etc.), Standard 1.24, Multimedia.

Standard Two- Responsible use of technology, ethics and safety
• Explain ethical issues related to privacy, plagiarism, spam, viruses, hacking, and file sharing, Standard 2.1.
• Explain how copyright law protects the ownership of intellectual property, and explain possible consequences of violating the law, Standard 2.3.
• Explain fair use guidelines for using copyrighted materials (e.g., images, music, video, text) in school projects, Standard 2.3
• Describe appropriate and responsible use of communication tools (e.g., chats, instant messaging, blogs, wikis), Standard 2.4.
• Explain how technology can support communication and collaboration, personal and professional productivity, and lifelong learning, Standard 2.7.

Standard Three – Research critical thinking, problem solving, decision making, communication, creativity
• Explain and demonstrate effective searching and browsing strategies when working on projects, Standard 3.1.
• Independently use appropriate technology tools (e.g., graphic organizer) to define problems and propose hypothesis, Standard 3.4.
• Plan, design, and develop a multimedia product to present research findings and creative ideas effectively, citing sources, Standard 3.7.
• Use a variety of communication tools (e.g., email, discussion groups, Web pages, blogs, Web conferences) to collaborate and communicate with peers, experts, and other audiences (at district’s discretion, Standard 3.9.

Technology Objectives:
• Pre-Planning Process– Students will form a conceptual framework in order to design appropriate technology tools to implement the data collection component of the science experiment. Guiding questions include:
Planning for Data Collection and Analysis
• How will you design appropriate data tables?
• What information will be recorded?
• How will you record your results of your reaction times and variables?
• How will you analyze your data and test your hypothesis?
• What type of formulas will be needed to calculate your data?
• How will you know if your hypothesis is confirmed or refuted?
• What evidence will you reference to support your findings?

• Using Microsoft Word, 2007, students will create, save and upload multiple tables for recording scientific data. (See Reaction Time Data Sheet Models)

Table Skills & File Management:

Creating Tables

o Insert a table by using Quick Tables
o Insert or Create a table
o Draw a Table
o Add a cell row, or column to a table
o Delete a cell, row, or column from a table
o Merge or split cells in a table
o Move or copy a table
o Convert text to table or vice versa
o Identifying appropriate rows, columns for multiple problems
Formatting Tables
o Format a table
o Sort the contents of a table
o Number the cells in a table
o Repeat a table heading on subsequent pages
o Move or copy a table
o Create formulas (cell referencing, operators & functions)
o Add Borders and fills to highlight headings
File Management
o Save, retrieve and upload data to virtual storage incorporating mnemonics filenames

Science, Math, Health, Language Arts, and Technology
Project Title: Reaction Time Grade Levels: 6-8
Massachusetts Curriculum Frameworks and District Benchmarks

REACTION TIME
Science, Math, Health, Language Arts, Technology
Grade Levels: 6-8
Lesson Duration: 11 days (42 minutes/day) (Technology Component Only)
Day 1 Unit Plan Intro. District benchmarks/discussion
Day 2 Intro. Tables (construction rows/columns)
Day 3 Tables (adding/deleting/sizing/merging rows & columns/borders/fill)
Day 4 Tables – (formulas, cell reference)
Day 5 Reaction time exercises/data collection
Day 6 Calculations/Formulas/Compare/Contrast data
Day 7 Hypothesize. Identify factors & events at risk (Q/A – Word)
Days 8 -10 Windows Movie Maker (Communicate information – central theme reaction time
and impact upon individuals with at risk behaviors (texting while driving)

Materials
• Meter Sticks
• Data logs (electronic format)
• Cold water
• Computer, Software: Microsoft Word 2007, Internet Explorer
• Web Blog – billericacomputer.webblog.com – Research Strategies, Effective Power Points
Procedure
1. Review Entire Unit Plan with students.
2. Begin with an introduction to reaction time. Have students think about and brainstorm the significance of an individual’s reaction time as it pertains to safety and professions. Record results for students to view.

Pre-Conceptions - Reaction Time

Questions to Consider - My thoughts

1. What is reaction time?
2. On a scale of 1 to 10, (higher number reflects quicker reaction time), how quick do you think you would react to expected and unexpected events?
3. Do you think there are any outside factors such as stress, time of day, mood, etc., that can impact your reaction time?
4. Do you think there is a difference between the reaction timing of boys vs. girls and if so, what might that difference be?
5. Do you think the more you practice reaction time training events, your reaction time will improve?
6. Do you think genetics impacts an individual’s reaction time?
7. Do you think the reaction times of individuals who play sports will be higher than the reaction times of those individuals who do not play sports and if so, why?
8. Would a person with ADD or ADHD tend to have a higher reaction time and is so, why do you think this is true?
9. Do you think there is a difference in your reaction time if you are distracted or engaged in another activity? Explain.
10. What kind of issues or problems do you envision when an individual’s reaction time is impaired or an individual is slow to respond?
11. Are there certain professions that would require an individual to have a quick reaction time and if so, what are those professions?

Common Misconceptions
• Everyone has the same reaction rate
• There is no difference in reaction time using different stimuli
• Males and females respond to stimuli the same
• Lack of sleep has no affect on reaction time
• Stress does not affect reaction time



3. Explain to students that they will be measuring their own reaction times against several different variables. The results will be calculated and analyzed for further study.
4. Have students begin the pre-planning phase of the technology component of the project – design and creation of the data tables for recording and calculating data. Provide model tables for students to compare and contrast against their creations. For consistency, have students use model tables.
5. Demonstrate to students how to begin the lab for each of the tables containing the different variables.
6. Let students begin the experiment by collecting only the data first. Once data is collected, have students perform the calculations.
7. Using the compare/contrast table, have students record answers to the following questions:

What I learned

• What variables had the most negative impact upon your reaction time performance?
• What variables had the least negative impact upon your reaction time performance?
• Looking at the trials within each table, how consistent is the data? Did reaction time improve over several trials or remain the same?
• What outside factors may have contributed to your performance level? (Stress, end of day, early morning, distraction nearby, etc.)
• Compare your pre-conceptions with your experimental conclusions. List any conflicts pertaining to your reaction times against the variables?
• Is there a difference between reaction times of males and females?
• Is there a similarity in reaction time depending upon different stimuli?
• Do distractions impact reaction time and if so, how?
• What factors can affect an individual’s reaction time?
• List common unintentional accidents related to these factors?
• What can you do to ensure your body’s reaction time is not impaired?
• What can you do to ensure your personal safety is not at risk by others’ actions?

8. Create multi-media presentation of choice.
9. Evaluation – Review Rubric and demonstrate criteria. Complete Rubric Evaluation Form.







Reaction Time Data Sheet
Directions: Using Microsoft Word 2007, create the following tables shown below. Save and upload to znail. Filename: Reaction Time (includes T2, Class Period and your initials)

Round 1: Meter Stick (No Prompts - Drop within 5 seconds)
Student One Student Two Comments

Trial 1
Trial 2
Trial 3
Trial 4
Trail 5

Results

Mean

Median
Mode
Range
Minimum
Maximum


Round 2: Meter Stick (Prompt, “NOW” - Drop)
Student One Student Two Comments

Trial 1
Trial 2
Trial 3
Trial 4
Trial 5

Results

Mean
Median
Mode
Range
Minimum
Maximum
 


Round 3: Meter Stick (Distraction – Drop Within 5 Seconds)
Student One Student Two Comments

Trial 1
Trial 2
Trial 3
Trial 4
Trial 5

Results

Mean
Median
Mode
Range
Minimum
Maximum



Round 4: Meter Stick (Cold Water- Drop Within 5 Seconds)
Student One Student Two Comments

Trial 1
Trial 2
Trial 3
Trial 4
Trial 5

Results

Mean
Median
Mode
Range
Minimum
Maximum

 


Compare and Contrast Reaction Data Table

Mean Median Mode Range Min. Max. Student One Student Two
Round 1: Meter Stick (No Prompts - Drop within 5 seconds)
Round 2: Meter Stick (Prompt, “NOW” - Drop)
Round 3: Meter Stick (Distraction – Drop Within 5 Seconds)
Round 4: Meter Stick (Cold Water- Drop Within 5 Seconds)

 



Trial Reaction Time (Sec.) - Student One Reaction Time (Sec.) - Student Two
1
2
3
4
5
6
7
8
9
10
Average
Minimum
Maximum






















Project Evaluation – Tables/Analysis Summary
Criteria: Score
Project model is flawless. All formulas accurate and produce results necessary to formulate responses to questions. Responses to questions demonstrate solid mastery of subject matter. 4
Project models most of template with minor details missing that do not impact results. Almost all formulas are accurate and produce results necessary to formulate responses to questions. Responses to questions demonstrate an overall understanding of most of the subject matter. 3
Project model is missing one-two components which impact results. Only a few of the formulas are accurate and produce results necessary to formulate responses to questions. Responses to questions demonstrate an understanding of some of the major components of subject matter. 2
Project has many components missing impacting several results. Very few or none of the formulas are accurate to produce results necessary to formulate responses to questions. Responses to questions indicate key points missed. 1
Component missing or not attempted. Subject matter not processed. 0
Project Component Student Score Instructor Score Comments
Table Construction (Instructor Model)
Formulas
Table Format Design Fills/Borders
Q/A Analysis


Results (15-16 – A) (13-14 – B) (11-12 – C) (9-10- D) (Below 8 – F)
Note: Any score below a grade of B, please see instructor for revisions and credit.

 
Multimedia Project: Health, Science, Language Arts, History & Social Sciene and Technology
CATEGORY 4 3 2 1 Student Score/
Comments
Content Information is well researched and well written. Covers topic in-depth with details and examples. Subject knowledge is excellent. Information is fairly well researched and fairly well written. Includes essential knowledge about the topic. Subject knowledge appears to be very good. Information is researched and written with some essential information about the topic but there are missing components. Information is not well researched and not well written. Content contains a duplicate/copy of Internet material. Many components are missing.
Organization Content is well organized using headings or bulleted lists to group related material. Content is fairly well organized. Uses headings or bulleted lists to organize, but the overall organization of topics has some flaws. Content organization is fair. Student needs to move several slides for smoother transition of topic contents. There was no clear or logical organizational structure.
Flow Well-rehearsed with smooth delivery that holds audience attention. Rehearsed with fairly smooth delivery that holds audience attention most of the time. Delivery not smooth, but able to maintain interest of the audience more than one-half the time. Delivery not smooth and audience attention often lost.
Design Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Includes an excellent variety of text fields, graphics, sounds and animation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Includes a fairly good variety of text fields, graphics, sounds and animation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Includes a fair variety of text fields, graphics, sounds and animation. Little to no use of font, color, graphics, effects etc. often distract from the presentation content. Does not include a variety of text fields, graphics, sounds and animation.
Community Service Component Project contains an exceptional community service component. Product produced and very pro-active. Project contains a fairly good community service component. Product produced or and very pro-active. Project contains a fair community service component. May consist of a link to a fund raiser and active participation. Project contains no community service component.
Sources Source information collected for all graphics, facts and quotes. All documented in desired format. Source information collected for all graphics, facts and quotes. Most documented in desired format. Source information collected for graphics, facts and quotes, but not documented in desired format. Very little or no source information was collected.
Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar.
Slide Requirements Presentation contains at least 12 slides and at least 12-15 questions. Presentation contains at least 9 slides and at least 10-12 questions Presentation contains at least 6 slides and at least 8-10 questions Presentation contains less than 6 slides and less than 5 questions


Assessment Color Date Initials
Intervals Code


Assessment One Nov. 26 2008 SL
Assessment Two Dec. 19 2008 SL
Assessment Three Jan. 18 2009 SL
Assessment Four Feb. 20, 2009 SL



K27
K26
K25 MPP25 MP25
K24 MPP24 MP24
K23 MPP23 MP23
K22 ME22 MPP22 MP22
K21 ME21 MPP21 MP21
K20 ME20 MPP20 MP20
K19 ME19 MPP19 MP19
K18 MW18 ME18 MPP18 MP18 I17
K17 MW17 ME17 MPP17 MP17 I17
K16 MW16 ME16 MPP16 MP16 I16 WT16
K15 MW15 MA15 ME15 MPP15 MP15 I15 WT15
K14 MW14 MA14 ME14 MPP14 MP14 I14 WT14
K13 MW13 MA13 ME13 MPP13 MP13 I13 WT13
K12 MW12 MA12 ME12 MPP12 MP12 I12 WT12
K11 MW11 MA11 ME11 MPP11 MP11 I11 WT11
K10 OS10 MW10 MA10 ME10 MPP10 MP10 I10 WT10
K9 OS9 MW9 MA9 ME9 MPP9 MP9 I9 WT9
K8 OS8 MW8 MA8 ME8 MPP8 MP8 I8 WT8
K7 OS7 MW7 MA7 ME7 MPP7 MP7 I7 WT7
K6 OS6 MW6 MA6 ME6 MPP6 MP6 I6 WT6
K5 OS5 MW5 MA5 ME5 MPP5 MP5 I5 WT5
K4 OS4 MW4 MA4 ME4 MPP4 MP4 I4 WT4
K3 OS3 MW3 MA3 ME3 MPP3 MP3 I3 WT3
K2 OS2 MW2 MA2 ME2 MPP2
MP2 I2 WT2
K1 OS1 MW1 MA1 ME1 MPP1 MP1 I1 WT1

Keyboarding
OS- Vista Microsoft Microsoft Microsoft Microsoft Microsoft Internet Web 2.0
File Mgt. Word Access Excel PowerPoint Publisher Explorer Tools



Assessment Grid Model

 

Web Blog

Available: www.billericacomputer.blogspot.com
Let Me Hear Your Voice!

Ms. Lynch
Explore Discover Learn!
View my complete profile

Check Out The Video Clips Below In The Blog Archive


Blog Archive
• ▼ 2009 (1)
o ▼ 02/08 - 02/15 (1)
 Welcome to 21st Century Learning
• ► 2008 (28)
o ► 10/26 - 11/02 (1)
 Project-Based Learning - Health, Science, Technolo...
o ► 10/12 - 10/19 (16)
 DNA and Molecule DNA Interaction
 Converting PowerPoint to Video
 Google Docs in Plain English
 Social Bookmarking using del.icio.us
 Inclusion - Video Conferencing with Skype
 Web 2.0
 A New Way To Publish - The Rise of Web 2.0
 Camstudio Quick Lesson
 A Vision of Students Today
 PowerPoints that Rock
 PowerPoint Design and Copyright
 Language Learning and Web 2.0
 Digital Students at Analog Schools
 Student Engagement with Technology
 Did You Know (Updated Version)
 Did You Know by Carl Fisk Globalization; Info. A...
o ► 10/05 - 10/12 (11)
 Twitter in Plain English
 Social Book Marking in Plain English
 Podcasting in Plain English
 Wikis in Plain English
 Web Search Strategies in Plain English
 On-Line Photo Sharing
 Electing The U.S. President
 CFL Light Bulbs in Plain English
 RSS Feeds in Plain English
 Blogs in Plain English
 Computer Instruction

Tuesday, February 10, 2009
Welcome to 21st Century Learning




Web 2.0

Web 2.0 is a new set of tools that allows users to collaborate ideas through new mediums of expression.

This web blog is designed for individuals to explore, exchange, and create ideas around 21st Century collaborative learning. Like any new tool, there are generally three phases a user enters in order to become more comfortable and proficient with innovative technology.

Phase I - What Questions

In Phase I, an individual is apt to ask a lot of "What" questions: What is Web 2.0? "; What's a blog?"; "What are RSS feeds?"; "What's a Wiki?"; "What can these tools do for me?”

Phase II - How Questions

In Phase II, an emergence of "How" type questions begins to surface: "How do I set up a Google account?", "How do I create a Blog?” How do I subscribe to a RSS feed?".

Phase III - Acquisition of Knowledge & Application

In Phase III, a user generally starts to make connections between the application of these tools to a particular professional and/or personal task and by exploring becomes more proficient.

Keeping a Journal

Whenever you encounter a tool for the first time, it helps to keep a journal of thoughts pertaining to your experience, especially during Phase I and Phase II of the process. Your feedback is of inestimable value to instructors and software design teams as they attempt to make improvements within their respective areas.

Blog Archive Content

The video clips listed below are designed to provide you with an overview and answer some of the, "What" questions pertaining to many of the classroom tools available to teachers and students. Don't worry if you still have questions. That's normal. Most users need demonstrations of the tool to have a better understanding.

Enter Phase I and check out the video clips listed below as well as the video clips within the Blog Archive section. We welcome and look forward to your comments.

Ms. Lynch
Technology Instructor

Phase I - Recommended Video Clips

Google Docs in Plain English

Web Strategies in Plain English

Wikis in Plain English

On-Line Photo Sharing in Plain English

Twitter in Plain English

Podcasting in Plain English

RSS Feeds in Plain English

Blogs in Plain English

Social Bookmarking in Plain English
Posted by Ms. Lynch at 10:42 AM
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References


Massachusetts Department of Elementary & Secondary Education, Curriculum Frameworks/Institutes, Retrieved Sept., 2008Website: http://www.doe.mass.edu/frameworks/current.html

Marvin, Eric D. (Oct. 2003). ATEC at CNAC, Achieving 21st Century Skills – The Role of Today’s Schools, Retrieved, Sept., 2008 Website: http:// http://emarvin.faculty.fhu.edu/atec_skills.pdf

Appalachian Technology in Education Consortium, Teacher’s Technology Handbook, Retrieved Dec. 2008 Website:http://idt.memphis.edu/~jpcheon/teacherhandbook/index.htm

Strategies for Differentiating. Retrieved Feb., 10, 2009, from Enhanced Learning, Retrieved Nov. 2008 Website: http://www.members.shaw.ca/priscillatheroux/differentiatingstrategies.html

Let Me Hear Your Voice, A Resource Collection of Video Clips for Student Reference, Lynch, Sarah, Oct. 2008 Website: www.billericacomputer.blogspot.com