Course Outline Lessons 1-8

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Lesson 1 (textbook Chapter 1)

Also see pages 6 (Figure 1.1)= , 54 (Table 2.7) and 283 (Table 9.1)

= (1)   The communications cycle (page 11)

= (2)   Learning styles inventory (page 20)

= (1)   Environmental Factors—give examples

= (2)   Psychological Factors—give examples

= (3)   Personal Filters—give examples

= (1)   Cognitive styles (How do we think?)

= (2)   Learning styles (Under which conditions do we learn best?)

= (3)   Intelligence (To what degree is the student able to understand and learn?)

Connecting Theory to Practice box on the top of page 43.

On The Web 2.5 activity on page 46.

Why use technology (pages 23-24 and Planning for Technology in Teaching and Learning on pages 63-64)? ̶= 0;A general rule of thumb suggests that a technology included in a lesson should make it possible for something that was done before to be done better or make it possible for something that couldn’t have been done before to happen.” (Lever-Duffy, p. 63)

Lesson 2 (textbook Chapters 2 and 3) (See Questions Teachers Should Ask on Pages 130-131)

= 1)      Why does a classroom teacher need to know the basics about computers, software,= and hardware?

a= )      To do basic troubleshooting in one’s classroom

b= )      To ask sensible questions (of the technology coordinator or online technical support) when the need arises (Example: a piece of equipment is not operati= ng properly)

c= )      To make sensible requests for assistance (including ink cartridges)

d= )      To make wise requests for new hardware (including input and output devices) and software

= 2)      Basic computer literacy—How does a computer work? (Page 76) Also the comput= ing cycle and the computer system ( Page 76 and Figure 3.1 on Page 77)

= 3)      Software—definition and types of software (Pages 76-80 and Table 3.1 on Page 81)

a= )      Operating system software (What is it? What does it do?)

= i)      = Terms to know: menu, icon, commands, GUI

b= )      Application software or program (What is it?)

= i)      = Common application software/programs include word processing, electronic spreadsheets, presentation software; drawing softwar= e

c= )      Antivirus programs (Also: What is the definition of a computer virus?) See Page 92 and Figure 3.9

= 4)      Hardware—input devices and output devices (Pages 82-87 and Figures 3.4, 3.5, and 3.6)

a= )      Hard copy vs soft copy (Page 84) Also: Give examples of each.

b= )      Monitor resolution measured in pixels (Page 84)

c= )      Printer resolution measure in dpi (dots per inch) (Page 86)

d= )      The system unit (Page 87)—includes the Central Processing Unit (CPU) (spe= ed measured in Mhz); Random Access Memory (RAM) (volatile—data will be l= ost when power is lost)

= 5)      Storage devices (Pages 87-96)—floppy disk, hard disk (C drive), removable hard disk, CD-ROMs, CD-Rs and CD-RWs, DVDs, USB Flash Drive, and etc. Also: See= Table 3.2 on Page 89

a= )      Copying files onto a floppy disk/burning files to a CD allow one to transport them = from one computer to another. See Page 91.

b= )      Basic care of storage devices—Avoid water, extreme heat, magnets, static electricity, and sources of computer viruses

= 6)      Basic questions teachers should ask when buying hardware OR A Teacher’s Guide to Minimum Specifications of a Computer System—See the Hardware Evaluation Rubric (Table 3.4) on Pag= e 98 and the Classroom Equipment Evaluation Rubric (Table 4.2) on Pages 125-126.=

= 7)      Terms to know: byte, KB, MB, GB, (Table 3.3 on Page 90) CD-R/CD-RV, Pixels, dpi (= dots per inch), RAM

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Lesson 3 (textbook Chapter 4)

= 1)      Digital technologies in the classroom—how can we use them to help us teach an= d/or our students learn?

= i)      = Input Devices: (Pages 105-116 and Pages 130-131))
(a)    Scanners (Pages 105-106)

(b)   Digital cameras

(c)    Sound input devices (page 111)

(d)   Pen input devices (use a stylus to input handwritten info, select commands, and make predetermined symbols that represent commands; typically used with a P= DA)

(e)    Touch screens

(f)     Digital tablets

(g)    Electronic whiteboards or SmartBoards (Pages 115-116)

= ii)      = Output Devices: (Pages 116-123 and Pages 130-131)

(a)    Data Projection Units (LCD Panels and data projectors)

(b)   Scan Converters (a computer monitor connected to a classroom television monitor)=

(c)    Speakers and headphones

= iii)     Assistive devices for special needs learners (See In the Classroom on Page 119)<= /p>
(a)    BrailleLite, VoicePal, portable writing devices, alternative keyboards, voice activated devices, etc.

= 2)      Emerging technologies (VERY brief introduction to these devices) Pages 120-12= 3

= i)      = Wireless devices and wireless connectivity (Also se= e Wireless Connectivity on Page 395 and In the Classroom on Page 396)<= /p>
= ii)      = Handheld computers

= iii)     E-books

= iv)     Voice-activated devices

= v)      Portable storage

= vi)     Storage and memory with capacity increases and size decreases (Page 123)

= vii)   Microprocessors capable of producing high-quality, true-to-life multimedia displays (Page 1= 23)

= viii) Displ= ay devices (Pages 397-398)

= ix)     Virtual environments (Pages 392-393)

= x)      Artificial intelligence (Page 123 and Pages 393-394)

= xi)     Convergence (Pages 398-399)

= 3)      Terms to know: E-book; wireless devices; virtual environment; artificial intellig= ence

Lesson 4 (tex= tbook Chapters 5 and 6)

= 1)      What do educators need to know about software?—Educators must be sufficien= tly software-literate to be able to recommend software that can help their stud= ents learn and then be able to serve as guides through the software acquisition = and implementation process. (Page 135)

= 2)      Administrative software—definition (Pages 136-137)—includes:

= i)      = Productivity software (word processing, spreadsheet= s, database management, and presentation software) See Table 5.1 on Page 137 a= nd Table 5.2 on Page 138; Pages 137-147; and the section titled Presentation Software on Pages 152-156.

= ii)      = Classroom management support software (See Pages 157-160 and the section titled Evaluating and Selecting Support Softw= are on Pages 163-165)--customized software written to help manage school and class= room tasks, including creation of seating charts, class rosters, student records, progress reports, and electronic gradebooks (For example: GradeQuick); incl= udes Freeware and Shareware (Page 163)

= 3)      Academic software—definition (Page 173)—includes: (See Table 6.1 on Page 174)

= i)      = Desktop publishing software (Pages 180-182 and Figu= re 6.5 on Page 182)

= ii)      = Graphics software (includes clip art libraries and paint and draw software) (Pages 182-185)

= iii)     Reference software (encyclopedia, atlas, grammar tools, and dictionaries) (Pages 187-= 189 and Table 6.3 on Page 188)

= iv)     Tutorial software and drill-and-practice software (Pages 189-192)

= v)      Educational games (See Figure 6.8 on Page 192 and Table 6.5 on Page 194 and Pages 192-1= 94)

= vi)     Simulations (Page 195)

= vii)   Software for special needs students (See In the Classroom on Page 193 a= nd Pages 195-196)

= 4)      Terms to know: Word Wrap; WYSIWYG display; Clipart; Wizards; Templates; Formulas; What-if analysis; Resource Libraries; Hyperlinks; Animation; Multimedia; Tu= torials; Drill-and-Practice; Simulations

= 5)      Issues Related to Software Purchases in a Public School (See Issues in Teaching and Technology: Who Decides? on Page 199)

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Lesson 5 =   (textbook Chapter 7)

= 1)      What do teachers need to know about computer networks? (Pages 215-217)

= i)      = What is a network? What is a server? What is a workstation?

= 2)      Important questions teachers should ask: Is my teacher computer networked to other computers? If yes, where is the server located and who is responsible for t= he server? If the school network goes down, does my teacher computer or classr= oom computers go down? Am I connected to the Internet? Are my student computers connected to the Internet? Where does the Internet cable enter my classroom= ? Do the computers in my classroom share a printer? If yes, where are the cables= ? What is the district’s Acceptable Use Policy—Page 268? What impact d= oes all of this have on the learning environment?

= 3)      Advantages of Sharing and Communicating via a Network (Pages 220-226; Table 7.2, Table 7.3, and In the Classroom on Page 224)

= i)      = Networked Programs

(a)    Resource sharing (software programs and hardware)

(b)   Save software acquisition dollars and worker resources

(c)    Save time (man hours) when upgrades and repairs are necessary

= ii)      = Sharing data and other files

= iii)     Sharing administrative tools (calendars, address books, and reservation lists)

= iv)     Sharing academic tools (monitoring the activity on individual workstations)

= v)      Sharing hardware (printers, scanners, etc)

= vi)     Email—How can email aid in teaching and learning? (See Figure 7.5 on Page 225 and Tab= le 7.3 on Page 226)

= 4)      Disadvantages of a network (Pages 221-222)

= i)      = Problems that affect the server (software or hardwa= re) will also affect the workstations

(a)    Teachers need their own backup plan in case the network or a shared program is not accessible

= ii)      = The diversity of computer equipment (type and age) can mean that some computers= are not capable of being networked or not capable of running the server’s up-to-date software

= 5)      The Internet: Connecting Networks to Networks across the Globe (Pages 229-236)<= /p>
= i)      = Internet defined (Page 229)

= ii)      = Internet Service Provider defined (page 230)

(a)    Services provided include Internet access, browser, email, technical support, chat rooms, instant messaging, etc. (See Table 7.4 on Page 231 and green box on = Page 236)

= iii)     Internet-based communications (Pages 231-236)

(a)    Email (Page 231 and In the Classroom on Page 234)

(b)   BLOGS (Instructor will provide information)

(c)    Conferences (Page 233)

(d)   Mailing Lists (Page 234)

(e)    Chat Rooms (Pages 234-235)

(f)     Videoconferencing (Pages 235-236)

= 6)      What techniques are used in networking to protect the privacy of an individual&#= 8217;s data and the security of the network? (Pages 219-220)

= i)      = Usernames and passwords for individual computer use= rs

= ii)      = Access is restricted by the network administrator

= iii)     Network administrators implement firewalls to keep out hackers

= 7)      Terms to know: site license; workstations; server; browser; World Wide Web (www); academic tool; chat; BLOG; peripherals, Acceptable Use Policy; real time; synchronous and asynchronous

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Lesson 6     (textbook chapte= r 8)

= 1)      What is the World Wide Web? What is a hyperlink? (Page 245; Note the ‘light bulb idea’ on the right)

= 2)      What is a web page? (Ms. SmithR= 17;s Second Grade at Anywhere School District web page) Page 245

= 3)      What is a web site? (Anywhere School District website) Page 245

= 4)      Web browsers—special programs (a type of translation software) necessary = to display web pages in familiar format. (Page 245)

= i)      = Locate web pages using bookmarks, favorites, and hyperlinks (Figure 8.1 on Page 246)

= 5)      Search engines (Page 250-251)

= i)      = What are they and how do they work for me?

= ii)      = Broaden or narrow a search by using terms such as AND, OR, or NOT to control the sc= ope of the search

= 6)      Educational Resources on the Web (Page 252-258)

= i)      = Online publications (Pages 252-253 and Figure 8.4 on Page 253)

(a)    Edweek.org

(b)   Teachingmadeeasy.com

(c)    Lessonplannet.com

(d)   educationworld.com

(e)    eduhound.com

(f)     teachermagazine.org

= ii)      = Online professional organizations (Page 254)

= iii)     Weblogs/BLOGS (Pages 254-255 and In the Classroom on Page 260)

(a)    edweek.org/teachers/blogboard

(b)   teachermagazine.org

(c)    ebn.weblogger.com/

(d)   weblogg-ed.com

= iv)     Governmental sites (Pages 255-256)

(a)    Loc.gov/

(b)   Ed.gov/

= v)      Education portals (page 256)

= vi)     Classroom management tools (page 257)

(a)    Test generators and electronic gradebooks

= vii)   Academic tools (page 257-258)

(a)    Freeware and Shareware

(b)   Worksheet generators

(c)    Crossword puzzles

(d)   Word searches

(e)    Cryptograms

(f)     Math exercises

(g)    Flash cards

(h)    Lesson plans and rubrics (discipline, grade, and/or topic specific)

(i)      Encyclopedia, Dictionary, Thesaurus, Grammar/Spelling Tools, Atlas

= 7)      The do’s and don’ts of web pages in general (Pages 246-247 a= nd Table 8.1 on page 248)

= i)      = Well organized and logical

= ii)      = Easy to navigate to find the information sought

= iii)     Current, correct, and meaningful information in the area on which the site is focuse= d

= iv)     Relevant working links included

= v)      Free of any type of bias in their presentation of information

= vi)     Should not be trying to sell a product or their creators’ views

= vii)   NOTE: Before you use a web= site in your classroom, be sure to examine/evaluate it carefully.

= 8)      To the above list of general do’s and don’ts, add the follo= wing guidelines for school or class web sites (Page 262; Pages 274-277; S= ee Problem Based Learning on page 208; See In the Classroom on Page 261):=

= i)      = Should include the school’s name and contact information

= ii)      = Should introduce the teacher(s) who created the site

= iii)     Should have some academic purpose

= iv)     Should not include individual student pictures or names without written parental permission

= v)      Should include information to encourage participation of the community

= vi)     Should provide useful information to students and their parents/guardians

= vii)   Could include Frequently Asked Questions

= viii) Could include links to useful websites or resources

= ix)     Should include proper citations when applicable

= 9)      Using the Web to Enhance Instruction (Page 258-261)

= i)      = A classroom website (Page 259)

= ii)      = Global learning community—keypals, e-pals, or cyberpals (page 259)

= iii)     Build bridges to parents and community (Pages 260-261; See In the Classroom on= Page 261)

= 10) Inter= net Issues and Concerns (BRIEF introduction—will be discussed in depth in Chapter 12) Page 268

= i)      = Acceptable Use

= ii)      = Privacy

= iii)     Filtering

= 11) Know = these terms: bookmarks, electronic gradebook, FAQ, favorites, home page, portal, = test generator, web page, web site, World Wide Web

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Lesson 7    (textbook Chapters 9 a= nd 10)

= 1)      Why use audio, visual, and/or digital technologies in teaching? (See Page 281--= What do I Need to Know About Audio and Visual Technologies?) Appropriate audio and visual components can engage more of the learner’s senses a= nd help to build multiple cognitive connections to the content presented. The addition of audio and visual images can also make learning easier for many students by addressing their auditory or visual strength.

= 2)      Audio, Visual, and Digital Technologies in Instruction (See Table 9.1 on Page 283)=

= i)      = Audio (address the needs of the auditory learner and add dimension to instruction for all learners)

= ii)      = Visual (content is articulated, clarified, and enhanced visually)

= iii)     Digital (Digital versions of audio/visual technologies will no doubt continue to replace more traditional audio/visual media, but as long as these older technologies are still available, they remain useful to creative educators.) Page 282

= 3)      What is listening? What is hearing? What is focused listening? (Recorded verbal information lets students control the pace at which they listen.) (Pages 28= 4-287)

= 4)      Traditional Audio Media (Pages 287-290)

= i)      = Cassette tapes—talking books, oral histories,= or oral journal assignments

(a)    Reinforce instruction/practice

(b)   Provide auditory enhancement, teach listening skills, and reinforce content

= ii)      = Broadcast audio—audio received via radio

(a)    National Public Radio

(b)   National Oceanic and Atmospheric Administration (weather service broadcasts)

= 5)      Digital Audio Media (Pages 290-291 and In the Classroom on Page 292)<= /p>
= i)      = Optical Media--(= CDs and DVDs)

(a)    Advantages of optical media (See Figure 9.3 on Page 291)

= ii)      = Internet Audio—download and store specific audio clips for use in your classro= om (only what you need) rather than buying a full CD (Page 290)

= iii)     Internet Radio—live and recorded programs from around the world (Page 293)

(a)    Can enhance language, social studies, science, and current events curricula

(b)   Can be projected for the whole class or with a single computer for individual or small-group projects

= 6)      Visual Technologies—The question for educators is how to determine and select the most effective and appropriate visual technologies for the content under study. (Pages 293-294)

= i)      = Guidelines for Effective Visual Design (Pages 295-2= 97; Also see Table 9.3 on Page 295 and Table 9.4 on Page 296)

= ii)      = Factors Affecting Visual Communication (See Figure 9.6 on Page 295)

= iii)     Non-projected visuals in teaching and learning (Pages 296-301) *page 298*

(a)    Real objects, models, exhibits, printed materials (teacher or student created), graphics and photographs

1.      Can be displayed on bulletin boards, flip charts, magnetic boards, chalkboards,= or whiteboards

= iv)     Projected visuals (Pages 301-305)

(a)    Overhead projectors and transparencies (Pages 301-303)

1.      Tips for Good Transparencies (See Figure 9.9 on Page 303)

(b)   Digital projectors (Page 304)

1.      Can project onto a projection screen, large monitor, or whiteboard

(c)    Document Camera (Pages 304-305 and Figure 9.11 on Page 305)

1.      A video camera mounted on a stand capable of capturing and projecting an imag= e of whatever is placed on the stand’s document table

= 7)      Multimedia in Teaching and Learning (Page 306)

= i)      = Multimedia—a combination of multiple media combined into a single integrated whole (text, graphics, audio, and/or vide= o)

(a)    Capture images of animals and record the children’s versions of the sounds the animals make or comment on other sensory impressions (for example: what the animals feel like or how they smell)

(b)   Learners can work in teams to investigate and act out alternative scenarios to resol= ve a conflict. A digital camera can capture the setting of the conflict and the players involved, and navigation buttons can jump to alternative resolution options.

= 8)      Traditional Video Technologies (Pages 316-319)

= i)      = Broadcast video—television (including Public Broadcast System and Instructional Television) (Page 316 and In the Classroom on Page 317)

= ii)      = Cablecast video—Schools hooked to their local cable TV company are able to use their classroom television monitors to tune in to cable channels that offer instructional programming than can enhance instruction. (Page 318)

= iii)     Recorded video technologies—VCRs and camcorders (Pages 318-319)

(a)    Can be used to capture video images of your students, field trips, or your own instruction for later playback

(b)   Can be used to record special events, reports, debates, documentaries or dramatizations

(c)    Can be used to create a video historical or cultural archive of the school or community

= 9)      Digital Video Technologies (captures and displays high quality sounds and images) (Pages 320-325)

= i)      = DVDs (digital video disc) (Page 321)

(a)    In a classroom, a digital video image can be instantly accessed, replayed, and discussed as part of a lesson.

= ii)      = Digital Video Camera (Pages 322-323 and In the Classroom on Page 323)<= /p>
(a)    Using digital video editing software, digital video files can be manipulated, edi= ted, and enhanced.

= iii)     Compressed Video Systems (Page 325 and Figure 10.6 on Page 326)

(a)    Can bring live, fully interactive instruction from one location to the next

(b)   Distant guest speakers can visit the classroom without having to travel

(c)    Image and sound are as clear as broadcast video

(d)   Both locations must have appropriate equipment

(e)    Particularly useful for distance learning

= 10) Inter= net Video (Pages 325-327)

= i)      = Internet broadcasts—live events and performan= ces; examples include musical events, interviews, scientific events, historic ev= ents (page 325)

= ii)      = Live cams (page 327)

= iii)     Internet meetings—“face to face” meetings with people around the w= orld (Page 327)

(a)    Classes around the globe meet together in a single virtual classroom to share ideas, experience instruction and communicate with each other.

= 11) Imple= menting Video in Instruction (page 331-334)

= i)      = Preplan—preview and evaluate a video to be su= re it is appropriate for the lesson

= ii)      = Prepare the environment and the students

= iii)     Make it “important” that the student watch the video in a focused manner—pre-test/post-test; study guides; questions/discussion after video; “Write down x number of questions or x number of important fac= ts you learned from the video;” or “You will be tested over information included in this video.”&= nbsp;

= iv)     Beware of copyright laws and fair use guidelines when using videos in instruction. (See Pages 338-340)

= 12) Know = these terms: focused listening, exhibits, CD, models, multimedia, real objects, talking book, transparencies

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Lesson 8   (textbook Chapters 11 and 12= )

= 1)      Distant Education (Pages 346-348; 350-351; and In the Classroom on Page 350)<= /p>
= i)      = Definition and purpose (Page 346) Distance education uses technology to connect teacher and learner across time and space.

= ii)      = Impact on classroom teachers (Page 347-348 and Figure 11.1 on Page 347)

(a)    You may pursue an advanced degree, update your current skills, or renew your professional credentials online

(b)   In some districts, low-enrollment courses that would not be offered in a single school may be offered via a distance delivery system that combines students from multiple schools into a virtual classroom.

(c)    Instruction that is not available due to a shortage of qualified teachers in a given content area may be offered by a district master teacher to all district schools via distance delivery.

= iii)     Examples of distant education

(a)    UCA uses WebCT for online classes and for traditional classes with an online component (See Table 11.5 on Page 368) (for email [See In the Classroom on= Page 364], chat [Pages 361-362], bulletin boards, posting assignments, and giving exams)

= iv)     Synchronous/Asynchronous distance education (Pages 356-357 and Table 11.4 on Page 358)

(a)    Synchronous instruction      <= /span>

1.      Telephone, broadcast video, radio broadcast, Internet chat, videoconferencing, and net meetings

(b)   Asynchronous instruction

1.      Voice mail/fax, videocassette, audiocassette, Internet conferencing, email, print= ed materials

= v)      Advantages include (Page 366—the section titled, “Providing Interactivity = via Distance Support Technologies”)

(a)    Providing opportunities for student-to-teacher and peer-to-peer interaction

(b)   A variety of communication methods to meet learners’ needs and preferen= ces

(c)    Master teachers presenting content to students across multiple schools or to those= who are homebound via video, voice, or data

(d)   Students engaging in group activities that are not restricted by their particular location

(e)    Offering a solution to scheduling problems

= vi)     Challenges in teaching at a distance (Page 356 and Table 11.3 on Page 355)

(a)    Providing feedback

(b)   Evaluating progress

= 2)      Issues in Implementing Distance and Alternative Delivery Systems (Pages 369-371)
= i)      = Teacher and student readiness

= ii)      = Preparation and classroom management time

= iii)     Technical support

= iv)     Instructional support

= v)      Copyright issues

= 3)      Issues in Implementing Technology in Schools (Pages 380-387)

= i)      = Planning for technology (Page 380)

= (1)   The district’s technology plan is a long-range plan that follows a series= of defined steps

= (2)   As an educator, you are a key stakeholder in the plan and its outcomes

= (3)   It is important for you to participate in the planning for technology in your sch= ool or district.

= ii)      = Legal issues in the digital age (Pages 380-387)

= (1)   Copyright and fair use (See Table 12.1 on Page 381 and Pages 338-340)

= (2)   Privacy (Pages 382-383; Also see Issues in Teaching and Technology = on Page 384)

= (3)   Acceptable use (Pages 384-385; Also see Figure 12.3 on Page 385)

(a)    Code of Ethics—a set of written expectations and definitions of what is considered appropriate or acceptable use

(b)   Filtering software—software that filters out unacceptable Internet sites (See Figure 12.4 on Page 386.

= (4)   Software piracy (Pages 385-387)

= iii)     Social issues in the digital age (Pages 387-389)

= (1)   The digital divide (Pages 387-389; Also see Figure 12.5 on Page 388)

(a)    The separation between those who have access to technology and those who do not=

(b)   Occurs along socioeconomic, gender, ethnic, and education lines

(c)    Teacher awareness helps to bridge the digital divide (See Figure 12.6 on Page 389)<= /p>