Product
The Product section must contain
artifacts that illustrate purpose, audience,
evidence and reflection.
Fundamentals of Online Pedagogy
The assignment for this
activity was a class presentation on one of the
Information-Processing Family of Models (Joyce &
Weill). We created a video explaining the Bruner
strategy of concept attainment directed at a Teacher
audience. Next we covered Hilda Taba's
concept formation strategy recommends that the
teacher asks learners three questions to help
determine the attributes of a concept. What did you
see? What did you hear? (Teacher lists items on the
chalkboard.) What things belong together? (Students
begin to group items by identifying common
properties.)
What would you call these groups? (Students give
labels or names to grouped items. This is
categorizing.)
Concept Attainment
Feedback
The second group project
combined several learning models; Concept Attainment,
Project-Based Learning, and Synectics based on
activities at different grade levels ranging from
Grade 2 through Adults. This rather prophetic
activity was titled Heroes - and was begun before the
undreamed of events of September 11, 2001. The
project took on a life of its' own and grew to the
extended version presented at National C.U.E. as
Capturing the Teachable Moment.
Heroes
Heroes Extended Version
Feedback
Education for a Democratic and
Pluralistic Society
In this class we had to
investigate the problems of the digital divide. Each
team investigated the sites assigned (and you may
find other sites as well). Each team is to make 4
theses statements or conclusions drawn from your
assigned sites. These conclusions must be supported
by evidence and research as per usual iMET
requirements. Some teams made their reports online.
API
Helping or Hurting
Feedback
Tools and the Curriculum
Students in the iMET program
must be comfortable with the use of word processors,
databases and spreadsheets. These three application
tools will often connect with the strategies
identified in Joyce and Weil, particularly the
Inductive Strategy, Synectics, Concept Attainment,
Inquiry and Simulation. Establishing a comfort level
and gaining competence takes time and motivation,
therefore, a three-tiered system of competencies for
each application is presented here. Students are
expected to identify a base comfort level from the
descriptions below and work toward greater competency
with each tool as mini-assignments are completed. In
this way, all students can progress in relation to
their predefined levels of comfort and establish
increasingly complex levels of competence. The three
activities were lesson plans based on a sound
teaching model and the use of technology in the
classroom.
Staff Development and Presentation
Applications
The course explores how to
develop "Flash" pages with a simple product called
Swish. Students will use a variety of
delivery methods for staff development that could
include multimedia, the web, and hands-on integrated
curricular activities teachers or other educators can
use immediately with available technology. The
application being explored in this course was the
creation of websites for instructional purposes.
Swish
Feedback
The Staff Development
Artifact: There
must be a piece that
applies skills of presentation in a collaborative
and stimulating intellectual process for students and
teachers;
The final assignment was a
group presentation of a staff development project
centered around a Problem-Based Learning activity for
teachers that would ultimately be translated into
student-centered learning activities. It explored the
use of the Problem-Based learning model not only for
the direct instruction with the teachers, but
ultimately for their students. The student activity
was introduced with the ultimate goal being the
training of students who would then prepare a
multimedia presentation based on their own discovery
during the activity. This I presented at
the national Computer Using Educators Conference.
Heroes Among Us
Feedback
Problem Solving and Project Development
Students will focus on
integrating curriculum, equity, and/or staff
development strands into an overall educational
technology implementation strategy. Complex
problem-solving techniques, research, distributed
learning, methodology, and evaluation will be
emphasized. The final projects for this course were
Web Quests.
