Forum: Technology in Education
Melissa Ufer Easiest way to include technology in classroom
Topic Created: 11/8/2005 6:13 pm (MDT)
Hi! I am trying to make a lesson that includes technology. The problem is I am a student teacher and the regular teacher never uses it. So, I want to slowly bring them in without over stimulating the students with all these new things! This class is 6th graders and the school does not have many resources.
Any ideas?
Missy
Lori Winkleman
11/8/2005 7:20 pm (MDT) Microsoft has a whole site dedicated to Education. There is a lesson plans section that you can search based on grade/age level, product, theme, and/or learning area. I'm sure you'd be able to find something there to use or modify for what you're looking for. Here's the web address for the Lesson Plans section.
http://www.microsoft.com/education/lessonplans.mspx
Sunday, October 14, 2007
Technology Curriculum links
| General Discussions » Technology in Education » Technology teacher needs curriculum | |||
| |||
Replies 1-9 of 9  | |||
|---|---|---|---|
| |||
Podcasts as Technology
 | |||
| |||
| |||
| |||
| | |||
Saturday, October 13, 2007
Effective Teaching: Aspects and Techniques
the language is not only words (the explicit meaning), but also the implicit meanings these words convey. Hence, for effective teaching, the implicit meanings for the two participants have to be very close to each other or in other words a communication gaps would be minimum.
Effective Teaching: Aspects and Techniques
Dr Rajender Gupta, Chemical Engineering
In my view science of teaching lies in organising the content, lectures etc, whereas the art lies in conveying, presenting, transmitting and transferring it to the students.A research [17] has suggested that the discussions go very well in a small group (6-10). In a group of four, the discussion gets divided into paired discussions, whereas, in groups larger than 12, it was observed that only a few take part in discussion and the rest become silent observers. There are two main problems in group-discussion: non-participating students and the monopolizing students. The teacher can handle the former problem, if he is familiar with student's background. There are ways to handle the monopolizing students as well
dynamic teachers
I found that the self motivated students seemed to learn in either environment, but the unmotivated students seemed to learn much more in the dynamic teachers room without even realizing they were learning something.
Chad
Chad
VA: Websites, Student Teaching Information, Placement Form, AZ Fingerprint Process & Deadlines
| ||
Holly.Rahn@phoenix.edu
Hello Jeanne, I am your Teacher Education Specialist. I will be assisting you with getting ready for student teaching and helping you think about certification options once you finish your degree program. I attached a little summary about myself which includes all my contact information. The other attachment is your student checklist which has all your degree requirements and your student teaching progressions (things that you need to complete prior to the end of your Student Teaching I Seminar SEC/518). We need to set up a time to go over this checklist in detail. Please call or email letting me know what time is good for you. The sooner the better for deadline sake. The checklist may look overwhelming but do not worry because it will make more sense once we discuss it and you have a chance to ask any questions for clarification. I am here M-F from 7am-4pm AZ time. I look forward in assisting you. Have a wonderful day! I look forward to your response. Thank you, Holly Rahn Teacher Education Specialist Education Division "Impacting Student Learning, One Educator at a Time" |
Friday, October 12, 2007
most effective school setting = Derrick Smoak
| ||||||
How would you describe the most effective school setting you have ever observed
As of the best classroom i ever observed was back when i was in college. In Big Rapids, MI I was observing a classrrom which dealth with television and visual arts. The instructor was from L.A. and he also work on plenty Hollywood sets. He had a lot of creative examples to use in his classroom. He had very interactive approaches in his teaching. For an example: (Below is a example of a typically classroom activity)
The Course MWF
Mondays
Monday's were used as a reflection for the past week and also the upcoming week. The group would write out short-term goals for the week. For an example: Student a wants to achieve a higher score on a test and the teacher would provide a weekly brief summary of the proformance of the student. After the student would get the information he would plan how they can achieve better. Then the professor would give out work for the week.
Wed
This day was group day. All of the classroom would be divided into group. (In the first day of class the professor gave out evaluation paper where teams would know what there strengths and weakness were) He allowed the class to pick there own group members. He would ask the group to know three different things they didn't know about the person. After getting to know each other the teams would take turns introducting each othere. I found that to be effect because it allowed the group to get more personal and it allowed the groups to proform a stronger cohesiveness..
Fri.
This day was for presentation or movie day. Either the teacher would bring in some of his own movies or the group would summit there own. After the presentation the class would speak of the pro's & con's. This is good because it promots positive experience. It also allowed member to get positive feedback.
Reflection
The Class was great because all of the students passed and they gained the knowledge of working with otheres.
As of the best classroom i ever observed was back when i was in college. In Big Rapids, MI I was observing a classrrom which dealth with television and visual arts. The instructor was from L.A. and he also work on plenty Hollywood sets. He had a lot of creative examples to use in his classroom. He had very interactive approaches in his teaching. For an example: (Below is a example of a typically classroom activity)
The Course MWF
Mondays
Monday's were used as a reflection for the past week and also the upcoming week. The group would write out short-term goals for the week. For an example: Student a wants to achieve a higher score on a test and the teacher would provide a weekly brief summary of the proformance of the student. After the student would get the information he would plan how they can achieve better. Then the professor would give out work for the week.
Wed
This day was group day. All of the classroom would be divided into group. (In the first day of class the professor gave out evaluation paper where teams would know what there strengths and weakness were) He allowed the class to pick there own group members. He would ask the group to know three different things they didn't know about the person. After getting to know each other the teams would take turns introducting each othere. I found that to be effect because it allowed the group to get more personal and it allowed the groups to proform a stronger cohesiveness..
Fri.
This day was for presentation or movie day. Either the teacher would bring in some of his own movies or the group would summit there own. After the presentation the class would speak of the pro's & con's. This is good because it promots positive experience. It also allowed member to get positive feedback.
Reflection
The Class was great because all of the students passed and they gained the knowledge of working with otheres.
Post best learning environment MTE 501
she incorporated multiple techniques for each child to learn. Their was discovery, art, narrative descriptions, public speaking, critical thinking- you name it, it was there.
| Re: Week 2 DQ 1-Due Thursday |
| Posted: 10/10/2007 01:29 PM, by: Jessica Shafer ( musicsly@email.phoenix.edu ) |
 |
Wednesday, October 10, 2007
PHX: Phoenix: Thread: Brainstorm for an idea to...
PHX: Phoenix: Thread: Brainstorm for an idea to...
We could structure it involving nutrition to balance it out.
- can explain what it is
-can explain how it feels to be hypo or hyper
-can use a tester for kinesthetic needs and visual reinforcement
-can have examples of foods to balance levels
-can talk about glycemic index of foods and how they work in the body (sugar wise)
-can throw in a little exercise and the needs of foods to match the demands of diabetes
-can give visual pictures of poor care results VS good care
-can give risks of poor nutrition related to
-can relate nutrition like fuel in a car or anything close
-there are some YouTube clips we might be able to incorporate.
Just ideas, remember we gave everyone til Thursday to input other ideas.
We could structure it involving nutrition to balance it out.
- can explain what it is
-can explain how it feels to be hypo or hyper
-can use a tester for kinesthetic needs and visual reinforcement
-can have examples of foods to balance levels
-can talk about glycemic index of foods and how they work in the body (sugar wise)
-can throw in a little exercise and the needs of foods to match the demands of diabetes
-can give visual pictures of poor care results VS good care
-can give risks of poor nutrition related to
-can relate nutrition like fuel in a car or anything close
-there are some YouTube clips we might be able to incorporate.
Just ideas, remember we gave everyone til Thursday to input other ideas.
Chad Allan
Blogged with Flock
Gmail - FW: Welcome to the MAED/TED Program (Please READ & SAVE; Do NOT Delete)!
If you need Technical Assistance with your OLS system: please contact Online Technical Support at 1-877-TECH-UOP.
Gmail - FW: Welcome to the MAED/TED Program (Please READ & SAVE; Do NOT Delete)!
PHX: Phoenix: Thread: Syllabus...
Expectations for Discussion Question Responses
Discussion question responses should be at least 150-300 words.
Discussion question postings are to take place only in the Main forum.
Unlike formal written assignments, I do not require that your discussion question responses adhere to specific formatting requirements. However, please make sure to proofread carefully. Grammar and spelling errors may impact the grading.
I expect your discussion question responses to reflect critical thought. Whenever possible, please try to relate the course content to real-world applications from your work experience.
PHX: Phoenix: Thread: Class Policies...
OLS DOWNTIMES & REGULARLY SCHEDULED MAINTENANCE
In order to properly maintain the University of Phoenix Online Learning System there will be a regularly scheduled downtime for maintenance every first and third Saturday of the month from 11PM MST Saturday night to 5AM MST Sunday Morning. Some systems may remain available during these windows. Please check the status page at http://status.uophx.edu for current status of the systems during these downtimes or for additional information.
APA Research Style Crib Sheet
The College of Wooster Home
Wooster Psychology Home
APA Research Style Crib Sheet
by Russ Dewey
Georgia Southern University
[This page is a summary of rules for using APA style. The version you are reading was revised 10/10/96, edited and revised again on September 5, 2000 with Bill Scott of the College of Wooster, and updated in January 2003 by Doc Scribe. I have made every effort to keep this document accurate, but readers have occasionally pointed out errors and inconsistencies which required correction. I am grateful to them and invite additional feedback. This document may be reproduced freely if this paragraph is included. --Russ Dewey, rdewey@gasou.edu]
Download the APA Crib Sheet PDF and other APA style resources from Dr. Abel Scribe PhD.
See Professor Dewey's excellent Web site for Psychology Students.
APA Crib Sheet Contents
* Introductory Information
* Rules
o Abbreviations
o Avoiding biased and pejorative language
o Capitalization
o Commas
o Hyphenation
o Italics (underlining)
o Miscellaneous
o Numbers
o Quotation marks
* Page Formats
o Title & text pages (graphic)
o Headings
o Text details
o References & tables (graphic)
o Tables (notes)
* Reference Citations (In-Text)
* Reference Formats
o Abbreviating within a reference
o Alphabetizing within reference lists
o APA reference style & examples
PHX: Phoenix: Thread: Syllabus...
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author. (ISBN: 1-55798-791-2)
apa
383interface.gif (25616 bytes)
American Psychological Association (APA) Guidelines
The following information has been selected from the Publication Manual of the American Psychological Association (5th ed.). The full reference is given at the bottom of this page.
Document Format
bullet margins set at 1 inch (top, bottom, left and right)
bullet characters should be left justified
bullet font size should be 12 points
bullet indent all paragraphs 5 spaces
bullet lines should be double spaced
bullet all charts and graphs should be titled and shown on one page.
bullet the title page should have title, author, class number and name, and date.
bullet pages should be numbered consecutively (top right hand corner) except the first page of the document.
bullet references should follow the APA style (some example are listed below)
In Body of Text
APA uses author-date method of citation; the last name of the author and the year of publication are inserted in the body of the text at the appropriate point.
example: Smith (1993) described the recreation program as well developed.
example: In a recent study on aging skiers, Smith (1993) organized participant needs.
References
Journal
Author last name, first initial, second initial . year of publication. name of article . name of journal (underlined or italicized), volume number (underlined) number (in parentheses) , page numbers. The first line is indented five spaces.
example: Becker, L. A. ( 1993). The Complex and Dynamic Nature of Leisure Experience. Journal of Leisure Research, 26 (3), 1-7 .
example: Winston, D. E. & Post, I. R. (1994). Leisure Events Planning. Leisure Today, 12(4), 44-57.
Magazine
example: Gardner, H. (1981, December) . Risk Management and Liability. Parks and Recreation, 70-76.
Book
example: Ree, I. J. (1994). Recreation Cost and Benefits. New York: McMillan Co.
On-line
example: Author, first initial, (date). Title of article. Name of periodical Retrieved (today's date) from Specify web path (URL)
Smith, R. R. (2002). Recreation and Tourism Trends. Retrieved October 1, 2001 from http://www.worldtour/recreation.html
Note: use n.d. if no date is available.
Note: If no author is identified, begin the reference with the title of the document. Example:
Recreation and Tourism Trends. (2002). Recreation and Tourism Trends. Retrieved October 1, 2001 from http://www.worldtour/recreation.html
Quotations
Double quotations marks are used for all material quoted directly from a source.
example: Smith's (1993) article stated, "Recreation professionals must have outstanding communication skills" (p.34).
example: She stated, "Writing skills are essential to good communication" (Jones, 1992, p. 22), but she did not describe how to acquire these skills.
On-line Sources
Many electronic sources do not provide page numbers (unless they are PDF reproductions of printed material). If paragraph numbers are visible, use them in place of page numbers. Use the ¶ symbol or the abbreviation para.
As Myers (2000, ¶ 5) aptly phrased it, "positive emotions are both an end-better to live fulfilled, with."
If there are headings in the document and neither paragraph nor page numbers are visible, cite the heading and the number of the ¶ following it to direct the reader to the location of the quoted material.
"The current system of managed care and the current approach to defining empirically supported treatments are shortsighted" (Beutler, 2000, Conclusion section, ¶ 1)
Personal Communication
These may be letters, e-mail, or telephone conversations. These forms of communication are not included in the reference list. Cite personal communications in the body of the text only. Give the Initials and Surname and an exact date of the communication.
example: J. O. Smith (personal communication, Oct. 1, 1995)
example: (J. O. Smith, personal communication, Oct. 1, 1995)
Source: American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association
(ISBN: 1-55798-791-2 pbk)
[Class] [Project]
Copyright 2001 Northern Arizona University, ALL RIGHTS RESERVED
PHX: Phoenix: Thread: Week 1 Learning Summary...
I enjoyed chapter 5 the most because of the historical nature education was presented,
portfolio - Definitions from Dictionary.com
portfolio
noun
1. a large, flat, thin case for carrying loose papers or drawings or maps; usually leather; "he remembered her because she was carrying a large portfolio"
2. a set of pieces of creative work collected to be shown to potential customers or employers; "the artist had put together a portfolio of his work"; "every actor has a portfolio of photographs"
3. a list of the financial assets held by an individual or a bank or other financial institution; "they were disappointed by the poor returns on their stock portfolio"
Rubric - Definitions from Dictionary.com
WordNet - Cite This Source - Share This
rubric
noun
1. an authoritative rule of conduct or procedure
2. an explanation or definition of an obscure word in a text [syn: gloss]
3. directions for the conduct of Christian church services (often printed in red in a prayer book)
4. a heading that names a statute or legislative bill; may give a brief summary of the matters it deals with; "Title 8 provided federal help for schools" [syn: title]
5. a title or heading that is printed in red or in a special type
6. category name; "it is usually discussed under the rubric of 'functional obesity'"
Gmail - FW: Welcome to the MAED/TED Program (Please READ & SAVE; Do NOT Delete)!
Program Handbook
Your MAT Program Handbook is available on the College of Education website at http://www.onlinemaed.com/studentteaching/TED.asp
Gmail - FW: Welcome to the MAED/TED Program (Please READ & SAVE; Do NOT Delete)!
PHX: Phoenix: Thread: Syllabus...
Participation
Participation is very important online. You will be expected to participate at least four days a week and to contribute at least two substantive discussion messages on each of those four days. This is a required part of your grade.
Participation points will be determined as follows:
2 substantive messages (2 points each) on four days of the week equals a weekly total of 16 points. (2 x 2 x 4 = 16)
Although you may post more than two messages on any given day, you can only earn 4 points on a single day. This means that you cannot earn the full amount of points by posting on less than 4 days of the week. Posting on less than four days will result in a lowered participation grade.
Participation consists of responses to discussion questions and responses to your classmates’ discussion question responses. Participation will be counted only in the Main forum. Messages posted in the Assignments, Chat Room, or in the Learning Team forums will not count towards your class participation score.
Please note that both quantity and quality are important considerations when it comes to participation. A message which says simply, "I agree," for example, would not constitute participation since it does not add anything of substance to the discussion.
In order to earn full participation points, you must add something of substance to the discussion at least four out of seven days per week -- this would consist of new ideas, your perspectives, pointed follow-up questions, etc. You'll find it's much easier to keep up with an Online class, if you are logging in and participating daily.
PHX: Phoenix: Thread: Syllabus...
Blogged with Flock
Entry for October 10, 2007
Well I am going to try this to keep my notes for University of Phoenix. We'll see this works well. :)
Subscribe to:
Posts (Atom)