Lesley

Arts and Technology

L E S L E Y * G A R T S * 6 0 0 8

SYLLABUS CONTENTS

What Is Great Teaching?

by Tom Snyder

If you ask 40 students from a liberal, east-coast graduate school of education to write one page about their most influential teacher, will the results be predictable? I did it, and they weren’t.

I drew a ten-foot line on the blackboard that was to represent a continuum of teaching styles described by these one-page papers. After reading a paper aloud, we would attach that paper somewhere along the line, the left end reserved for the most open-ended teaching styles: student-centered, discovery-learning based, teacher as copilot in the voyage of learning. The right end of the line would be reserved for the most teacher-driven, autocratic, personality-and charisma-based teaching. After reading each page aloud, I then “walked the line, asking the class to vote for the most appropriate place to tape the writing to the board. So where were all the papers clustered when we had finished? Please guess before reading on. . . .

This particular group of forty papers was distributed as smooth as silk over ten feet of imaginable styles. On the left were teachers from the 1970s who let their students create their own collages/films/newspapers/solar collectors/geodesic this and thats. The right end of the line held accounts of passionate teachers who said, “give yourself fully to me for a semester or two and in return I will show you how to perceive a still-life, how to understand the flux of history, how Shakespeare can be felt deep in the heart.” Across the middle of the line were spread all of the other heroes of teaching.

You could say that this particular continuum shows us that there is no one particular winning style. Or you could reasonably claim that this continuum produces no new understanding. More interesting would be a spectrum that crowded the cherished memories of students on one end. What would that spectrum be, we asked ourselves. Try a continuum that sails from passionate to indifferent, or from willing to connect with students to personally inaccessible. There, we thought, you will get agreement.

Reading the literature from the world of school technologies over the last decade, one gets the impression that the true heroic work of microprocessors will be to relieve us from the tyranny of teacher-centered learning. If this happens, we will be disappointing at least half of our students. The achievements of educational progressivism have been many. I, for one, owe my career to them. The failed aspects of progressivism have emasculated, diminished, and subverted the intuitive efforts of many teachers.

In England, recent studies of progressive classrooms have revealed teachers who spend far too much time apologizing for their intrusions. Don’t tell the kids the answers. OK. Don’t even tell the kids the questions. OK. As a matter of fact, could you move out of the frame, please? Sure, if that’s what is best. . .

Passion, relationships, fascination, humanity, caring: some teachers will demonstrate the power of these from afar and some from on high. In the coming century we shall discover, and I only hope it does not take too long, that technology’s job is to support their choice.

retention

“As a student I learned mainly for myself. When I did share information, it was usually with the teacher, who already knew it. As a teacher, on the other hand, I was responsible for conveying concepts, content, and skills that were new to my audience. I had to think about how others would understand the material. The act of creating that explanation, of putting the content into my own words, increased my own understanding.”

- David Dockterman, Tom Snyder Productions

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COURSE BLACKBOARD SITE

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COURSE WIKI

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DATES

  • Sept. 26th & 27th
  • Oct. 24th & 25th

TIMES

  • Saturday and Sunday 8AM-5PM

INSTRUCTOR

LOCATION

  • Kent, WA

SITE COORDINATOR

  • Linda Deal

QUOTES

Instructional strategies that employ teaching others

result in the best learning retention rate.

“To teach is to learn”

- Japanese Proverb

“Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.”

- Chinese Proverb

“When the student is read the teacher will appear”

- Buddhist Proverb

“The research on teacher quality to-date shows that teacher knowledge and mastery of subject matter, and cognitive and verbal ability can positively impact student achievement” (Paige, R, 2003).

Paige, R (2003) Meeting the Highly Qualified Teacher Challenge: The Secretary’s Annual Report on Teacher Quality. US Department of Education. Office of Planning and Innovation.

The best teachers constantly monitor what is happening to students as they set about learning and investigate when things do not proceed as planned or expected. They also enquire their own practice so they might get better at ensuring that their students learn successfully.

Demos 2004. About learning, Report of the Learning Working Group, Demos, London www.demos.co.uk

In an era when students design web sites for projects and integrate video, graphics, and animation into their presentations, art is fast becoming the new literacy of our times…students must think and communicate as designers and artists. The age of art has arrived, leaving behind the text-centric world that has guided us for so long… Art has become the Fourth R.

-Jason Ohler

Everyone needs to talk, to hear and to play with language, to exercise the mind and emotions and tongue together. Out of this spirited speech can come meaningful, flavorful language, worth the time and effort of writing and rewriting, phrasing, rehearsing, and reading aloud.

Wolsch, R.A. and Wolsch, L.A.C

We are “digital immigrants” (Alan November) while our students are native speakers. It will take twice as much work on our parts to develop fluency. Be patient with yourself!

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COURSE DESCRIPTION

This course will engage students in arts-based technology using a variety of software programs. Students will gain an understanding of technology and its many applications across the disciplines and in the world around them. Working collaboratively and/or independently, students will use technology in a caring, stimulating, safe, and creative learning environment.

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COURSE OBJECTIVES

  • Students will . . .
    • gain an understanding of and initial practice with multi-media technology.
    • gain an understanding of and rationale for using, managing, and implementing multi-media technology into the arts curriculum.
    • develop a critical perspective on the role technology might play in education and the arts.
    • gain an understanding of the multiple intelligence’s, the constructivist classroom, and alternative assessment practices, as related to the arts curriculum.

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COURSE BENCHMARKS

  • Students will . . .
    • initiate a digital record of student work and performance in the Creative Arts,
      • to include demonstrations of customized audio file creation,
      • digital picture manipulation,
      • video clip use, and
      • presentation software;
    • create a thematic unit plan
      • for the integration and management of multimedia technology
      • for the student’s own classroom application reflecting constructivist practices & theories;
    • individually, collaboratively, and cooperatively problem solve in the construction and implementation of multimedia projects;
    • analyze their multimedia instructional plan in the light of learning theory and research into instructional design;
    • evaluate alternative assessment strategies and tools and create a customized assessment for multimedia projects.

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COURSE REQUIREMENTS

  • Attendance at ALL class sessions is mandatory
    • This class is for 3 credits and is equivalent to 45 in-class hours of graduate level study.
    • “Students are expected to attend every scheduled class. Students should discuss with faculty, in advance, any portion of a class meeting they cannot attend. Faculty reserve the right to set specific attendance requirements for their course. Absence form class may have adverse effect on a student’s grade.” (Lesley University-School of Education, Attendance Policy, November 3, 1998).
  • Punctuality for ALL class sessions is mandatory
    • Being on time for class is not only a requirement, but also a form of politeness to the instructor and other members of the class.
    • Attendance and being on time is observed, noted and recorded by the Instructor, and will affect your grade.
  • Positive participation and involvement in ALL class activities
    • Positive participation and involvement means that each student will physically and mentally attend all classes, and give full attention, focus, and involvement to class activities, and discussions, while maintaining a positive willingness to learn. Participation is observed, noted and recorded by the Instructor, and will affect your grade.
  • Completion of ALL In-Class Assignments
    • Hands-On Assignments
    • Group Discussions
    • Individual & Group Activities
      • As a part of in-class assignments, students will be assigned small projects to complete relative to developing skills. In some instances students may work collaboratively.
  • Technology in Education Plagiarism, Writing and Dual Submission Policies-Version December 19, 2007
    • Plagiarism Policy
      • All work submitted to meet course requirements is expected to be the student’s own.
      • In the preparation of all papers and other written work submitted to meet course requirements and dissertations, a student must be careful to distinguish between ideas that are his or her own and those that have been derived from other sources.
      • Information and opinions drawn from all sources are to be attributed specifically to these sources. It is the student’s responsibility to learn and use the proper forms of citation. Quotations must be properly placed within quotation marks and must be fully cited. All paraphrased material must also be fully cited.
      • In all cases where ideas or material presented are derived from a student’s reading and research, the source used must be indicated. Students who submit work either not their own or without clear attribution to the original source, for whatever reason, will ordinarily be dismissed from the course and receive a failing grade.
      • Students are responsible for learning how to document sources and what constitutes plagiarism. Lesley faculty and the staff of the Center for Academic Achievement can provide help in understanding acceptable models for academic research. When in doubt about the proper use of source material, students are expected to seek guidance.
    • Assistance In Course Work And Writing
      • Students occasionally work with others or receive assistance in various aspects of their course work. Student should be very clear about how they are working with others and what types of assistance, if any, they are receiving.
      • Students must disclose to the instructor any plans for outside professional assistance on editing, statistical work, or other matters central to completing their work. The instructor will approve those kinds and levels of assistance that support, rather than supplant, the student’s research, writing and learning.
      • If assistance was approved, the student must specify what sort of assistance they received and from whom on the paper in question, upon submission. The goal of this oversight is to preserve the status of the work as the student’s own genuine intellectual product.
    • Dual Submission Of Papers
      • A paper or project used in a prior or concurrent course at Lesley University or another academic institution may not be used to meet the requirements in a subsequent course.
      • Students wishing to integrate the work of two separate courses in one paper may only do so if this plan is approved in advance in writing by both instructors involved and both course mentors. Papers submitted for more than one course must show both course numbers on the title page.
  • Makeup Policy
    • In the event of severely inclement weather, students will be notified through the site coordinator of any change and of the times when the class is rescheduled to fulfill the required hours.
  • Time extensions and Incomplete Grades
    • Students who need a time extension to complete course work must obtain an Incomplete Course Contract from the Registrar’s Office or the program office. This should be completed in according to the conditions agreed upon with the instructor. Work must be submitted to the instructor no later than April 1 for Incomplete’s from the Fall Semester, and December 1 for Incomplete’s for the Spring Semester and Summer Session.
    • Those who do not complete their work by the deadline dates above will have I (Incomplete) permanently on their records. Contact the Registrar’s Office for more details
  • Policy for students with disabilities
    • Lesley University is committed to ensuring the full participation of all students in its programs. Accordingly, if a student has a documented disability, and, as a result, needs a reasonable accommodation to attend or participate in class or to complete course requirements, he/she should inform the instructor prior to or at the beginning of the course.
    • For further information about services through Lesley University for students with disabilities, contact the Office of Student Affairs on the main campus at (617) 349-8544 (TDD) or (617) 349-8543 (Voice).
  • H1N1 (Swine Flu) Preparation
    • All students should consult the Lesley University’s web site at http://lesley.edu/info/H1N1/ for information on the University’s response to H1N1 Influenza.
    • Any student experiencing influenza symptoms should NOT attend classes or other events until at least 24 hours after fever has subsided without the use of medicine.
    • Please contact the instructor to make arrangements for coursework to be completed at home; cohort students should inform their site coordinator of their absence.
  • Pre-Course Assignments
    • Due Saturday of first weekend; September 26, 2009
  • Mid-Course Project
    • Due Saturday of second weekend; October 24, 2009
  • Final Project
    • Due within one month of final class; November 25, 2009

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READINGS

ARTICLES

  • REQUIRED
    • Kiss Clipart Goodbye
    • Art Becomes the Fourth R (In a Digital Media World)
      • By Jason Ohler, (PDF on Mylesley)
    • Cheating the Kids
      • By Bonnie Meltzer, (PDF on Mylesley)
    • Beyond ClipArt: Encouraging Children’s Own Drawings
      • By Peter Minshull, online at http://fno.org/jun99/draw.html
    • The Multimedia Paradox
      • By: Tad Simmons (Business Source Premier Database-Full Text)
  • RECOMMENDED
    • Computer Based Concept Mapping: Active Studying for Active Learners
      • By Lynne Anderson-Inman and Leigh Zeitz

    • Template Art, Template Thinking, MultiMediocracy and Other TomFoolery
    • Beauty In the Beast
      • By: Sundar Sarukkai, (Wilson Database-Full Text)
    • Wondering With and About Images
      • By Jamie McKenzie, http://fromnowon.org/oct05/images.html
    • Visually Speaking By Leonard Shlain
      • (PDF on MyLesley)
    • Building Better Instruction: How Technology Supports Nine Research-Proven Instructional Strategies
      • By Kathy Brabec, (Wilson Database- PDF)
    • The Lessons that Children Teach Us: Integrating Children’s Literature and the New Literacies of the Internet
      • By Donald J Leu, Jr., (Wilson Database-PDF)
    • Constructivism in the Classroom: If I Teach This Way, Am I Doing My Job?
      • By: Debra Sprague and Christopher Dede, (Wilson Database-Full Text)
    • Digital Desperation: Reports on a Growing Technology and Equity Crisis
      • By: M. D. Roblyer, (Wilson Database- Full Text)

BOOKS

  • RECOMMENDED
    • Arts with the Brain In Mind, by Eric Jensen
    • Whole New Mind, by Daniel Pink

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GRADING OVERVIEW

Projects will be graded on their completeness, originality, creativity, interdisciplinary approach, and appropriate use of technology. Written portions of projects must be word-processed, thoroughly proofread, and where appropriate, APA guidelines should be followed. Late work will be penalized 5% per day without prior notice and approval by the instructor. Sent work must be postmarked 30 days from the last course date and be mailed to the instructor’s home address. Please enclose a SASE if you want work returned. All feedback will be given via email within two weeks of the final due date. If you do not receive an email with feedback and final grades, do not hesitate to email the instructor.

ASSIGNMENTS AND POINT SCALE

In-Class Labs 30% Due Sunday, Weekend 2
Digital Imagery Infused Lessons Presentation 30% Due Saturday, Weekend 2
Final Project Option 20% Due 30 days from last class
Attendance, Punctuality and Positive, Active Participation 20%

GRADING STANDARDS (Please See Rubrics)

A Work is superior in all aspects and exceeds the guidelines in one or more ways. In-class participation reflects a very high degree of involvement in all aspects of the discussions, activities and lab projects.
B Work is satisfactory and all requirements have been met. In-class participation reflects satisfactory involvement in most aspects of the discussions, activities and lab projects.
C Submitted work fails to meet the requirements. Participation in activities fails to reflect involvement, commitment or significant growth on the part of the student.
D/F Student work falls below college level expectations.

ELIGIBILITY FOR GRADE RECONSIDERATION OR INCOMPLETE

There are times when students, for reasons beyond their control, cannot complete the assignments, or cannot attend the entire class. It is the responsibility of any student having difficulty completing course work to obtain an Incomplete Course Contract from the Registrar’s Office. In the absence of a negotiated contract,incomplete work will result in a failing grade.Keep an electronic copy of each project for your own reference as you may have the option to revise your project in response to the instructor’s comments. If your project is not at passing graduate level, your project may be returned, and you may resubmit it for a grade reconsideration, not to exceed the minimum passing grade. Projects judged to be incomplete maybe revised and resubmitted as well.

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PRE-WEEKENDS HOMEWORK

TO DO BEFORE WEEKEND 1

  • SURVEY
    • Take the Intro Technology Survey
      • It was sent by instructor via email.
      • It is also on myLesley the wiki
    • Send back to the Instructor before the 1st weekend
  • READ
    • The article Art Becomes the 4th R, sent in an email from instructor before class. It is also available at myLesley and the class wiki.
    • Please read and highlight three points that resonate with you in some way.
    • This reading will frame our thinking for the course and will be discussed in small groups Saturday morning
  • BRING
    • 10 photos that are special to you
      • preferably on electronic media – a CD or USB drive
    • 1 favorite CD of music
    • A USB Removable Storage Drive
      • Often referred to as a flash drive, pen drive, travel drive, or thumb drive) with at least 256MB of storage capacity
      • This OPTIONAL but STRONGLY encouraged and will make your work much simpler
    • A digital camera, if you have one, with its cables, charger, and manual

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COURSE SCHEDULE – 1st WEEKEND

WEEKEND 1 – SATURDAY 8AM – 5PM

  • INTRODUCTIONS
    • Once around the room to say, ‘Hi’, establish our comfort levels with technology and celebrate what’s right in the world
    • The Fear Factor
      • Technology can be our friend
    • Educational Ninja
      • When the student is ready, the teacher will appear
      • Setting our priorities, goals and agenda for the class
  • DISCUSSION
    • Course Overview
      • Syllabus review
      • Wiki
      • mylesley
      • Explanation of assignments and communication plans
      • Establishing logistics: hours, meals, breaks
  • READING
    • Discussion and presentation from pre-course reading
      • Art Becomes The 4th R
  • ACTIVITY
    • Microsoft Word Template-based Lesson Idea
  • SHOWCASE
  • ACTIVITY
    • Social Bookmarking with Delicious.com
    • VIDEO: Social Bookmarking in Plain English
  • ACTIVITY
    • Creating an Edublogs blog
    • VIDEO: Blogs in Plain English
  • VIDEO
    • Ken Robinson Says Schools Kill Creativity at TED.com
  • SHOWCASE
  • OVERNIGHT READING
    • You will be assigned one of the three articles below. Read for clear understanding and please select 3 quotes or ideas you can apply to instruction in your own classroom. Annotate them with your thoughts. Be ready to share these in small groups in the morning.
      1. Kiss Clip Art Goodbye, by Bonnie Meltzer
        • Available in our course on MyLesley as a PDF
      2. Cheating The Kids, By Bonnie Meltzer
        • Available in our course on MyLesley as a PDF
      3. Beyond Clip Art: Encouraging Children’s Own Drawing

WEEKEND 1 – SUNDAY 8AM – 5PM

  • SHOWCASE
  • SHOWCASE
  • SHOWCASE
  • SHOWCASE
    • APA Citation web sites
      • Noodletools
      • Citation Machine
  • SHOWCASE
    • Rubistar rubric maker
  • SHOWCASE
    • Online quiz makers
      • Quizlet
      • Quia
  • SHOWCASE
  • SHOWCASE
    • PowerPoint Poetry and Multimedia Readers’ Theater
  • ACTIVITY
    • Right-brain friendly presentations with PowerPoint
  • SHOWCASE
  • SHOWCASE
  • ACTIVITY
    • Introduction to Digital Storytelling with Photo Story & Drawing for Children: The “Story” of weekend 1
  • SHOWCASE
  • SHOWCASE
    • Create a digital class newspaper with Pageflakes.com
  • ACTIVITY
    • Using FreeMind, Inspiration and Kidspiration for concept mapping, curriculum webs, multimedia project plans, and assessment
      • ARTICLE: Computer Based Concept Mapping: A Tool for Negotiating Meaning By Lynne Anderson-Inman and Leslie Ditson
      • Online Tools
      • FreeMind
        • Free concept mapping software (Windows, Mac, Linux
  • SHOWCASE
  • PRESENTATION
    • Introduction to Digital Imagery Lesson Ideas Presentations due Saturday morning of weekend 2
  • EVALUATION
    • Mid-course online survey at SurveyMonkey.com
    • Takes about 5 minutes and is confidential

    LAB TIME

    • Group organization and planning time

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MID-WEEKENDS HOMEWORK

TO DO BEFORE WEEKEND 2

  • LEARNING LOG – BLOG
    • Record procedures, experiences, thoughts, failures, successes and the ideas shared by others in a Edublogs.org blog or, if you cannot get your blog to work in a Microsoft Word document. Combine, refine and add to the ideas and information from our in-class activities throughout our two weekends. Consider this a “reflective” note taking journal.
  • WORK TIME
    • Work with your Digital Imagery Infused Lesson Ideas group to develop project ideas to be shared during weekend 2.
    • Bring supplies needed for the hands on portion of your lesson.
  • READ
    • Please select 3 quotes from each reading below and annotate them with your thoughts
    • Be ready to share these in groups Saturday morning
      1. The Multimedia Paradox by Tad Simmons
      2. Read one of the other articles listed in the readings online
  • BRING
    • 8-10 digital photos and a CD of music you enjoy for digital storytelling with PhotoStory

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COURSE SCHEDULE – 2nd WEEKEND

WEEKEND 2 – SATURDAY 8AM – 5PM

  • REVIEW
    • Weekend 1:Testimonials? Questions? Clarifications?
  • OVERVIEW
    • Review syllabus, schedule and final projects
  • PRESENTATION
    • Digital Imagery Ideas Presentation Group 1
  • SHOWCASE
  • PRESENTATION
    • Digital Imagery Ideas Presentation Group 2
  • SHOWCASE
    • RSS subscribing to the content on the Internet
      • Google Reader
    • VIDEO: RSS in Plain English
  • ACTIVITY
    • Introducing Adobe Photoshop Part 1
      • A practical tool for artists of all ages
      • Harnessing the power of layers with digital imagery and text
  • SHOWCASE
  • ACTIVITY
  • JIGSAW
    • On readings: Sharing relevant quotes with annotated thoughts
  • SHOWCASE
  • ACTIVITY
    • Telling our own stories with PhotoStory and VoiceThread
  • PRESENTATION
    • Digital Imagery Ideas Presentation Group 3
  • SHOWCASE
  • PRESENTATION
    • Digital Imagery Ideas Presentation Group 4

WEEKEND 2 – SUNDAY 8AM – 5PM

  • PRESENTATION
    • Digital Imagery Ideas Presentation Group 5
  • SHOWCASE
    • Washington State Technology Standards
  • ACTIVITY
  • SHOWCASE
    • Podcasts with iTunesU
  • ACTIVITY
    • Photoshop Part 2
      • Creating a Mandala Digital Collage
  • EVALUATION
    • Course evaluation and celebration!

    SHOWCASE

    • Flickr.com image gallery
  • PRESENTATION
    • Scott’s and Karen’s Top Ten List
      • Technology treasures for the classroom
  • DISCUSSION
    • Developing a Technology Infused Integrated Arts Curriculum: Final Project Plannin

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POST-WEEKENDS HOMEWORK

TO DO AFTER WEEKEND 2

  • PROJECT
    • Complete final project option
  • EVALUATION
    • Fill out self assessment rubrics
  • SEND
    • All to Scott postmarked or emailed 30 days from the final course date
      • Scott Le Duc
      • 9225 Littlerock Rd. SW
      • Olympia, WA 98512

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PROJECTS

MID-TERM DIGITAL IMAGERY INFUSED LESSONS PRESENTATION

This assignment provides you with the opportunity to delve into the world of digital imagery with a focus on curricular application. Working in teams of 2-4, you will research ideas for incorporating digital imagery in your classrooms, develop working samples, and then share them with your colleagues during weekend 2. At least two ideas and samples per person will be developed and shared. From the ideas you experiment with, you will select one to provide a hands on opportunity for your classmates to explore. In class during weekend two, be prepared to share a handout that includes information about your ideas (color is not required-make enough copies for all classmates) and give an hour long presentation which includes the hands on project work.

Example Scenario

A group of three 5th grade teachers decides to work together. They begin by finding ideasthey are interested in trying out and then they try them. Sally finds or comes up with a great template idea to share using Word and digital photos the students take, and she wants to have her students make buttons using the PaintAccessory Program to celebrate Veterans’ day. Gladys wants her students to write and illustrate poetry using Word and the Paint Accessory for Mother’s Day and she wants to do a readers’ theater using PowerPoint for the Mother’s Day tea, and Mary Sue is having her students create their own T-shirts for a field trip using the Paint Accessory Program, a digital camera and Iron-Ons, then she wants to use digital cameras and Photostory to reviewand discuss what was learned on the field trip. Each of the ladies prepares their projects as though they were thestudents creating them. Then they get together to share their projects with one another, give feedback or further suggestions and decide on one of the six ideas to have their masters class try out. They then decide what will beshared via a handout (hyperlinks to idea sites, information on print products like the buttons or t-shirt iron-ons,descriptions of each project with small digital photos, etc.). When they come to class they bring all six projects to show and share, then they engage the group in one of the six projects, start to finish.

  • A (95-100), A-(90-94)
    • Provided a handout of some sort (Inspiration web? Brochure? PowerPoint handouts with presenter notes?“Newsletter”? etc.) with carefully selected design features for the entire class detailing the ideas presented. These details should include information such as where you found the ideas, what materials are needed to complete them, how long each will take, and what management strategies will be used to ensure success.
  • Design Suggestions Discussed in Class for Handouts
    • Allow white space for clarity
    • Use light fonts on dark backgrounds and dark fonts on light backgrounds
    • Remove auto hyphenation if there is too much hyphenation in columns if creating a brochure
    • Be PICKY about graphics. They must be high quality print graphics (not monitor) without obvious pixels and they should enhance the content.
  • Demonstrated thorough mastery of the ideas being shared by ability to respond to questions

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FINAL PROJECT – OPTION 1: TECHNOLOGY INFUSED INTEGRATED ARTS LESSON

After spending two weekends of class time developing your skills and being immersed in ideas for blending art and technology, you should feel prepared to begin considering how you might share some of these skills and ideas with your students. This final project option will be to formalize a complete lesson plan that employs the tools of technology with a creative arts approach to meet a given curricular objective. The lesson can be drawn from ideas shared in class or from ideas found through other resources, but they must be adapted specifically to your own students’ needs and your own district/state standards. In other words, the lessons should be in your “own voice” and any examples or materials needed to carry out the lesson need to be developed and included. The lesson should be so complete that I could easily come in and carry it out with your students. After actually carrying out the lesson with your students, examples of their work should be shared.

Elements to be included in the Lesson

  • APA Style Cover Page
  • The Rationale
    • In thoughtful preparation for the use of technology in a value-added, creative manner, you will write a one page rationale for the lesson. The rationale should address how technology is being used in a value added manner. The rationale paper should state WHY you are integrating educational technology and the arts into your curriculum. You should cite at least five (5) sources of information (using APA formatting) obtained from class or readings, and support your rationale with these sources and your own personal reflections
  • The Lesson
    • This should be a complete lesson, including all handouts, examples, materials etc. that are necessary for teaching the lesson. The lesson should follow a conventional instructional lesson format, and contain the following:
      • A one paragraph overview of the lesson
      • Subject area/topic and Grade level/content area
      • Goals, objectives, standards (for both the technology and the content area)
      • Hardware & software required for project/lesson
      • Time required for completion
      • Classroom management plans for success (pre-planning, assistants, buddies, etc.)
      • Examples, templates, or materials to prepare ahead
      • The Evaluation Criteria which includes both technology use and curricular content understanding (include assessment rubric, checklist, etc.)
      • Audience for sharing completed works
  • Applied Practice
    • Carry out the lesson with your students within the month before submission. Sharing the results of the lesson provides a way for you to reflect and for me to give feedback on the successes or challenges faced. Include a written reflection on the lesson and if possible, include examples of student work.

FINAL PROJECT – OPTION 2: MULTIMEDIA SLIDESHOW WITH DIGITAL IMAGES

After spending some time learning and working with three resources for creating multimedia slideshows with digital images (Photostory, Powerpoint, VoiceThread), you have the basic skills and knowledge to create slideshows for and with your students. This final project option asks you to create a multimedia slideshow for or with your students with an educational focus. Specifically, this might be a culminating show after a unit or fieldtrip, a themed show for sharing with parents, or a student-driven production tied to curriculum. The basic requirements are below, but content will vary based upon the piece of software you select for design.

Elements to be included in the Final Project Submission

  • Cover Page
  • The Rationale
    • In thoughtful preparation for the use of technology in a value-added, creative manner, you will write a one page rationale which highlights your motivation for creating this multimedia slideshow or for coaching your students as they create it. The rationale should address how technology is being used in a value added manner. The rationale paper should state WHY you are integrating educational technology and the arts into your curriculum.
  • 5 sources of information
    • Use APA citation formatting
    • Sources obtained from class or readings, and support your rationale with these sources and your own personal reflections.
  • Electronic Version of the Show On CD or DVD
  • Include a fully functional stand alone version of the multimedia slideshow on CD or DVD.
    • Be certain to test its functionality on at least two other sources than the one you created on to confirm it runs smoothly and completely.
  • In addition to the aforementioned, please include:
    • An opening title slide or series
    • A minimum of 30 images. These can be taken with a digital camera, scanned, or created with a graphic arts program.
    • Appropriate music and/or narration for purpose and content
    • Appropriate transitions and/or special effects for purpose and content… hint: sometimes less is more!
    • A closing slide or series with credits to the contributors
    • Citations given where needed for images “borrowed”
  • The Follow Up
    • After actually creating your slideshow of digital imagery, write a short reflection regarding how it went. Sharing the results the process you went through and the product you ended up with provides a way for you to evaluate your own work and then I will be able to give feedback on the successes or challenges faced. If you chose to coach your students through the creation process, reflect on the effectiveness your instruction and of your management of time and resources with the students.

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RUBRICS

Rubrics For Self-Assessment And Instructor Assessment

Please self-assess your progress and performance in this Multimedia Technologies for the Classroom course by circling the descriptors which best describe your work. Submit this completed hard copy print out with your final project. The instructor will use the same rubric for assessment during the final grading process.

IN-CLASS ACTIVITIES/CLASS PARTICIPATION

Partially Proficient – C Proficient – B Advanced – A
In Class Labs Actively participates during projects only when asked directlyDoes not contribute to others’ thoughts;

Does not answer or ask questions Rarely displays active interest Learning log has fewer than 10 entries.

 Actively participates during projects some of the timeAt times, contributes to others’ thoughts; answers or asks questions

Displays active interest most of the time Learning log has the minimum of 10 entries.

 Actively participates in all in class projects on a consistent basisContributes to others’ thoughts, answers or asks questions, shares experiences

Displays consistent active interest Learning log has more than 10 entries.
Discussions Volunteers input only when askedAsks few questions to further discussion

Draws few connections and applications of theory to practice

Was not consistently prepared to discuss/apply assigned readings

 Volunteers input at timesAsks some questions to further discussion

At times, draws connections and applications of theory to practice

Was consistently prepared to discuss/apply assigned readings

 Volunteers input consistentlyAsks key questions to further discussion

Draws connections and applications of theory to practice

Consistently discussed application of assigned readings in a thoughtful manner
General Often lateSome absences, incomplete make up work

Often not on task

 Mostly on timeSome absences, but made up work afterwards

Usually on task

Somewhat helpful

 Always on timeNo absences or if needed, communicated ahead & did extra work

Always on task

Very helpful

MID-TERM DIGITAL IMAGERY INFUSED LESSONS PRESENTATION

Partially Proficient – C Proficient – B Advanced – A
Design and contents of presentation, brochure, or handout Content is incomplete or unclearUnclear or unsupportive images

Not useful as working tool

 Content is complete, demonstrating a basic understanding of the information Clear, meaningful imagery used in presentationUseful tool for future use Content is detailed and in-depthContent is organized in an easy-to-understand format Imagery is thoughtfully selected and is of high quality

Tools for future reference are clear and helpful
Oral Presentation One or more presenters did not participate or could not be heardVisuals were read from rather than existing for visual support of an oral presentation

Presentation time is not suitable for sufficient coverage of topic

Presenters are not able to answer questions accurately

Audience has to work to keep attention focused

Presentation was delivered in an easy-to-forget manner

 All presenters played a role in the delivery of the presentation and could be heardVisuals were provided clear visual support while presenters focused on their oral delivery

Presentation time is sufficient for basic coverage of topic

Presenters are able to answer questions accurately

Keeps audience attention

Presentation was delivered in a not-to-be-forgotten manner

 All presenters played a necessary, creative role in the delivery of the presentation and presentation styles were engagingCreative visuals provided clear, engaging visual support while presenters focused on an engaging oral delivery

Presentation time was appropriate for complete coverage of topic

Presenters are able to answer questions accurately and with confidence

Highly interesting, memorable and engaging to the audience
Group Participation Certain group members appear to be doing more work than othersMembers do not appear to have communicated, planned, and cooperated well Group members all appear to have been involved at various stages in the processMembers appear to have communicated, planned and cooperated most of the time All group members appear to have been fully, actively involved in the whole processMembers have communicated, planned, and cooperated well and with a value for differing approaches and views

FINAL PROJECT – OPTION 1: TECHNOLOGY INFUSED INTEGRATED ARTS LESSON

Partially Proficient – C Proficient – B Advanced – A
Rationale Rationale is incomplete Rationale is complete and reflects careful thought toward implementation Rationale is complete, thoughtful, and reflects careful analysis to determine the best tools to meet curricular standards
Written Lesson Elements Contain few suggested elementsDo not employ technology’s MM capabilities in a value-added manner

Are not complete or clear

Assessment is not included

 Contain most suggested elementsEmploy technology’s MM capabilities in a value-added manner to some extent

Fairly complete & clear

Assessment is included

 Contains all suggested elementsClearly employs technology’s MM capabilities in a value-added manner

Are very complete & clear

Assessment is included and measures both the technology and the content components of the lesson
Mechanics Numerous typos, spelling, or grammatical errorsAPA formatting and citation requirements not met Some typos, spellings, etc.Very few grammatical errors

APA formatting and citation requirements met

 No typos, spellings, etc.Free of grammatical errors

APA formatting and citation requirements met
Applied Practice The lesson was used with students, but the reflection is incompleteExamples of student work were not submitted The lesson was used with students and the reflection demonstrates includes a complete analysis & critiquePlans for improvement are included

Examples of student work were submitted

 The lesson was used with students and the reflection demonstrates careful, insightful analysis and critiquePlans for improvement are included

Examples of student work were submitted

FINAL PROJECT – OPTION 2: MULTIMEDIA SLIDESHOW WITH DIGITAL IMAGES

Partially Proficient – C Proficient – B Advanced – A
Rationale Rationale is incomplete Rationale is complete but lacks significant depth of thought and planning Rationale is complete and reflects careful thought toward educational relevance. It reflects careful analysis to determine the best tool for design given the purpose.
Required Elements Evidence of adherence to some of the suggested design considerations Evidence of adherence to most of the suggested design considerations Evidence of adherence to all suggested design considerationsWork reflects unique talent for multimedia design
Written Reflection The reflection is incomplete The reflection includes a complete analysis & critique Plans for improvement are included The reflection demonstrates careful, insightful analysis and critiqueDetailed plans for improvement are included
Mechanics Numerous typos, spelling, or grammatical errors Some typos, spellings, etc.Very few grammatical errors No typos, spellings, etc.Free of grammatical errors

IN-CLASS ACTIVITIES/CLASS PARTICIPATION

Partially Proficient – C Proficient – B Advanced – A
In Class Labs Actively participates during projects only when asked directlyDoes not contribute to others’ thoughts;

Does not answer or ask questions Rarely displays active interest Learning log has fewer than 10 entries.

 Actively participates during projects some of the timeAt times, contributes to others’ thoughts; answers or asks questions

Displays active interest most of the time Learning log has the minimum of 10 entries.

 Actively participates in all in class projects on a consistent basisContributes to others’ thoughts, answers or asks questions, shares experiences

Displays consistent active interest Learning log has more than 10 entries.
Discussions Volunteers input only when askedAsks few questions to further discussion

Draws few connections and applications of theory to practice

Was not consistently prepared to discuss/apply assigned readings

 Volunteers input at timesAsks some questions to further discussion

At times, draws connections and applications of theory to practice

Was consistently prepared to discuss/apply assigned readings

 Volunteers input consistentlyAsks key questions to further discussion

Draws connections and applications of theory to practice

Consistently discussed application of assigned readings in a thoughtful manner
General Often lateSome absences, incomplete make up work

Often not on task

 Mostly on timeSome absences, but made up work afterwards

Usually on task

Somewhat helpful

 Always on timeNo absences or if needed, communicated ahead & did extra work

Always on task

Very helpful

MID-TERM DIGITAL IMAGERY INFUSED LESSONS PRESENTATION

Partially Proficient – C Proficient – B Advanced – A
Design and contents of presentation, brochure, or handout Content is incomplete or unclearUnclear or unsupportive images

Not useful as working tool

 Content is complete, demonstrating a basic understanding of the information Clear, meaningful imagery used in presentationUseful tool for future use Content is detailed and in-depthContent is organized in an easy-to-understand format Imagery is thoughtfully selected and is of high quality

Tools for future reference are clear and helpful
Oral Presentation One or more presenters did not participate or could not be heardVisuals were read from rather than existing for visual support of an oral presentation

Presentation time is not suitable for sufficient coverage of topic

Presenters are not able to answer questions accurately

Audience has to work to keep attention focused

Presentation was delivered in an easy-to-forget manner

 All presenters played a role in the delivery of the presentation and could be heardVisuals were provided clear visual support while presenters focused on their oral delivery

Presentation time is sufficient for basic coverage of topic

Presenters are able to answer questions accurately

Keeps audience attention

Presentation was delivered in a not-to-be-forgotten manner

 All presenters played a necessary, creative role in the delivery of the presentation and presentation styles were engagingCreative visuals provided clear, engaging visual support while presenters focused on an engaging oral delivery

Presentation time was appropriate for complete coverage of topic

Presenters are able to answer questions accurately and with confidence

Highly interesting, memorable and engaging to the audience
Group Participation Certain group members appear to be doing more work than othersMembers do not appear to have communicated, planned, and cooperated well Group members all appear to have been involved at various stages in the processMembers appear to have communicated, planned and cooperated most of the time All group members appear to have been fully, actively involved in the whole processMembers have communicated, planned, and cooperated well and with a value for differing approaches and views

FINAL PROJECT – OPTION 1: TECHNOLOGY INFUSED INTEGRATED ARTS LESSON

Partially Proficient – C Proficient – B Advanced – A
Rationale Rationale is incomplete Rationale is complete and reflects careful thought toward implementation Rationale is complete, thoughtful, and reflects careful analysis to determine the best tools to meet curricular standards
Written Lesson Elements Contain few suggested elementsDo not employ technology’s MM capabilities in a value-added manner

Are not complete or clear

Assessment is not included

 Contain most suggested elementsEmploy technology’s MM capabilities in a value-added manner to some extent

Fairly complete & clear

Assessment is included

 Contains all suggested elementsClearly employs technology’s MM capabilities in a value-added manner

Are very complete & clear

Assessment is included and measures both the technology and the content components of the lesson
Mechanics Numerous typos, spelling, or grammatical errorsAPA formatting and citation requirements not met Some typos, spellings, etc.Very few grammatical errors

APA formatting and citation requirements met

 No typos, spellings, etc.Free of grammatical errors

APA formatting and citation requirements met
Applied Practice The lesson was used with students, but the reflection is incompleteExamples of student work were not submitted The lesson was used with students and the reflection demonstrates includes a complete analysis & critiquePlans for improvement are included

Examples of student work were submitted

 The lesson was used with students and the reflection demonstrates careful, insightful analysis and critiquePlans for improvement are included

Examples of student work were submitted

FINAL PROJECT – OPTION 2: MULTIMEDIA SLIDESHOW WITH DIGITAL IMAGES

Partially Proficient – C Proficient – B Advanced – A
Rationale Rationale is incomplete Rationale is complete but lacks significant depth of thought and planning Rationale is complete and reflects careful thought toward educational relevance. It reflects careful analysis to determine the best tool for design given the purpose.
Required Elements Evidence of adherence to some of the suggested design considerations Evidence of adherence to most of the suggested design considerations Evidence of adherence to all suggested design considerationsWork reflects unique talent for multimedia design
Written Reflection The reflection is incomplete The reflection includes a complete analysis & critique Plans for improvement are included The reflection demonstrates careful, insightful analysis and critiqueDetailed plans for improvement are included
Mechanics Numerous typos, spelling, or grammatical errors Some typos, spellings, etc.Very few grammatical errors No typos, spellings, etc.Free of grammatical errors

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COURSE RESOURCES

WEB 2.0 TOOLS (ONLINE TOOLS)

OPEN SOURCE and/or FREE PROGRAMS FOR YOUR COMPUTER

ONLINE LEARNING RESOURCES

PRINT AND ONLINE RECOURCES REFERENCED

Allen, D. (2001). Getting Things Done. New York, NY: Penguin Group.

Armstrong, T. (2000). Multiple Intelligences in the Classroom. Alexandria, VA:

     Association for Supervision and Curriculum Development.

Burmark, L. (2002). Visual Literacy, Learn to See, See to Learn. Alexandria, VA:

     Association for Supervision and Curriculum Development.

Chen, M., Armstrong, S. (2002). Edutopia: Success Stories for Learning in the Digital

     Age. San Francisco, CA: Jossey-Bass

Eisner, E. (1987). Why the Arts Are Basic. Instructor, 97(5), 43-35.

Florida, R. (2002). The Rise of the Creative Class: And How It’s Transforming Work,

     Leisure, Community and Everyday Life. New York, NY: Basic Books.

Freeman, E., Freeman, E. (2005). Head First  XHTML with CSS.

     Cambridge, MA: O’Reilly Media.

Friedman, T. L. (2006). The World is Flat: A Brief History of the 21st Century.

     New York, NY: Farrar, Straus and Giroux.

Fritz, R. (1989). Path of Least Resistance: Learning to Become the Creative Force in

     Your Own Life. New York, NY: Fawcett Columbine

Heathcote, D. and Bolton, G. (1995). Drama for Learning: Dorothy Heathcote’s

     Mantle of the Expert Approach to Education. Portsmouth, NH: Greenwood

     Publishing Group.

Jensen, E. (1998). Teaching with The Brain in Mind. Alexandria, VA:

     Association for Supervision and Curriculum Development.

Lefever, L. (2006). Blogs in Plain English. from http://www.commoncraft.com

Lefever, L. (2009). Google Reader in Plain English. from http://www.commoncraft.com

Lefever, L. (2007). Online Photo Sharing in Plain English. from http://www.commoncraft.com

Lefever, L. (2006). RSS  in Plain English. from http://www.commoncraft.com

Lefever, L. (2006). Social Bookmarks in Plain English. from http://www.commoncraft.com

Lefever, L. (2007). Social Media in Plain English. from http://www.commoncraft.com

Lefever, L. (2009). Twitter in Plain English. from http://www.commoncraft.com

Lefever, L. (2009). Web Search Strategies in Plain English. from http://www.commoncraft.com

Lefever, L. (2006). Wikis in Plain English. from http://www.commoncraft.com

Latzko, W., Saunders, D. (1995). Four Days With Dr. Deming: A Strategy for

     Modern Methods of Management. Reading, MA: Addison-Wesley Publishing

     Company.

Margolis, J. Fisher, A. (2002). Unlocking the Clubhouse: Women in Computing.

     Cambridge, MA: MIT Press.

Medina, J. (2009). Brain Rules (T. Cutchlow, Ed.). Seattle: Pear Press. 

     (Original work published 2008)

     John Medina knows the brain. He also knows education. He does a nice job
     of bringing the best of both worlds together in a practical, accessible
     and humorous writing style.

Negroponte, N. (1995). Being Digital. New York, NY: Alfred A. Knopf, Inc.

Perkins, D. (1998). Understanding Understanding. San Francisco, CA: Jossy-Bass.

Pink, D. A. (2005). A Whole New Mind. New York, NY: Riverhead Books.

Robinson, K. (2001). Out of Our Minds: Learning to be Creative. Mankato, MN: Capstone.

Robinson, K. (2006, Feb.). Video Presentation: Out of Our Minds from

     http://ted.com/tedtalks/tedtalksplayer.cfm?key=ken_robinson. Monterey, CA: TED.com

Stiggins, R.J. et al. (2006). Classroom Assessment for Student Learning: Doing it Right

     Using it Well. Published by Assessment Training Institute. (Includes CD-ROM and DVD)

Tufte, E. (2006). Beautiful Evidence. Cheshire, CT: Graphics PreLLC.

Tufte, E. (1990). Envisioning Information. Cheshire, CT: Graphics PreLLC.

Tufte, E. (2001). The Visual Display of Quantitative Information. Cheshire, CT: Graphics

     PreLLC.

Tufte, E. (1997). Visual Explanations. Cheshire, CT: Graphics PreLLC.

Wiggins, G., McTighe, J. (2005). Understanding by Design. Alexandria, VA:

     Association for Supervision and Curriculum Development.

Zeldman, J. (2003). Designing with Web Standards. Indianapolis, IN: New Riders.

THANK YOU

  • This syllabus was developed with substantial material contributions from expert teachers Karen Mayfield and Michelle Strickland

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ADDITIONS:
Digital Images / Footage
Scanning
Kid Pix
PPT
Photoshop: Image Creation and Editing
Audacity: Audio Creation and Editing
iMovie / MovieMaker: Video Creation and Editing
Copyright: Creative Commons and Fair Use Guidelines
Multiple Intelligences
Assessment E-Portfolio
Introduce and Share
Animoto
Sumopaint
E-Portfolio with Chalk and Wire

MY NOTES

Coolwords assignment
Escalator problem video