Assistive Technology

Assistive Technology

Ethics in the Digital World

This article was very interesting to read and an important topic that both students and teachers should be aware of. I liked how specific questions were discussed and input was given not only by adults but by students to. This was actually a great example of ways teachers could discuss this topic in their own classroom; having an open discussion where everyone can freely express their opinions, listen to each others opinions and provide feedback.
Although I have heard these topics discussed numerous times in other texts I really enjoyed how they looked at both sides. I don't believe I have seen an article that was written in this way before. It was nice to see that so many of the teens mentioned in the article did seem to understand the importance of ethics in technology. The topic of illegal music downloading still seemed to be of great debate for students, a lot of students still think its ok to do. I think though that the effects of downloading illegal music and videos on your computers (viruses and worms) and the fact that it is not so easy to do should decrease the amount of people who are doing it.
This article gave me a little better idea of some of the topics that I should probably address on the trust and privacy page of my GLP website. I sometimes do forget that there are several topics in ethics in technology that should be addressed. I am actually going to double check my website policy to make sure that it is covering all the elements.





Burch, L., Davis, K., James, C., Joseph, B., Katz, S., Santo, R. (2009). Meeting of the Minds: Cross-Generational Dialogue on the Ethics of Digital Life. (Retrieved November 04, 2009 from http://www.macfound.org/atf/cf/{b0386ce3-8b29-4162-8098-e466fb856794}/DML-FOCUS-DIALOGUE-REPORT-0910.PDF)

Reflection on God's Comfort

My GLP Website

My GLP Website

Your feedback is greatly appreciated!!!

Downloadable toolkit

Here is a link to a form that I completed that will be added to my downloadable tool kit.
Consent for student participation

Trust Policy reviews

Review of IEARN.com policy
http://media.iearn.org/copyright
This copyright policy is well written and clearly expresses their policy. I particularly like the part where they talk about the use of images “By submitting images, intellectual property and resources, users are hereby agreeing that iEARN (or designated collaborative partner organization) can share these freely within its global learning community for education purposes.” It was well written and easy to understand. The only thing that I didn’t like about their policy was that it was somewhat difficult to find. I had to really search for it, I think it should be easily found.
Review of Facebook Policy
https://www.facebook.com/#!/policy.php
This policy was very long and wordy but covered the information thoroughly. There are a lot of members on facebook which I think is one reason why their policy must be so detailed. My policy will not need to be anywhere close to the length of theirs but I think it provides a good outline of things I may want to include.

Trust/monitor policy rough draft

Trust/monitor Policy Rough draft
Privacy and respect is of the up most importance of this project. Therefore, any violations to the following rules will result in the removal from this project.
• All users should use be respectful while interacting with other participants.
• No personal information should be exchanged in the forums or by email.
All images placed on the website are property of those who produced them. By emailing media to the website email you are agreeing to allow this site to use them for educational purposes on this site.
We will do our best to protect your information however we are not responsible for any misues or abuse on images or information placed on this site.
All students must have a consent signed by a parent or guardian before their project is posted to the website. It is the responsibility of the teacher to distribute these consent forms and keep record of those students who have turned them in.

teacher tube

testing out widgets

Reflection 2

Media Palette

I have been thinking a lot about how I want to use media in my GLP. I have a couple of different ideas. First, on my website's home page I plan to have a video of some sorts to explain the project (what's involved) and tips about how to navigate the site (maybe a screencast). For the project itself, students will have the opportunity to use various types of media in order to create their individual projects and classroom projects. Media such as podcasts, video, photos, etc. will be accepted and welcomed. One aspect that I really like about my GLP is the fact that students will be able to use different types of media to express themselves with. I think this will create a unique and interesting GLP.
Through the use of media in my GLP I think students will be guided "From instruction to construction and discovery" and also "From one-size-fits-all to customised learning" Mason & Rennie (2008). No two projects will be the same which I think will be very interesting. I can't wait to see what students end up with.

My Protoype Website

www.mshinklesclassroom.weebly.com


Here's the link to my GLP website. Its pretty rough but I think I am headed in the right direction. I tried to create the design fairly simple since its my first site.

Week One Reflections

Revised Site Structure

Site Structure

Hey guys! Here is my GLP Structure any feedback would be great!!!

Site Outline

1.       Home Page

a.       Classroom Projects

                                                               i.      Elementary

                                                             ii.      Middle School

                                                            iii.      High School

b.      Individual Projects

                                                               i.      Ages 5-8

                                                             ii.      Ages 9-12

                                                            iii.      Ages 13-15

                                                           iv.      Ages 16-18

c.       How To Join

                                                               i.      Downloadable Project Toolkit

                                                             ii.      Just for Teachers

1.       Discussion

                                                            iii.      Just for Students

1.       Discussion

d.      Legal Issues

e.      Contact Information

My GLP Proposal

Here is my GLP Proposal. Its still a little rough but here it is.

Identify a subject/curricular area  Language Arts

Brainstorm…

·         The overall goal of your GLP

·         What you want the students to learn?

 The purpose of this GLP is to bring cultural awareness to students across the globe. Students will be able to identify their own culture along with the cultures of other students in their class and students around the world.

·         What you want them to do?

Students will individually create a project that will describe their culture and themselves. They will be able to use whatever they want to show about themselves (photo collage, poem, poster, video, etc.). Students will then share their projects with the class. As a class students will create a chart that lists the most similar cultural items (favorite foods, Holidays, sports, hobbies, etc.). Then as a class they will create a project that describes the cultures of their class (shared cultural features. Information about their school can also be shared at this point.

·         What you feel will be the cross-cultural benefits?

Students of various ages will be able to participate in this GLP. They will have the opportunity to learn about others cultural. Students will be able to identify with other cultures and learn that they share interest with people across the country and globally.    

·         If there is a final product, what might it look like?

As the project wraps up classes will be able to access the website and see a wide range of projects that that students similar in age have created. 

·         How will it benefit the participants so that they will want to be involved?

Teachers will want to be involved in this project because it can be aligned with many of the curriculum standards. Students will enjoy this GLP because they will be able to express themselves and learn about others.

Search and review existing projects,

Summarize   IEARN.org has two projects on its site that focuses on culture. The first is “Getting to Know Others” (https://media.iearn.org/projects/gettoknowothers). This GLP is a project that focuses on particular subjects each month over the span of a school year. For example in the month of November, “Teams interview prominent public figures in their local communities.  Focus of the interview varies with stress on: What would the interviewee like to tell our friends in other countries?” The information collected during the month is posted to a forum. The second project that I researched is “One Day in the Life” (https://media.iearn.org/projects/onedayinthelife). According to the summary of this project, “Students write about, photograph, and discuss their daily lives, both on ordinary days and on special occasions.” This project has classes match up and share their “One Day in the Life” pictures and descriptions with each other. I am worried that this project may be fairly similar to what I have in mind. I will need to be sure that my project is different enough to be an original. To make my project different I may need to focus in on a select few questions.

Working Title of your GLP What Makes Me, Me and You, You?

Subject of GLP – Language Arts

List the Type/s of GLP structures The structures that will be used in my GLP is Information Exchanges, Electronic publishing and hopefully keypals.

Define your project participants [i.e. target audience]

·         Biographical info about yourself [host classroom]

My name is Amber Hinkle and I am the creator and host of this GLP. Although I am not currently teaching I will be sharing this project with several different classes and look forward to posting all of the students work to the website.

·         What type of participants will you need to make the project successful? (i.e. grade level, geographical location, language, etc..)

In order to make this project a success I would like various grade levels and people from across the globe to be involved.

·         How many classrooms would make the GLP effective?

For maximum effectiveness I would like to see at least 10 classrooms to participate. Obviously the more classrooms that get involved the better the project will be.

·         What will your participant’s roles be?

The teacher roles in this project would be to guide students in creating their own projects and to guide students in the creation of a classroom project.

Define Time parameters [start/end dates]

·         What is your target date for implementing your GLP?

The target date for implementing my GLP is in September or October 2011.

·         What is the target date for concluding your GLP?

The target date for the concluding of my GLP is December 2011

·         Will you continue annually, biannually?

At this time I am unsure if I will continue this assignment annually or not. If I find this project to be very successful I will most likely repeat the project the following year.

State the rationale. Why is your project important or worthwhile?

My GLP is important because it will allow students to grow emotionally, intellectually, and personally through direct experience with other cultures.

Write a synopsis

This is like an advertisement that you will use to give prospective participants a clear idea of what it is about.

This Global Learning Project will allow students to express themselves through a creative project of their choice and connect with students all over the world. All projects will be shared on a website, accessible by other students across the globe. Students will have the chance to discover if a student who is their age but lives 2000 miles away, enjoys the same hobbies or foods. What makes us similar and what makes us unique is one question that students of all ages will be able to answer at the end of this project.

Technology has opened some wonderful doors for us. Students now have the opportunity to meet and learn about other students in real time. They will make connections and their eyes will become open to diversity. This project will not soon be forgotten by students, so join today and help your students become the best they can be!

State specific Objectives, Standards and Global Learning Outcomes [use action verbs]

            Write as specific learning objectives. You may link to standards if possible at this phase in the process. This will continue to evolve as you build your project in your next class. Things to ask yourself….

§  What are your standards-aligned Learning Objective(s) for this GLP?

§  What are the content standards will you address in this GLP?

World Language- Cultures

1.0  Students use appropriate responses to rehearsed cultural situations

1.1 Associate products, practices, and perspectives with the target culture.

1.2 Recognize similarities and differences within the target cultures and among students’ own cultures

§  What are the main global learning objectives you envision in your GLP?

Students will understand that there are similarities and differences within cultures.

§  What are the cross-cultural skills [global connection/component?]

Define the main Task(s): What will students (and other partners) be asked to do in the GLP project?

Students will be asked to create a project using whatever type of materials (picture collages, drawings, voice recordings, videos, etc) they want in order to describe themselves. Within their projects students will answer the following questions/statements and whatever else they would like to include in order to describe themselves.

·         First Name

·         How old are you?

·         Tell us about your family?

·         What is your favorite hobby?

·         What is your favorite food?

·         What do you want to be when you grow up?

·         Name five words that best describe you?

Students will present their project to the class and then will post their project to GLP website. As a class students will have the opportunity to create some type of project that will discuss their class. This project will also be posted to the website. Students will also be able to ask questions to other classes in either the forum, by email, or snail mail.

Describe Project activities (introductory, learning and culminating activities) that students will engage in during the GLP?

Introductory- How would you like to find out about kids for countries all over the world? How would you like to tell other kids all about you? Teachers will introduce the project to students.

Learning and Culminating Activities-

Step 1: Teachers will guide students in brainstorming ideas about how they might want to create their own project. Tools such as a spider chart on the whiteboard will help students visualize the idea.

Step 2: Students will receive a handout with the questions that they must answer in their presentation. Teachers will have students take turns reading the questions/statements aloud to the class.

Step 3: In pairs, students will begin answering the questions on the handouts.  Older students will be encouraged to use the back side of the handout to write down other information they would like to include. Teachers should be circulating the room and help students as needed.

Step 4: Students will take the handout home and work with a family member to answer any questions that they might need help with.

Step 5: Students will begin to create their project. They will be able to create their project however they chose just as long as it includes the answers to the questions asked. Younger students or students that require a little more guidance can use the attached poster. 

Step 6: Students will present their projects to the class. Projects will be scanned and uploaded to the project email. The project host will post the assignment within 48 hrs.

Step 7: Students will explore the project website finding their project on the website along with projects completed by other students. 

Step 8: Teachers will guide students in creating a comparison chart that will describe the similarities of their projects with projects of other students. For example; do students share the same hobbies? Same favorite food? 

Step 9: Teachers will then have students begin working on their class project. Teachers will go through the following questions and have students help answer them.

            What is the name of your school?

            What is your school mascot?

            Does your school have a motto, if so what is it?

            How long is your school day?

            How many kids are in your class?

           

Step 10: Class will decide how they want to present the information (video, voice recording, mural, photo collage, etc.). Projects will be scanned, unloaded or both. Project host will post project to website within 48 hours.

Step 11: Students will explore other class projects on the website.

Step 12:  Students will reflect on this project by writing down “I Learned” statements.

Optional: If teachers want to take this project one step further there will be a forum on the site for teachers to find a class that they would like to locate a class and become keypals with.

Define collaboration

·         How will you communicate?

o   Which tools will you use? Website, emails, snail mail, and forums

o   In what language will you communicate? English

o   How will you accommodate other languages?  On my website I will have a page that will give instructions to teachers who speak different language to participate in the project. I plan to utilize Google Translate.

o   How often will you communicate with partners? Weekly update posts will be given.

·         How will you collaborate with partner teachers?

Collaboration with partner teachers will be done through email and posts on the website.

·         How will students collaborate

o   Within each classroom

o   Between partner classrooms

Students will collaborate with their classmates and they will also have a chance to collaborate with other classes on the website. If teachers decide to take this project to another level students will get keypals and be able to send emails or snail mail.

·         What parts of the project will be done together?

Students will do their individual projects and then will create a project as a class.

·         What parts of the project will each class do independently?

Each class will independently create a project that reflects information about their class.

Describe how you will advertise

• How and where will you advertise your project to find participants?

In order to advertise my GLP I will post my project to IEARN.org, Tapped In, and other teacher community forums. An email with project information will be sent out to other APU students.  I will also be creating flyers that I can distribute to teachers. 

Describe how you will showcase your project

• How will you publish student work?

Student work will be published on a website. This site will be accessible to students and teachers.

• How will you share collaborations?

If students/teachers decide to collaborate with another classroom they will contact me and I will forward on their information to the other teacher. Also teachers will be able to post in a forum that will allow them to also locate partners (keypals) if that is what they want to do.

• How will you celebrate the accomplishments of your GLP with your class and participants?

In order to celebrate the accomplishments of the GLP I will be putting together some type of presentation that will encompass the entire project. Each class who participated will be receiving a copy of this presentation. Students will also receive a certificate for participating in the project.  

Define Resources needed:

·         What resources (hardware, software, WWW, etc…) do you need for your GLP?

For my GLP I will need to create a website.

·         Where and when will you gather these resources? List below.

The website I will create over this summer and have it ready to go well before the GLP begins.

·         What kind of ongoing support do you envision needing to be successful?

I will need to constantly be updating and supporting this website in order to have this project be successful and to allow students the opportunity to learn for the site.

Assessment

§  How will you assess students' proficiency with the standards and objectives selected? Will you use an observation checklist, a rubric, a test?

In order to assess students’ proficiency teachers will have the option to either complete a observation checklist or a rubric based on the students projects, presentation of projects and contributions to class projects.

·         Will students need any special training to participate in the GLP activities? If so, how will you build this into your GLP?

Students will not need any special training other than an explanation of the project and the assignments to participate in the GLP activities.

·         As your GLP takes off, evaluate it for quality (Are the students meeting the objectives you intended? What could you improve?) and efficiency (Is the GLP easy to understand, participate in and rewarding for the participants?).

Challenges/Constraints

·         What do you envision to be the greatest challenge with your GLP?

I envision the greatest challenge with my GLP will be getting enough participants globally so that students can learn about a wide range of cultures.

·         How might you complete the project if you don’t have the required number of participants?

The project will still be completed even without the required numbers of participants it just won’t be as rich.

·         What roadblock or obstacles might prevent you from implementing this project? How might you deal with these?

I don’t believe anything will prevent me from implementing this project. The only factor that I can see being a problem is not getting enough participants. I am going to try to avoid having this happen by doing lots of advertising ahead of time.

Global Learning Project Brochure

 Check out my Global Learning Brochure and please give me your feedback. I wasn't sure how to directly insert my pdf so please click below and you will be taken to the site.
thanks!!!


Link to my Global Learning Project Brochure

BWD Lesson Plan Final Copy

Name  Amber Hinkle      Lesson Plan Title My Life 

Target Learner   2^nd grade                          Abilities _Basic 2^nd grade skills in reading and writing________________________

Stage 1 –Desired Results

Established Goals

2.1 Students differentiate between things that happened long ago and things that happened yesterday. Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents. Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).

Desired Understandings

Students will understand that… ·         Their lives are made up of a series of events ·         Timelines can be used to place events in order ·         Interviews are helpful in finding out about one’s past

Essential Questions to Consider

·         What can we learn from our family? ·         Why should we reflect on the important events in our lives?

Desired Key Knowledge

Students will know… ·         Timelines are made up of different events ·         Relevant vocabulary words

Desired Key Skills

Students will be able to… ·         Create a timeline that outlines important events in their lives ·         Conduct an interview with a family member ·         Place events in order of occurance.

 

Stage 2 –Evidence

Stage 1	Stage 2
If the desired result is for learners to…	Then, you need evidence of the student’s ability to …	SO, the assessment needs to include some things like…
Understand that: (U) ·         Their lives are made up of a series of events ·         Timelines can be used to place events in order ·         Interviews can be helpful in finding out about one’s past And thoughtfully consider the questions… ·         What can we learn from our family? ·         Why should we reflect on the important events in our lives?	Performance verb #1: Explain- Students will need to describe significant events in their lives in order of occurrence. Performance verb #2: Interpret- Students will document their findings from the interviews they conduct Performance verb #3: Apply- Students will interview a family member to explore significant events in their lives.    Students will create a timeline based on their findings. Performance verb #4: Perspective- Students will analyze their findings and determine which events are most significant. Performance verb #5: Empathy- Students will consider why it is important to know about our pasts. Performance verb #6: Self knowledge- students will need to reflect on what is in the past and what is in the present.	Performance Tasks #1 Interview a family member and complete the worksheet. Performance Tasks #2 Create a timeline that illustrate the important events in your life. Events will be placed in order of occurrence. Performance Task #3 Present their timeline to class and explain the various events that are on the timeline. Performance Task #4 Journal about what was learned while constructing the timeline and why we should know about these important events.

 

 

 

Stage 3 –Learning Plan

Before completing this template review the Stage 3 Summary presentation in the eCourse, download and review the detailed descriptions of the WHERETO guidelines from McTighe & Wiggins’ excerpt found in DocSharing. Share this in your PLS by the specified deadline.

W = Whereto; Where from

Goals: To create a timeline that reflects significant events in your life Expectations: Timelines will need to have 6 keys events that occurred in your life and at least 3 pictures or drawings.    Relevance and Value: Understanding the importance of events and concepts regarding past, present, and future will help you understand various events in history. Diagnosis: Students will bring their own unique perspective to this assignment based on their prior knowledge.

H = Hook and Hold

“I want to know about your life and so do your classmates. Are you guys ready to create your own timeline and share it with the class?”

E = Equip for Expected Performance

Present concept attainment lesson on timelines. Teacher will show students a timeline and discuss the following question: “Does anyone know what this is?” “What do you think a timeline can show us?” As a class, students will construct a timeline for the class. Students will practice placing events in order of occurrence. Terms such as “past” “present” and “future” will be explored. As homework, students will complete the interview worksheet with a family member. Create a timeline that reflects main events in their lives. Students will use pictures or drawings in order to help explain the events on their timelines.

R = Rethink, Revise/Refine, Reflect

Rethink- Students will conduct research in order to complete their timelines. They will use any materials available in order to create a timeline with accurate dates. Revise/Refine- Students will bring their completed worksheets into class and will share them with a classmate and receive feedback. Based on this feedback students will have the opportunity to revise or refine their worksheets. Reflect- After all students have shared their timelines with the class they will write in their journals and reflect on the assignment.

E = Encourage Self-Evaluation

Students will  reflect on the following four questions in their journals: What are you most proud of? Why? How difficult was creating the timeline for you? What can we learn from our family? Why should we reflect on the important events in our lives?

T = Tailor for Diverse Learners

The concepts being taught will be explained using different modalities including; visual, oral, and in writing. Students who need more guidance with this assignment will be given a template for the timeline. Students who are more advance will be encouraged to add additional events to their timeline and give greater detail of these events.

O = Organize the Learning

Students will learn key terms, practice what they learned, present what they learned, and reflect.