Carmen Coppola

From KNILT

Return to: ETAP 623 Fall 2017 | Blended Learning


About Me

I am a health teacher at Elmira High School and this is my first year as a full-time educator. I am currently working on my graduate degree part-time while also balancing major home renovations and my first full-time job. I love the work that I'm doing, not only my content, but also the rapport I am building with my students. I am excited to learn more about teaching, best practices, and educational technology as a whole as I move forward through this program. My favorite part of teaching so far has been the Dungeons & Dragons Guild that I co-run with my partner two nights a week with just about the best 20 students a teacher could ask for. I love my job, but I mostly love my kids.

My Topic and Purpose

I have chosen to create a mini course on integrating technology into the health classroom.

Goals: To determine the appropriate means by which technology should be integrated To aid in the creation of new 21st Century health lessons using technology To use technology effectively to deepen learning

Learning Outcomes

Enabling Goal: The participant will develop a plan to use at least one tool that integrates 1-to-1 devices in the health education classroom, and will develop a culturally relevant scope and sequence for an elearning health course.

Remember: Recall the definition of 1-to-1 devices and elearning.

Understand: Explain the purpose and benefits of 1-to-1 devices and elearning in the context of health education.

Apply: Create a lesson plan utilizing 1-to-1 devices in a health education context.

Analyze: The usefulness of data produced through educational technology.

Evaluate: Identify the advantages and disadvantages of elearning for health education and how to overcome barriers.

Create: Develop a culturally relevant scope and sequence for a health education course that incorporates beliefs, content, and skill.

Needs Assessment

1. Instructional Problem

Many educational technology resources are designed with the general teacher in mind, but these tools often do not apply well to the health education classroom. What few technological resources health teachers do have, they are often through a physical education lens. This makes searching for tools difficult and frustrating for the classroom health educator. Another source of frustration for the health education teacher is the ever increasing prevalence of elearning courses. Health education is supposed to help students develop beliefs and skills, not just content, so elearning courses present a great challenge. These courses are often content-only and do not address health as a whole. The final problem is the lack of technology safety standards at the state or national level. While it is important to meet all health education standards, the lack of safe technology education is a detriment to health education students.

2. What is to be Learned

Educators will learn how to adapt pre-existing educational technology in order to make it relevant in the health education classroom and create an engaging elearning course scope and sequence that addresses not only content but also beliefs and skills.

3. The Learners The learners for this course will be primarily health teachers or anyone who is coordinating curriculum for a health education program. Learner Analysis: Learners within this course will be health educators and k12 administrators. The participants will have a degree of familiarity with the best practices of health education and the use of elearning in a 7-12 setting.

4. Context for Instruction

Participants will learn content within this mini-course online, in the location of their choosing. Delivery of the content will require the use of a computer and a stable Internet connection.

5. Exploring the Instructional Problem and Solution

Participants will explore the course that will introduce them to various educational technology resources that are either health centered or how to adapt pre-existing resources for health education. They will also seek guidance on how to create an elearning health course that addresses content, beliefs, and skills.

6. Goals of the Mini-Course

Participants will gain understanding of and confidence in use of educational technology in a health course. Participants will be able to create their own elearning health course that addresses content, beliefs, and skills.

Analysis of the Learner and Context

The Learners: Learners will include health teachers at the elementary, middle, or high school level. It may also include anyone who wishes to include a health lesson in their general education classes.

Instructional Context: This mini-course will be available online. Learners can access the materials via the internet in any location from any internet-enabled device with a web browser.

Exploring the Problem and Solution: Health is often left out of the picture when discussing how to properly support students using technology. When health is included, health teachers are often left with a content heavy course that lacks the depth that a high quality health education demands. This course aims to support health teachers with educational technology that can support their efforts in the classroom and give them resources and guidance on building a web-based health curriculum that addresses not only content, but also skills and beliefs.

Performance-Based Objectives

1. Upon completion of the mini course, the teacher will generate at least one plan for using a tool that integrates 1-to-1 devices.

2. Upon completion of the mini course, the teacher will create at least one unit of an elearning course that integrates beliefs, skills, and content that aligns with the NYS Guidance Document for Health Education.

Task Analysis

Ccoppola task analysis.png

Curriculum Map

Map out the sequence of learning units and activities to achieve the defined objectives.

References and Resources