Mike Zelensky's Portfolio
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About Me
My Mini Course
My Class
Topic
The focus of my mini course will be on effectivily using technology in a science classroom. I specify science becasue I want to keep the scope of the course reasonable for me to accomplish. Although much of what I put into the course will be applicable to most contents.
The specific units covered are:
Needs Assessment
Ideal
Some teachers do not know how or why technology should be incorporated. The solution is to learn about the importance of using technology, appropriate methods, and how to asses the use of this technology. Technology can bring many ideals to a classroom that where previously thought impossible. The use of many technologies, such as social media, can be dangerous. It can lead to dysfunction or waste time. Therefore is is important to assess the use of technology constantly.
Reality
What is Known About the Learning Task?
Many technologies can open the door for new possibilities. Like many things, this topic is easy to think about in an ideal. The reality is some students will take advantage of certain things to cheat. It is important for technology to be used in such a way that students gain an opportunity to learn, without being able to cheat.
Who are the Learners?
Most teachers can likely benefit from taking this course, but it is intended for science teachers. People taking this course are likely to be very intrinsically motivated since it deals directly with their profession.
What are the Resources and Constraints?
This course can take advantage of the entire internet. People can easily watch a video and read an article with a few click of the mouse. A major constraint is it is online and no instructor is actively involved. This means people will need to be responsible for keeping with the course and will not be able to receive feedback directly.
Summarize & Revise
Technology is available for use in classrooms to provide many opportunities for students to learn. Many teachers are unfamiliar with some forms of technology. This means it is not used. If a teacher decides to jump in, he or she might get stung for not knowing how to effectively use it. This course will explain a few forms of technology and tell how to effectively use them.
Performance Objectives
- Learners will be able to articulate the importance of incorporating technology into classrooms.
- Learners will be able to create a lesson plan that effectively uses technology.
- Learners will be able to identify when technology is properly used in a classroom.
Task Analysis
Purpose of the Course
This course will help teachers use technology in their classroom by teaching appropriate methods of using certain technologies.
Learning Outcomes
- Learners will be know why it is important to include technology into a classroom.
- Learners will be able to effectively use technology in a classroom.
- Learners will know when technology is effectively being used in a classroom.
Essential Prerequisites
- The learner knows how to use basic computer programs.
- The learner is familiar with web based research.
- The learner can conduct multiple types of assessment in a classroom.
Supportive Prerequisites
- The learner believes technology should be incorporated into the classroom.
- The learner is capable of navigating around the internet.
- The learner is familiar with new technologies, such as the iPad and SMART Boards.
Curriculum Map
References and Resources
Franco, M. (n.d.). 10 iPad Apps for Teaching Kids Science. In How Stuff Works. Retrieved December 8, 2012
Jordan School District. (Producer). (2007). Pay Attention: Importance of Technology [Online video]. Draper, Utah: Jordan School District. Retrieved December 8, 2012
Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). The Instructional Power of digital games, social networking, simulations and How Teachers can Leverage Them. In The Education Arcade (MIT). Retrieved November 15, 2012, fromhttp://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf
Wan, T., Ward, S. E., & Harper, D. (2010). The Power of Student Learning Through Leading. Principal Leadership, 10(6), 68-71.