ISTC 541

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ISTC 541

• Donna LeBlanc
• April, 2008

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Table of Contents

• Analysis
• Context
• Learners
• Task Analysis
• Design
• Development
• Implementation
• Evaluation - Formative
• Evaluation Assessment
• Evaluation - Summative
• References

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Analysis Context

• Teacher - Donna Le Blanc - 4th grade
• 8th year teaching
• Constructivist
• Technology Integration
• 4th year Tech Liaison
• 1st career
• 18 years travel industry
• Summers - Primary Delegation Manager - People to
  People Student Ambassadors
• International travel - Peace through
  Understanding
• Traveled 5 years to Ireland, England, Wales,
  Scotland, Greece, Italy, France, Western Canada

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Analysis Context

• Classroom
• Teacher computer connected TV via Averkey
• 3 student computers
• Desks facing each other - mixed gender
• Seating configuration changes monthly
• 9 x 12 carpet small reading groups
• Good lighting - window
• Climate controlled building
• Renovation completed 2002
• Computer Lab
• 25 Dell desktop student computers
• 1 Teacher station connected LCD projector

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Analysis Learners

• 22 students ages 9-10 (10 boys, 12 girls)
• Average to above-average learners as well as
  gifted and talented (Regroup math ((low-high
  average)) and reading ((average))
• Reading lexile range 505 - 1155
• 1 ADHD
• Demographics
• 1 Dad assuming responsibilities as mom fighting
  lymphoma
• 2 adopted children (both A students and GT)
• 1- Adopted from China
• Parents have 2 younger siblings also adopted from
  China

Beginning of Section
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Analysis Learners

• Students - Continued
• Second adopted child lived with biological mother
  until Social Services protective order in second
  grade
• Biological mother - prostitution for heroin
  addiction
• Half-sister lives with her and adoptive parents
• Two other adopted brothers age 3
• Dad in Iraq and 20 year old non-biological
  brother recuperating in Germany after surviving
  IED in Iraq
• Excellent attendance
• Social ability
• Group gets along extremely well
• No cliques
• No bullies
• Pen pals Walhalla, SC and Iraq

Beginning of Section
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Analysis Task Analysis

• MD Science VSC 6B1a Recognize and describe that
  people in Maryland depend on, change, and are
  affected by the environment.
• Objective
• Identify and describe that human activities in a
  community or region are affected by environmental
  factors
• Presence and quality of water
• MD Writing VSC 4A2a Compose oral, written, and
  visual presentations that express personal ideas,
  inform
• MD Technology Standard 3.0 Technology for
  Learning and Collaboration Use a variety of
  technologies for learning and collaboration

Beginning of Section
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Design

• Began with basic science lesson - Activity 4
• Extended Activity 4 with, Who Polluted the
  Potomac.
• Integrated Writing and Technology
• MS Photo Story 3
• Digital Storytelling

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Development

• Background Information - Activity 4
• Who Polluted the Potomac? Lesson
• Who Polluted the Potomac? Photos
• MS Photo Story 3 Basics
• Blank Storyboard
• Model Environmental Digital Story

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Implementation
Away on the Bay Poem Student Model Photo Story
3 Student Model Photo Story 3 Student Model Photo
Story 3 Student Model Photo Story 3
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Implementation
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Evaluation - Formative

• Informal
• Differentiated instruction
• Modified instruction for better potential of
  success

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Evaluation - Assessment

• Summative Assessment
• What they should be able to do by end of each
  lesson
• How they are graded

Beginning of Section
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Evaluation - Summative

• Benefits future lessons
• Class as whole
• Me as whole/reflection
• Unexpected difficulties/better/worse/surprises
• Analyze data from assessments
• Red flags

Beginning of Section
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References

• MD Voluntary State Curriculum
  http//www.mdk12.org
• MD Teacher Technology standards
• MD Student Technology standards
• HCPS Natural Resources Unit Activity 4 How Can
  We Protect Our Water Resources?