Class 6: The Teaching and Learning Puzzle

The Teaching and Learning Puzzle

The Learning and Teaching Puzzle

Our goal for this semester is to begin putting together the puzzle pieces that make up the learning and teaching process -- with a focus on tools and resources.

How do educators know what to teach? How do they know what students should learn? Every state has standards and every content area has national standards. There are even standards for technology integration. Georgia is transitioning from Quality Core Curriculum Standards (QCC) to the Georgia Performance Standards. You can even watch a video about the Georgia Performance Standards. You'll also want to be familiar with the ISTE standards for technology integration -- this class, and your course projects, are based on those standards. Select a grade level and subject area that will be the focus of your projects this semester. You'll need to print a copy of these standards and place them in your 3-ring binder for reference purposes this semester.

How do educators know how to meet the needs of the specific learners with which they are working? Are their different types of learners? Does everyone understand subject matter in the same way? How can teachers identify the different types of learners in their classrooms? Take this online quiz to determine your learning style. Find two other classmates who have similar learning styles. Find one learning/study habit that you have in common and be ready to share it with the class.
Here are more resources on learning styles.

Learning Styles Explained
Learning Styles Chart
Learning Styles Self-Assessment
Multiple Intelligence Inventory

But understanding learning styles is just one part of this puzzle piece. Understanding the various learning theories is important to be able to prepare an appropriate learning environment for your students. Read more about learning theories here.

How do educators know how to teach? What strategies are used to address certain learning styles? How does learning theory impact teaching strategies? Is lecturing about your subject matter all that is necessary? View descriptions of various teaching strategies here and here. Find two that would suit your learning style. Find at least one classmate who has chosen a similar teaching strategy -- do you have the same learning style?

How do educators pull everything together? What tools and resources do they use to prepare a supportive learning environment? Our main focus for this semester is identifying technology-related tools and resources that support varied student learning styles and teaching strategies.

Preparation for Friday's clas

  1. Print a copy of the curriculum standards for your chosen subject/grade level.
  2. Type a response to the questions listed below and turn in a printed copy at the beginning of class Friday.

    *Why did you chose this content area/grade level?

    *In general, what is the content focus for your grade level?
    *What surprised you about your standards?
    *What specific standards lend themselves to technology integration? What is it about them that causes you to determine this?
    *If you were actually teaching this content area/grade level what would you want your students to know and be able to do? What would be your priorities? What would you want them to remember from your class?
  3. Read the following articles:
If you don't have time to read the whole chpater, you can skip all the "Insight" sections, such as Insight 3.1 on P.57.

When you read the chapter, think about the following questions.
1. What are the strengths and limitations of directed instructions and constructivist learning models?
2. Give one example of integrating technology respectively into directed instructions and constructivist learning models.


Class 5: Continue working on your autobiography page & DN vs. DI

Note: Please remember to sign-in when you come to the class!

Today's due:
You need to turn in the printed resume before the class. Otherwise you will need to give me your last pass to get extra 48 hours to work on it.

Today we have two topics:
  • Your autobiography page
  • DN vs. DI
You autobiography page

First we are going to finish our works on your autobiography page. As I mentioned in last class, your finished autobiography page should include:

  1. A brief (1-2 paragraph) introduction to yourself – current
    information, career plans, and where you see yourself in
    5 years.
  2. A link to your resume.
  3. At least 3 external links to places of interest.
  4. 3-5 pictures
Some ideas for personalize your web-portfolio
Courtney William
Rachel Tuck

Tips of Google Pages Creator (Online)
1. Google Page Creator Help
2. Create Your Home Page With Google Page Creator

This work will due on the beginning of Friday's class. Please send me the link of your autobiography page by then.

Digital Natives vs. Digital Immigrants

Then we are going to talk about the phenomenon of digital natives and digital immigrants. First we are going to watch a video. Then we are going to discuss the following questions:

1. After reading this article, what do you think you are, DN or DI? Why?
2. Give me some examples of the difference between DN and DI in your past learning experience (middle school, high school, or college level).
3. When considering yourself as either a DN or a DI, what challenges do you expect that you might face in the future if you will be a teacher?
4. What do you think you will do to overcome these challenges?


Class 4: Setting up your web-portfolio

Why do we need a web-portfolio?
What is web-portfolio? How to use it? Web-portfolio, some people also call it electronic portfolio, which is e-portfolio as short. It is a new format for traditional paper-based portfolio.

Traditionally, as Philippa Butler said in his a review of the literature on portfolios and electronic portfolios, “very simply put, a portfolio is a collection of evidence that is gathered together to show a person’s learning journey over time and to demonstrate their abilities. Portfolios can be specific to a particular discipline, or very broadly encompass a person’s lifelong learning.Many different kinds of evidence can be used in a portfolio: samples of writing, bother finished and unfinished; photographs; videos; research projects; observations and evaluations of supervisors, mentors and peers; and reflective thinking about all of these. In face, it is the reflections on the pieces of evidence, the reasons they were chosen and what the portfolio creator learned from them, that are the key aspect to a portfolio. ” Kimball goes further, arguing that “neither collection nor selection of pieces to be incorporated into a portfolio are worthwhile learning tasks without a basis in reflection. Reflection undergirds the entire pedagogy of portfolios. ”

Two other key elements to portfolios are that they measure learning and development over time, and that it is the process of constructing a portfolio, rather than the end product, that is where the learning takes place.

Creating your web-portfolio

Today we will be focusing on learning Google Page to create your website (e-Portfolio). Before you login on the Google Page Creator, everyone needs to come up at least ONE short paragraph introduction of yourself in MICRSOFT WORD. We will use this paragraph to learn each function in the Google Page Creator. In order to avoid ineffective teaching, I would like your cooperation.
I will pause at each 3-4 steps and walk around to make sure that we are on the same step. By doing so, I will spend less time on instruction and you will earn more time working on your assignment during the class.

Your finished autobiography page should include:

  1. A brief (1-2 paragraph) introduction to yourself – current
    information, career plans, and where you see yourself in
    5 years.
  2. A link to your resume.
  3. At least 3 external links to places of interest.
  4. 3-5 pictures
For Monday's class:
  • You need to have this page ready before our next class, which will be on Monday. In the beginning of Monday's class, send out your autobiography page URL link to me at maggiehu.china@gmail.com , identify your name and your class time in the email.
  • You need to turn in your printed resume.
  • Both assignments are due before the beginning of Monday's class (Aug 27); otherwise, you will need to hand in your late pass on Monday for additional 48 hours to work on it.
  • Bring a picture of yourself for the class webpage.


Class 3: Getting to Know Each Other, OS, & Resume

Today we have two tasks:
  1. Getting to know each other;
  2. Introduce to Mac & PC;
  3. Introduce to the web-portfolio;
  4. Assignment of Resume.
Getting to know each other
Today we will be getting to know some of the people in the room. Those of you who have been with us for two classes already should be getting a sense of who I am. However, in a lab situation it is easy to go through the entire semester and only get to know the person sitting to the right of you and the person sitting to the left of you. Today, we're going to start to change that.

Windows OS vs. Mac OS
In last class, we already talked a little about the Windows OS and Mac OS.
As I said: if you are used to the Windows platform you may want to use the Mac platform to get used to it. Conversely, if you are used to the Mac platform you may want to use the Windows platform. It is not a foregone conclusion that schools are Windows only or Mac only. It will vary, therefore, it is good to be comfortable with both.

Resource available

Using Windows and Macs (Quick Reference Chart)

Spend some time working with your neighbor on the handout called "So How Do I Do That?" (open MS Word and type some information to become familiar with the various keyboard shortcuts)

Other things you should be aware of:
--web browsers
--PDF files
--closing programs

Assignment: Resume

In order to get you started thinking about your future I want for you to create a resume. Some of you may already have one and others may not. If you have one you may adjust it to suit this assignment (no use in recreating the wheel). Your resume should be professional and its purpose should focus on educational jobs. You'll want everything to look professional, so use a resume template for PCs or a resume template for Macs. (browse for resume templates).

A resume provides a quick overview of your educational background, work experience, and skills to perspective employers.

Several components that are required in your resume:
  • Objective
  • Education
  • Work Experience
  • Honors and Awards
  • Computer Skills/Special Skills
  • Personal Interests
  • Professional References

Here are some sites to help you in creating your resume:

UGA Career Center
Tips on resumes
Resume design
Sample resume

You should submit a printed copy of your resume to me on Monday, August 27th.

For next class:

  • Get your Gmail account ready
Most of have received my invitation and I have been already notified that some of you already set up their Gmail account. If you have not done with it, please get it ready before next class. We will need it to host our portfolios for this semester. Please email me if you have any questions.
  • Prepare these for your autobiography page:
    • A brief (1-2 paragraph) introduction to yourself – current
      information, career plans, and where you see yourself in
      5 years.
    • Three digital pictures.
Please save them on your USB drive, and then bring it to the class. We will use them to set up your autobiography page on the web-portfolio.


Class 2: Get started!

Digital Generation

We already talked a little bit about how technologies are integrated into teaching and learning. Now let's look at what does technology integration look like Harrison County High School in Gulfport, Mississippi. This is a wonderful example of students and teachers using technology tools for learning. If that’s not enough, see how Mary Scroggs Elementary School in Chapel Hill, North Carolina integrates technology to help younger children learn.

What knowledge do you currently have about teaching and learning? About what technology integration looks like in a classroom? What technology skills do you already possess?

How would you describe your future students? What type of learners will they be? What expectations will they have for their learning environment, for their teachers, for their community?

These are all questions to consider your audience, what teaching will need to look like for them, and how you can use technology in effective ways for this particular audience.
In order to find and document these appropriate uses of technology, you will work independently, in partners, and in groups to prepare educational activities for specific curriculum topics. As I mentioned in last Friday, you will play the role of a classroom teacher and use your content knowledge, understanding of teaching and learning strategies, and your technology skills to develop real applications for the various tools explored during the semester. Your final product will be a web-based set of activities to teach specific curriculum objectives.

USB Key Drive
You should have your USB key drive with you for today. The handout tells you how to set it up. Before you leave today you should have 2 folders and 1 document on your drive.

Two folders:

  • Assignments
  • Portfolio

Open if found document
Open MS Word and create a new document. Type the following:
1. your name
2. phone #
3. e-mail address

Save the file to your key drive (see handout). The file should be called "openiffound.doc". This file should be saved to the key drive - not in one of the 2 folders you created.

For Wednesday's class, we are going to introduce a little more about Windows and Mac, ways to backup and our first assignment.

Tomorrow will be the last day for drop and add!


Welcome to EDIT 2000!

Class 1 - Welcome to EDIT 2000!

Welcome to EDIT 2000! This course is designed to help you to master the skills for understanding, designing, developing and evaluating issues on how to use technology for meaningful teaching and learning in P-12 classroom. The focus is not on technology, but on the teaching and learning processes into which technology can be adequately integrated.

In the course of this semester, you will need to work independently or cooperatively with others to finish a variety of projects in which different technologies are utilized to support specific curriculum focus. Most projects will require you to demonstrate your understanding of teaching and learning strategies and technology integration to address a learning need for specific grade level and subject domain. Most projects also require you to develop reflective thinking on your own learning experiences of finishing those projects. The final project is a web-based portfolio incorporating all the projects you have developed in this course.

The instructor for your EDIT 2000 class is Rui Hu. This course website will give you important information about this course. The syllabus will give you a basic idea about this course and what to expect during the semester.

Materials needed for this course
--a USB storage device

You will not need it until the next Monday though. You can get one just about anywhere: office supply stores, Target, Wal-mart, the bookstore, etc. Currently, you can get a 1 Gb USB drive at Circuit City from 12.99 (http://www.circuitcity.com/ssm/Sony-1GB-Micro-Vault-Classic-USB-Flash-Drive-USM1GJ/sem/rpsm/oid/161706/catOid/-12973/rpem/ccd/productDetail.do).
However, if you already have one with 128 Mb storage or more, it will work for this class.

--a 3-ring binder to keep track of handouts.
--a back-up location for EDIT 2000 files

What to expect in EDIT 2000? Thoughts from past students...

Looking ahead

  • Review the syllabus.
  • On Wednesday we will set-up your key drive. Have it with you on that day and bring it to class every day.
  • For this class, every student needs to have a gmail account, if you don’t have one yet, I will send out an invitation to you.