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Technology and Literature
The following is a sample of many lessons you can find at: http://edtech.boisestate.edu/bridges/tslessons.htm
Book Review Rene Hasbargen
2nd grade/Language Arts
Twin Falls School District
Links to Files Associated with This Lesson Content Area Objectives Addressed:
1. Students demonstrate competence in the general skills and strategies of the writing process.
2. Students write with a command of the grammatical and mechanical conventions of composition.
3. Students effectively gather and use information for research purposes.
4. Students demonstrate competence in the general skills and strategies of the reading process.
5. Students demonstrate competence in general skills and strategies for reading literature.
Technology Objectives Addressed:
1. Students understand the characteristics and uses of operating systems and file management.
2. Students demonstrate competence in the general skills and uses of word processing.
3. Students know how to use presentation software to create reports and presentations.
Students worked in pairs. They picked out a book and read it together. Students worked together to create a storyboard for their first slide. The students had to follow a template that I had on the chalkboard. Once all the storyboards were completed we spent one hour in the computer lab putting our first slide together. The adults scanned the covers of the books on to the PowerPoint slide and the students typed in the title, author, publisher, copyright, and reading level. The next step was for the students to storyboard the second slide. The students worked together to write a review of their story. The teacher edited the stories and then the students spent one hour in the computer lab typing their reviews onto a second slide. The students who did not finish in the hour were able to finish in the classroom. Adults edited the review. The last step for the PowerPoint presentation was for the students to record their voices reading the book review on the second slide. The students then did a self and peer evaluation of the project.
Who was the audience for the final product?
The main audience that the project was geared for was the primary students at Lincoln. Since this project was sent to the Lincoln web site, it could be viewed by anyone.
Learning Issues
What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology Knowledge.)
Students had to have been exposed to book reviews. We watched several book reviews from the Reading Rainbow video series and the students did several oral book reviews. Students needed beginning keyboarding skills and beginning PowerPoint skills. Students need to know how to write a story with a beginning, middle and an end. Students needed to know what a storyboard was.
Resource Management
What was the student to computer ratio?
For most of the project the students worked in the computer lab, so there was a computer for every child. In the classroom the ratio was one computer to every five students.
How did you schedule your students’ computer time?
Our computer lab is open on Tuesdays so I scheduled two lab times so we could get the bulk of our project done. The make up work the students had to do was completed in the classroom with two students working on one computer with an adult helper. The rest of the students were doing Accelerated Reader.
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
Money can be obtained for technology through grants. There are many out there specifically for technology. It just takes time and a strong commitment to write for them.
Rate the level of access for students to use computers/other technologies as they needed –High
Rate the level of supervision required for students during the project, specifically for computer and other technology use –High
Materials
What hardware was required for your project?
Computers, printer, scanner, zip disc and zip drive
What software was required for your project?
Microsoft PowerPoint, Imaging software
See the students work here.
Friendship
Joya Hill
2nd Grade
Weiser School District
Content Area Objectives Addressed: 1. Discussion of Friendship and Rules
2. Using an Alpha Smart to type a book.
3. Editing, and rewriting of our book. Technology Objectives Addressed:
1. Use of Alpha Smarts
2. Transferring information from the Alpha Smart to the computer and using Microsoft Word to edit text.
3. Using a Digital Camera to put a picture of themselves into the book.
Activity Description
What was the process that your students went through to complete this lesson?
We brainstormed what friendship means. We then read a story Friends by Helme Heine. After reading the story we talked more about friends. I then gave them page starters for their books. The following are the page starters: I’m a good friend when…, I like my friends because…, I could be a better friend if…, My friends think I’m good at…, I make new friends by…, The things I look for in a friend are…, I can tell that someone likes me when…, When I’m with my friend I feel…, I wish my friends would…, My favorite thing to do with a friend is… After the discussion and writing of some of the things about friends, we will then review our school rule topics for the playground: Wise students think before they act and everyone knows that. I am responsible for my actions and that gives me great satisfaction. Sharing kind words and inviting others to play will help you have a better day. Everyone is important at Pioneer, so have no fear and give a cheer. Space is important; allow me mine and we will all have a good time. Take care of equipment today and put it away for another day. (The bold letters then help with the fact that Pioneer Owls are the Wisest.) With these topics, we can refine our pages with our friends. Our rule topics will help us be better friends.
How did you monitor student progress?
Teacher observations, discussion, and their final book.
Was there a template or an example that students were expected to follow?
Not really, I just found a Friendship book and came up with my own ideas.
How much time did you dedicate to this project?
Total: about 240 minutes
Daily: approximately 40 minutes
How was the final product presented?
They will share their books with each other in the classroom along with the other Second Graders in our building.
Who was the audience for the final product?
Family, friends and other students.
Learning Issues
What prior knowledge was required on the part of the students in order for them to be successful in this project?
The students must bring their knowledge of what a friend is and the rules for our school. They will develop more knowledge of these areas as we work through the lesson. They will also learn more about using the Alpha Smarts and transferring the information from it to the computer. They will be learning how to use paint to try and illustrate their book. We will be saving their work in Microsoft Word and they will be able to edit and put their pictures into their document.
Resource Management
What was the student to computer ratio?
Each student has access to an Alpha Smart. The computers in the classroom are 4 to 1.
How did you schedule your students' computer time?
We worked in 15 minute segments.
What was the location of the computers and other technology equipment used by students?
The computers are at the side and front of the room. Two computers on one wall and two on the other. Each student will use their Alpha Smart at their desk.
How would you suggest beginning teachers obtain computer resources for their students?
I usually just go straight to the District Technology Coordinator. I also talk with my building Principal for some items.
Rate the level of access for students to use computers/other technology as they need it -
medium, as we have the computers in our room, and since I am in charge of the technology in my building, it was very accessible to get the alpha smarts.
Rate the level of supervision required for students during the project, specifically for computers and other technology-Medium
Materials
What hardware was required for your project?
5 computers, one alpha smart per student printer.
What software was required for your project?
Microsoft Office 2000
Anything else?
A digital camera for taking their picture to put in their book as well as a book binder to put their book together.
Assessment
What kind of assessment did you use for this project?
I really just assessed by watching the students and making sure that the content was in their book.
What categories did you assess?
Content
Using Microsoft Publisher
to Create Book Report Brochures
Sue O’Rorke
2nd Grade Links to Files Associated with This Lesson Content Area Objectives Addressed:
Punctuation of sentences, book titles, and authors
Summarizing
Reading for interest
Reading Comprehension
Research (author)
Technology Objectives Addressed:
Home row position for keyboarding
Editing skills (backspacing, deleting, arrow keys)
Using Microsoft Publisherä:
Creating text boxes (as well as resizing and moving)
Using WordArt
Inserting Pictures
Creating borders
Storyboarding
Importing graphics from another directory
Saving to home directory
Printing
Using the Internet for research (both writing URL’s and using Search feature)
Activity Description
What was the process that your students went through to complete this lesson?
During daily skills lessons I taught the content objectives. During computer center rotations I taught the technology objectives to prepare the students to use Microsoft Publisherä.
How did you monitor student progress?
I had several checkpoints as I progressed through the steps. Students completed language activities for writing titles and authors using traditional worksheets and using a template onthe computer. Students wrote summaries of their favorite book that I checked and edited with the students in preparation for making the final project on Microsoft Publisherä. They also filled out an author research guide when using the Internet and books to find information on their author, which I screened. The final product, the three-fold brochure, was graded using a rubric I created for the project
Was there a template or an example that the students were expected to follow?
I had a blank template for them to use only as a guide for the spacing on a three-fold brochure. Students then modified the text frames, added pictures and WordArt, as they liked. I also had a sample of a book brochure that I had made. This gave the students an idea of one way it could look.
How much time did you dedicate to this project?
Total: This is hard to calculate. I spent 2 hours in the lab for the big lesson, plus center rotations times for three weeks. This doesn’t count the language arts skills I taught as a matter of routine. Oral presentations took two 25-minute sessions.
Daily (approximate) 15 minutes 2x a week for three weeks.
How was the final product presented?
The final product, and the goal of this project, was a book fair where students could share information and their excitement about a favorite book/author with their peers. Students each distributed their brochures and answered questions about their books.
Who was the audience for the final product?
The audience was initially their classroom peers. Then we invited another second grade class to come and receive brochures. Ultimately, brochures were shared at the school book fair. This wasn’t filmed because of the requirement of the release form.
Learning Issues
What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)
Prior knowledge was listed in the objectives.
Essentially, I taught the skills needed for the lesson. Second graders usually have limited knowledge of using word processing skills.
Resource Management
What was the student to computer ratio?
For this project, it was five students to one computer for most of the activities. For the Publisher lesson, we used the computer lab so students could practice the skills right away.
How did you schedule for students’ computer time?
My students use the computers during center rotations on a daily basis. This is built into my lesson plans. I simply made the computer activity relate to my project goals when necessary.
What was the location of the computers and other technology equipment used by students?
Most of the time my students were using the five computers in my classroom. One lesson was taught whole group in the computer lab to expedite the lesson
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
Good software to use as a teaching tool can be found in a variety of places. I always look at the Scholastic Software Club orders. They have a good selection that includes many quality programs. The sale bins at Comp USA have some treasures sometimes, too. Don’t overlook the cereal boxes! I purchased approximately 40 software titles (five of eight programs) that I use to integrate my science and social studies curriculum by sending in cereal box offers!
Rate the level of supervision required for students during the project, specifically for computer and other technology use-high, medium, low.
Initially, the level for supervision for the introductory lessons was very high. I like to work with five students at a time during center rotations. Once the students became familiar with Microsoft Publisher, I could let them work and spot-check their progress. My students are quite adept at quietly coaching and helping each other.
Materials
What hardware was required for your project?
Students needed access to computers and a high quality printer. I also used a scanner at home to scan their book and hand-drawn pictures.
What software was required for you project?
We used Microsoft Publisher and the Internet.
Anything else?
No
Assessment
What kind of assessment did you use for this project? (Include a copy if you can.)
I used a grading rubric that I designed for this project (included in the packet.)
What categories did you assess?
Since this project involved more than just technology objectives, I included three areas to assess: curriculum skills, technology skills, and oral presentation skills.
Researching a musical instrument
Sherri Johns
6th grade/Music & Language Arts
Links to Files Associated with This Lesson Content Area Objectives Addressed:
1. Learns about different musical instruments
2. Effectively gathers and uses information for research purposes
Technology Objectives Addressed:
1. Learning about and using search engines
2. Using Publisher to make a brochure Activity Description What was the process that your students went through to complete this lesson?
First I introduced several instruments to my students. One of our local Jr. High Schools brought their Jazz Band to our school for a performance. After the performance, they let our 6th graders stay after and have a hands-on session. They got to try out the instruments. Then I had our orchestra teacher give my students a demonstration of the string instruments. She also let them have some hands-on time allowing them to try some of the instruments out. And lastly, I had our principal, who plays the accordion, come in and play for them. He also told them a little bit about the accordion. After these introductions, my students went to the computer lab and looked through three different sites I had found that introduced them to even more instruments including several different cultural ones. Their assignment that day was to choose three instruments that they would be interested in doing more research on. Then I pulled their names out of a jar and had them tell me what instrument they wanted to research. Everyone had to have a different instrument.
Next, we had lessons on researching. Our school librarian taught them how to use the computerized card catalog to find books about their instrument. I reviewed with them search engines and how to do an internet search so they could find information from the internet. I also did a lesson on Microsoft Publisher teaching them how to make a brochure. They each made a brochure about themselves for practice.
Finally, I gave them time in the library and computer lab to do their researching. They were instructed to use 5x7 index cards to record and organize the information they found. Then they used this information to make a brochure in Microsoft Publisher.
How did you monitor student progress?
Teacher observation.
Was there a template or an example that students were expected to follow?
We did use the wizard in Microsoft Publisher, but I also showed them some commercial brochures so that they could see what a brochure should look like. I emphasized that they were colorful and completely filled with no blank sections.
How much time did you dedicate to this project?
Total—10 hours 1 hr. on planning
30 min. each on 3 observations
1 hour looking through different sites about instruments
30 min. each on 3 mini lessons
1 hour making a brochure about themselves
2 hours researching
1-2 hours making brochure about instrument
How was the final product presented?
The students shared their brochures with the class, and then they were hung in the hall. I also plan on giving a copy of each to our orchestra teacher because she showed a real interest.
Who was the audience for the final product?
The classroom students were the audience. Learning Issues What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)
The students had to:
be familiar with the internet and how to do a search
know how to take notes while researching
be familiar with Microsoft programs ( this made it very easy to teach them Publisher)
know how to insert a picture into a document Resource Management What was the student to computer ratio?
During the library searching it was 5 students to one computer. The rest of the time it was 1 student to one computer.
How did you schedule your students’ computer time?
I scheduled our computer lab whenever it was free so that each student could have their own computer to do internet searches and create their brochure.
What was the location of the computers and other technology equipment used by students?
Computers in our library and classroom. Our computer lab. I also used the Smart Board in my classroom for my lessons.
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
Write grants, participate in programs that offer technology as incentives, and I have even been able to get some technology from local business donations.
Rate the level of access for students to use computers/other technologies as they needed—high, medium, low
The level of access for the computer use is high. I did have to juggle my schedule some to be able to get in the computer lab when it was available. I am used to this because I use technology quite a bit so have to do this quite often.
Rate the level of supervision required for students during the project, specifically for computer and other technology use—high, medium, low
The level of supervision required was low. In fact, I was very excited about how quickly they picked up on Publisher just because they were so familiar with the other Microsoft programs. Materials What hardware was required for your project?
Computer, Smart Board, Projector, Digital Camera (we took pictures of them and they inserted them into their brochure about themselves)
What software was required for your project?
Microsoft Publisher
Anything else?
5x7 index cards for them to organize their information on. Assessment What kind of assessment did you use for this project? (Include a copy if you can.)
They were given an assignment sheet at the beginning of the project and they had to complete each expectation. At the completion of their project, they turned in the assignment sheet, their index cards, and the finished brochure.
What categories did you assess? (I.e.: content, screen design, depth/breadth, etc.)
I assessed the quality of the students brochure and whether or not they had completed all the expectations from their assignment sheet.
Book Review Rene Hasbargen
2nd grade/Language Arts
Twin Falls School District
Links to Files Associated with This Lesson Content Area Objectives Addressed:
1. Students demonstrate competence in the general skills and strategies of the writing process.
2. Students write with a command of the grammatical and mechanical conventions of composition.
3. Students effectively gather and use information for research purposes.
4. Students demonstrate competence in the general skills and strategies of the reading process.
5. Students demonstrate competence in general skills and strategies for reading literature.
Technology Objectives Addressed:
1. Students understand the characteristics and uses of operating systems and file management.
2. Students demonstrate competence in the general skills and uses of word processing.
3. Students know how to use presentation software to create reports and presentations.
Activity Description
What was the process that your students went through to complete this lesson?Students worked in pairs. They picked out a book and read it together. Students worked together to create a storyboard for their first slide. The students had to follow a template that I had on the chalkboard. Once all the storyboards were completed we spent one hour in the computer lab putting our first slide together. The adults scanned the covers of the books on to the PowerPoint slide and the students typed in the title, author, publisher, copyright, and reading level. The next step was for the students to storyboard the second slide. The students worked together to write a review of their story. The teacher edited the stories and then the students spent one hour in the computer lab typing their reviews onto a second slide. The students who did not finish in the hour were able to finish in the classroom. Adults edited the review. The last step for the PowerPoint presentation was for the students to record their voices reading the book review on the second slide. The students then did a self and peer evaluation of the project.
How did you monitor student progress?
While the students were working in the computer lab on the PowerPoint slides, I had two to four adults helping. We only had nine pairs of students so the ratio was good. While the students worked in the classroom finishing up or editing, I had them working with a parent volunteer.Was there a template or an example that students were expected to follow?
The students followed a template drawn by me for the first slide and they had to choose the same template when they created their first slide. The students all used the same blank template for the second slide.How much time did you dedicate to this project?
Total of four hours a week.How was the final product presented?
The project was presented as a PowerPoint presentation to the entire second grade. It was also put onto our school web site so that all the students and parents could have a look at it.Who was the audience for the final product?
The main audience that the project was geared for was the primary students at Lincoln. Since this project was sent to the Lincoln web site, it could be viewed by anyone.
Learning Issues
What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology Knowledge.)
Students had to have been exposed to book reviews. We watched several book reviews from the Reading Rainbow video series and the students did several oral book reviews. Students needed beginning keyboarding skills and beginning PowerPoint skills. Students need to know how to write a story with a beginning, middle and an end. Students needed to know what a storyboard was.
Resource Management
What was the student to computer ratio?
For most of the project the students worked in the computer lab, so there was a computer for every child. In the classroom the ratio was one computer to every five students.
How did you schedule your students’ computer time?
Our computer lab is open on Tuesdays so I scheduled two lab times so we could get the bulk of our project done. The make up work the students had to do was completed in the classroom with two students working on one computer with an adult helper. The rest of the students were doing Accelerated Reader.
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
Money can be obtained for technology through grants. There are many out there specifically for technology. It just takes time and a strong commitment to write for them.
Rate the level of access for students to use computers/other technologies as they needed –High
Rate the level of supervision required for students during the project, specifically for computer and other technology use –High
Materials
What hardware was required for your project?
Computers, printer, scanner, zip disc and zip drive
What software was required for your project?
Microsoft PowerPoint, Imaging software
See the students work here.
Friendship
Joya Hill
2nd Grade
Weiser School District
Content Area Objectives Addressed: 1. Discussion of Friendship and Rules
2. Using an Alpha Smart to type a book.
3. Editing, and rewriting of our book. Technology Objectives Addressed:
1. Use of Alpha Smarts
2. Transferring information from the Alpha Smart to the computer and using Microsoft Word to edit text.
3. Using a Digital Camera to put a picture of themselves into the book.
Activity Description
What was the process that your students went through to complete this lesson?
We brainstormed what friendship means. We then read a story Friends by Helme Heine. After reading the story we talked more about friends. I then gave them page starters for their books. The following are the page starters: I’m a good friend when…, I like my friends because…, I could be a better friend if…, My friends think I’m good at…, I make new friends by…, The things I look for in a friend are…, I can tell that someone likes me when…, When I’m with my friend I feel…, I wish my friends would…, My favorite thing to do with a friend is… After the discussion and writing of some of the things about friends, we will then review our school rule topics for the playground: Wise students think before they act and everyone knows that. I am responsible for my actions and that gives me great satisfaction. Sharing kind words and inviting others to play will help you have a better day. Everyone is important at Pioneer, so have no fear and give a cheer. Space is important; allow me mine and we will all have a good time. Take care of equipment today and put it away for another day. (The bold letters then help with the fact that Pioneer Owls are the Wisest.) With these topics, we can refine our pages with our friends. Our rule topics will help us be better friends.
How did you monitor student progress?
Teacher observations, discussion, and their final book.
Was there a template or an example that students were expected to follow?
Not really, I just found a Friendship book and came up with my own ideas.
How much time did you dedicate to this project?
Total: about 240 minutes
Daily: approximately 40 minutes
How was the final product presented?
They will share their books with each other in the classroom along with the other Second Graders in our building.
Who was the audience for the final product?
Family, friends and other students.
Learning Issues
What prior knowledge was required on the part of the students in order for them to be successful in this project?
The students must bring their knowledge of what a friend is and the rules for our school. They will develop more knowledge of these areas as we work through the lesson. They will also learn more about using the Alpha Smarts and transferring the information from it to the computer. They will be learning how to use paint to try and illustrate their book. We will be saving their work in Microsoft Word and they will be able to edit and put their pictures into their document.
Resource Management
What was the student to computer ratio?
Each student has access to an Alpha Smart. The computers in the classroom are 4 to 1.
How did you schedule your students' computer time?
We worked in 15 minute segments.
What was the location of the computers and other technology equipment used by students?
The computers are at the side and front of the room. Two computers on one wall and two on the other. Each student will use their Alpha Smart at their desk.
How would you suggest beginning teachers obtain computer resources for their students?
I usually just go straight to the District Technology Coordinator. I also talk with my building Principal for some items.
Rate the level of access for students to use computers/other technology as they need it -
medium, as we have the computers in our room, and since I am in charge of the technology in my building, it was very accessible to get the alpha smarts.
Rate the level of supervision required for students during the project, specifically for computers and other technology-Medium
Materials
What hardware was required for your project?
5 computers, one alpha smart per student printer.
What software was required for your project?
Microsoft Office 2000
Anything else?
A digital camera for taking their picture to put in their book as well as a book binder to put their book together.
Assessment
What kind of assessment did you use for this project?
I really just assessed by watching the students and making sure that the content was in their book.
What categories did you assess?
Content
Using Microsoft Publisher
to Create Book Report Brochures
Sue O’Rorke
2nd Grade Links to Files Associated with This Lesson Content Area Objectives Addressed:
Punctuation of sentences, book titles, and authors
Summarizing
Reading for interest
Reading Comprehension
Research (author)
Technology Objectives Addressed:
Home row position for keyboarding
Editing skills (backspacing, deleting, arrow keys)
Using Microsoft Publisherä:
Creating text boxes (as well as resizing and moving)
Using WordArt
Inserting Pictures
Creating borders
Storyboarding
Importing graphics from another directory
Saving to home directory
Printing
Using the Internet for research (both writing URL’s and using Search feature)
Activity Description
What was the process that your students went through to complete this lesson?
During daily skills lessons I taught the content objectives. During computer center rotations I taught the technology objectives to prepare the students to use Microsoft Publisherä.
How did you monitor student progress?
I had several checkpoints as I progressed through the steps. Students completed language activities for writing titles and authors using traditional worksheets and using a template onthe computer. Students wrote summaries of their favorite book that I checked and edited with the students in preparation for making the final project on Microsoft Publisherä. They also filled out an author research guide when using the Internet and books to find information on their author, which I screened. The final product, the three-fold brochure, was graded using a rubric I created for the project
Was there a template or an example that the students were expected to follow?
I had a blank template for them to use only as a guide for the spacing on a three-fold brochure. Students then modified the text frames, added pictures and WordArt, as they liked. I also had a sample of a book brochure that I had made. This gave the students an idea of one way it could look.
How much time did you dedicate to this project?
Total: This is hard to calculate. I spent 2 hours in the lab for the big lesson, plus center rotations times for three weeks. This doesn’t count the language arts skills I taught as a matter of routine. Oral presentations took two 25-minute sessions.
Daily (approximate) 15 minutes 2x a week for three weeks.
How was the final product presented?
The final product, and the goal of this project, was a book fair where students could share information and their excitement about a favorite book/author with their peers. Students each distributed their brochures and answered questions about their books.
Who was the audience for the final product?
The audience was initially their classroom peers. Then we invited another second grade class to come and receive brochures. Ultimately, brochures were shared at the school book fair. This wasn’t filmed because of the requirement of the release form.
Learning Issues
What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)
Prior knowledge was listed in the objectives.
Essentially, I taught the skills needed for the lesson. Second graders usually have limited knowledge of using word processing skills.
Resource Management
What was the student to computer ratio?
For this project, it was five students to one computer for most of the activities. For the Publisher lesson, we used the computer lab so students could practice the skills right away.
How did you schedule for students’ computer time?
My students use the computers during center rotations on a daily basis. This is built into my lesson plans. I simply made the computer activity relate to my project goals when necessary.
What was the location of the computers and other technology equipment used by students?
Most of the time my students were using the five computers in my classroom. One lesson was taught whole group in the computer lab to expedite the lesson
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
Good software to use as a teaching tool can be found in a variety of places. I always look at the Scholastic Software Club orders. They have a good selection that includes many quality programs. The sale bins at Comp USA have some treasures sometimes, too. Don’t overlook the cereal boxes! I purchased approximately 40 software titles (five of eight programs) that I use to integrate my science and social studies curriculum by sending in cereal box offers!
Rate the level of supervision required for students during the project, specifically for computer and other technology use-high, medium, low.
Initially, the level for supervision for the introductory lessons was very high. I like to work with five students at a time during center rotations. Once the students became familiar with Microsoft Publisher, I could let them work and spot-check their progress. My students are quite adept at quietly coaching and helping each other.
Materials
What hardware was required for your project?
Students needed access to computers and a high quality printer. I also used a scanner at home to scan their book and hand-drawn pictures.
What software was required for you project?
We used Microsoft Publisher and the Internet.
Anything else?
No
Assessment
What kind of assessment did you use for this project? (Include a copy if you can.)
I used a grading rubric that I designed for this project (included in the packet.)
What categories did you assess?
Since this project involved more than just technology objectives, I included three areas to assess: curriculum skills, technology skills, and oral presentation skills.
Researching a musical instrument
Sherri Johns
6th grade/Music & Language Arts
Links to Files Associated with This Lesson Content Area Objectives Addressed:
1. Learns about different musical instruments
2. Effectively gathers and uses information for research purposes
Technology Objectives Addressed:
1. Learning about and using search engines
2. Using Publisher to make a brochure Activity Description What was the process that your students went through to complete this lesson?
First I introduced several instruments to my students. One of our local Jr. High Schools brought their Jazz Band to our school for a performance. After the performance, they let our 6th graders stay after and have a hands-on session. They got to try out the instruments. Then I had our orchestra teacher give my students a demonstration of the string instruments. She also let them have some hands-on time allowing them to try some of the instruments out. And lastly, I had our principal, who plays the accordion, come in and play for them. He also told them a little bit about the accordion. After these introductions, my students went to the computer lab and looked through three different sites I had found that introduced them to even more instruments including several different cultural ones. Their assignment that day was to choose three instruments that they would be interested in doing more research on. Then I pulled their names out of a jar and had them tell me what instrument they wanted to research. Everyone had to have a different instrument.
Next, we had lessons on researching. Our school librarian taught them how to use the computerized card catalog to find books about their instrument. I reviewed with them search engines and how to do an internet search so they could find information from the internet. I also did a lesson on Microsoft Publisher teaching them how to make a brochure. They each made a brochure about themselves for practice.
Finally, I gave them time in the library and computer lab to do their researching. They were instructed to use 5x7 index cards to record and organize the information they found. Then they used this information to make a brochure in Microsoft Publisher.
How did you monitor student progress?
Teacher observation.
Was there a template or an example that students were expected to follow?
We did use the wizard in Microsoft Publisher, but I also showed them some commercial brochures so that they could see what a brochure should look like. I emphasized that they were colorful and completely filled with no blank sections.
How much time did you dedicate to this project?
Total—10 hours 1 hr. on planning
30 min. each on 3 observations
1 hour looking through different sites about instruments
30 min. each on 3 mini lessons
1 hour making a brochure about themselves
2 hours researching
1-2 hours making brochure about instrument
How was the final product presented?
The students shared their brochures with the class, and then they were hung in the hall. I also plan on giving a copy of each to our orchestra teacher because she showed a real interest.
Who was the audience for the final product?
The classroom students were the audience. Learning Issues What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)
The students had to:
be familiar with the internet and how to do a search
know how to take notes while researching
be familiar with Microsoft programs ( this made it very easy to teach them Publisher)
know how to insert a picture into a document Resource Management What was the student to computer ratio?
During the library searching it was 5 students to one computer. The rest of the time it was 1 student to one computer.
How did you schedule your students’ computer time?
I scheduled our computer lab whenever it was free so that each student could have their own computer to do internet searches and create their brochure.
What was the location of the computers and other technology equipment used by students?
Computers in our library and classroom. Our computer lab. I also used the Smart Board in my classroom for my lessons.
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
Write grants, participate in programs that offer technology as incentives, and I have even been able to get some technology from local business donations.
Rate the level of access for students to use computers/other technologies as they needed—high, medium, low
The level of access for the computer use is high. I did have to juggle my schedule some to be able to get in the computer lab when it was available. I am used to this because I use technology quite a bit so have to do this quite often.
Rate the level of supervision required for students during the project, specifically for computer and other technology use—high, medium, low
The level of supervision required was low. In fact, I was very excited about how quickly they picked up on Publisher just because they were so familiar with the other Microsoft programs. Materials What hardware was required for your project?
Computer, Smart Board, Projector, Digital Camera (we took pictures of them and they inserted them into their brochure about themselves)
What software was required for your project?
Microsoft Publisher
Anything else?
5x7 index cards for them to organize their information on. Assessment What kind of assessment did you use for this project? (Include a copy if you can.)
They were given an assignment sheet at the beginning of the project and they had to complete each expectation. At the completion of their project, they turned in the assignment sheet, their index cards, and the finished brochure.
What categories did you assess? (I.e.: content, screen design, depth/breadth, etc.)
I assessed the quality of the students brochure and whether or not they had completed all the expectations from their assignment sheet.
Nickelart |
Latest page update: made by Nickelart
, Aug 19 2007, 4:21 PM EDT
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