As part of our unit we constructed our own TIM including 5 activities. Here are mine, noted below.
TIM activity
Lesson 1: Google Docs Training
The Goal: Teachers should be able to utilize Google Docs in their
classrooms.
Grade Level: Teacher Development (All grade levels)
Subject Area: Any/Training
Intended outcome: Learners should be able to understand
and manipulate Google Docs for classroom activities.
Process: As a workshop, teachers would be trained on Google Docs to incorporate them into classroom communication and creativity. Though documents, presentations, and spreadsheets are heavily used, other options such as Forms will be reviewed as possible resources for student projects, grading sheets, or parent slips
Matrix
Classification: Active/Adoption- Learners use technology [Google Docs]
to create a product (spreadsheet, presentation, etc).
Example: This
tool would work well to prepare presentations or word documents in group
settings in the classroom. Students can work independently or collaborate with others
to complete their assignments.
Take it
up a notch: Collaborative/Transformation
After teachers have incorporated Google Docs into their
classroom and for collaborative work, they will
work with another school outside of the setting to allow students to access
experts and peers in another location. Using Google Docs, students will create
a project with their distant peers and evaluate each other’s projects.
Lesson 2: Classroom sharing with
Posterous Spaces
The Goal: Teacher will learn and utilize Posterous Spaces to post
updates via photo to a blog for parents.
Grade Level: Teacher Development (All grade levels)
Subject Area: Any/Training
Intended outcome: After website introduction and
review, teachers should be able to access posterous.com by email (post@posterous.com) to update their photo blog for
parents.
Process: Teachers will be introduced to the website and create a
photo blog for their classroom. After becoming familiar with the phone
connection to the website, teachers can showcase their students at work, play,
etc. and upload photos daily for parents to view.
Matrix
Classification: Constructive/Infusion- Learners use technology to make connections between subjects and students while
constructing understanding throughout the day.
Example: Once
the instructor has a website to post to, they can easily document their
students’ day and projects with a snap from their phone (or email it to the
website, too). This would work well on field trips as parents would know what
their kids were doing throughout the day.
Lesson 3: Teaching Photo Story 3
for use as a lab journal
The Goal: Learner should be able to construct a Photo Story video
to show lab results from experiments.
Grade Level: Instructors or students (high school- university level)
Subject Area: Science
Intended outcome: Students will be able to create a
video based on the lab results from a previous experiment.
Process: Instructors will be trained on creating a Photo Story
as they will then use them in their classrooms for projects. As a biology class
is working on dissecting a frog, each group will research their frog type,
photograph the dissecting process and create a Photo Story lab journal to document
the process.
Matrix
Classification: Collaborative/Adaptation- Learners are able to select and modify technology tools to use in
collaborative work (group projects or presentations).
Example: Students
would collaborate in small groups to research and document the process of
dissecting a frog. Students work to create a cohesive presentation that can be
used on their personal websites to showcase their work. It also adds creativity
to the learning process.
Lesson 4: Blogging newsletter to
parents
Goal: Teacher should be able to write and edit a blog to use
as a parent reference for important events.
Grade Level: Teacher Development
Subject Area: Any/Training
Intended outcome: Teachers will be able to know how
to create and post a blog including: images, videos and podcasts. Blogs will be
used to inform parents of previous week’s activities, upcoming dates and
reminders and showcase student work. This is to cut down on paper and the
chance of students losing notices from school.
Process: Teachers will be learning to effectively write a blog
entry for parental viewing. Uploading photos from that week’s projects and
updating a classroom calendar via blog will create an easy way for parents to
keep up on news and their kids.
Matrix
Classification: Constructive/Transformation- Teachers use technology to construct, share, and publish knowledge
to a worldwide audience (classroom parents).
Example: Instead
of sending out newsletters every week showing what students did or notifying
parents of the upcoming events, teachers can use a blog to inform parents. The
information will be documented and categorized so its easy for parents to use.
Parents also don’t have to worry about missing any information from the
classroom.
Take it
up a notch: Goal-directed/Adoption
Students will follow instructions to use technology to either plan
and evaluate their weekly activities. A possible assignment would be for a few students to
write a weekly essay or create a vlog explaining what happened that week from
their own view.
Lesson 5: Podcasting with Audacity
The Goal: Instructor can manipulate Audacity to record a podcast
of daily lessons to post on their website as student resources.
Level: Teacher/Professor Development
Subject Area: Any/Training
Intended outcome: Instructor should be able to use
Audacity to create their own podcasts featuring their daily lessons or lectures
to allow students to look back on lessons as study guides or for students who
missed class.
Process: Teachers will learn to create a podcast using the free
software Audacity. They will then upload the podcast to their website, blog,
etc. to allow students to reference the lessons as a study guide or when a
student misses class.
Matrix
Classification: Constructive/Entry- Technology is used
to deliver information to students.
Example: Instead
of having to explain assignments multiple times to students or creating study
guides, using podcasts can create freedom for both parties. Students can
reference the lessons at any time and as many times as they want and teachers
can monitor how often they’re listened to and what points to reiterate.
Take it
up a notch: Constructive/Adaptation
A lesson has been designed where students will use podcasts to build an
understanding of the concept of lineage. Students will use podcasting to
create a family tree. They are required to have at least two interviews of
family members included in the final podcast.
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