Class+14+&+15-Feb.+21+&+23



**EDUC 116: GROUP PROJECTS: SMARTBOARD, STUDENT RESPONSE SYSTEM, ELMO** Technology can engage learners in "active, constructive, intentional, authentic and cooperative learning" (Jonassen, Howland, Moore & Marra, 1999. p. 11). However, using technologies as constructivist teachers require changes for both instructor and student. Implications for teacher: In order for students to learn with technology, teachers must accept and learn new models of learning. First, teachers must relinquish at least some of their authority, especially their intellectual authority. Teachers must also relinquish some of their authority in their management of learning. Teachers must gain skills and fluency with the technology. However they will be most successful in helping students to learn with technology if they do not learn about the technologies in order to function as expert. Rather, they should learn to coach the learning of skills. in many instances, teachers will be learning with the students. (Jonassen, Howland, Moore & Marra, 1999, pp. 13-14) "If teachers relinquish authority, learners must assume it" (Jonassen, Howland, Moore & Marra, 1999, p. 11). "Technology cannot teach students. Rather, learners should use the technologies to teach themselves and others. Meaningful learning will result when technologies engage learners in: The group projects will begin with a brief tutorial of each of the programs. In the case of the Student Response System and the SmartBoard, it will be impossible for me to demonstrate every aspect of these tools; therefore, in the spirit of constructivist learning, you will learn through student-directed exploration in your groups. Furthermore, in the constructivist spirit, my role will be one of facilitator, coach and collaborator with you and your classmates. [|**Smartboard Resources**]
 * BACKGROUND**
 * knowledge construction, not reproduction
 * conversation, not reception
 * articulation, not reception
 * collaboration, not competition
 * reflection, not prescription." (Jonassen, Howland, Moore & Marra, 1999. p. 15)
 * from Learning to Solve Problems with Technology: A Constructive Perspective
 * Demonstration: SmartBoard**
 * Orientation
 * Right Click
 * Floating Tool Bar
 * ====== View ======
 * Screen shade
 * Screen capture
 * Tools/measurement tools (ruler, protractor, compass)
 * ====== Insert ======
 * links
 * sound
 * pictures/objects (animation and set item properties)
 * Vortext
 * Word Guess
 * Frog
 * Matter (gas, liquid, solids)
 * Math (probability)
 * Adding Buttons
 * Magnifying Glass
 * Erase to Reveal
 * Magic Pen
 * Pull Tabs
 * Object Animation
 * Touch and Reveal: States
 * Adding Video: From YouTube From Discover
 * Download Helper

**__Essential Questions__**
 * Reading**

//Adams and Howard//

1. What are the two types of SRS? Which is better? More expensive?

2. The instant feedback provided by SRS allow students to ___. Likewise, the instant feedback allows teachers to__ __.

3. List four advantages of using SRS in the classroom.

4. List three disadvantages of SRS.

//Product Guide//
 * List one positive mentioned in this article that is also mentioned in the Adams and Howard Article.
 * List one negative mentioned in this article that is also mentioned in the Adams and Howard Article.
 * List one positive mentioned in this article that is not mentioned in the Adams and Howard Article.
 * List one negative mentioned in this article that is not mentioned in the Adams and Howard Article.

//Key and LaSage//

1. List 5 benefits of using SRS cited in this article.

2. Explain what is meant by "peer instruction".

3. Organize the disadvantages listed in to what you consider to be most to least important.

1. Students will explore real-world issues and solve authentic problems using digital tools and resources 2. Students will design relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 3. Students will customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources 4. Students will demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. 5. Students will communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. 6. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. 7. Students will advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. 8. Students will address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. 9. Students will evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
 * Objectives**