Using the Internet

David Warlick, author of Raw Materials for the Mind (2002) suggests three main criteria listed below for evaluating websites. Using the checklist you just completed on the MLK website, how would describe the site's:

1. RELIABILITY (Is the information accurate? Under what conditions?)
2. CREDIBILITY (Who is the author? Do they have the authority to produce the information?)
3. PRESPECTIVE & PURPOSE (What does the author have to gain from publishing information? What is their bias?)

Getting Dressed

THE FRONT RUNNERS
Phase 1: Relative Advantage
Using digital storytelling will allow students to visualize the process of getting dressed for school.

Phase 2: Standards
N/A

Phase 3: Instructional Strategies
BEFORE TECHNOLOGY: Have students use a model to demonstrate the process of getting dressed. We will have whole class instruction about the process of getting dressed.
DURING TECHNOLOGY: Based on our pre-assessment of past technological experience we will pair students together based on their knowledge. Give students a tutorial on using PowerPoint for digital storytelling using PowerPoint with lecture (given by lab instructor). An example will be shown to the entire class of a digital story (Making a paper airplane). Students will be given directions and a rubric.
AFTER TECHNOLOGY: Randomly select or take volunteers of a few digital stories to present to the class. Loop the rest of the projects on the classroom T.V for the rest of the class to view.
Phase 4: Instructional Environment
Some instruction will take place in the classroom, and then students will go to the computer lab for instruction on digital storytelling. The computer lab instructor and classroom teacher will assist students in creating their digital stories. Students that finish early can add personal touches to their digital story.
Phase 5: Evaluation and Revision
Have students take a PowerPoint post assessment based on skills and how comfortable they are with the program; there will also be a section for written feedback. Teacher will monitor students as they are producing their digital stories also.

Blue and yellow paint

Supercalifragilisticexpialidocious
Phase 1: Relative Advantage – Using Digital Storytelling will allow students to see how yellow and blue paint will mix to make another color. Automatic transitions between the slides can go between yellow and blue and show how they mix to form green.
Phase 2: Standards and Assessment-
SC Curriculum Standard:
VPA I. A. Begin to identify differences among media, techniques, and processes used in the visual arts.
NETS-S
3. 3. Technology productivity tools
-Students use technology tools to enhance learning, increase productivity, and promote creativity.
-Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works
Assessment – Rubric (see attached)
Phase 3: Instructional Strategies
Before Technology: Instructional Strategies- Place students in groups of four based on technological ability. Begin by asking students what they think will happen if you mix the two paint colors. Have yellow and blue saran wrap and layer them to show students that there may be a color change when overlapping the colors. Next, go to the computer lab and complete a tutorial on digital story telling focusing on colors and transitions. A PODcast of the tutorial will be available for the students to listen to while working on their presentation. Students will also be given a “how to” instruction sheet to look at while making their powerpoint and to keep for later projects. Directions and a rubric will be given to each student and a model will be shown based on coloring a color by number picture. Students will be instructed that they must have the name of the color on each slide and the last slide should be the final color. Automatic transitions should be used to show how the colors mix to form another.
After Technology: Students will save their projects in their group folder. The project will be posted on the classroom website. They will also be graded based on the rubric previously given to the students.
Phase 4: Instructional Environment- The entire group instruction will be held in the art classroom. As for the technological part of the project, this will be done in the computer lab. Lab assistances and the teacher will aid students with any problems that they may be having. When students finish the requirements of the assignment, they can add music and other graphics to their project.
Phase 5: Evaluation and Revision- Walk around the classroom to help the students, making notes on what the students are having issues with. Also, note what students find engaging about the activity. At the end of the activity the students will take a survey on what they enjoyed about the activity and what they did not like. Based on student feedback and what the teacher saw, the project can be re-evaluated for next time.

Banana Split Making

Phase I:
Using digital storytelling to teach students how to make a banana split is beneficial because it allows the students to understand events in a sequential and logical order.
Phase II:
SC Curriculum Standard:
NETS-S
3. Technology productivity tools
-Students use technology tools to enhance learning increase productivity and promote creativity.
-Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Phase III:
Before Technology-Explain to students what digital storytelling is and the procedures to making a banana split. Go over the ingredients needed in order to make a banana split. Students will be put into groups of 3.
During Technology- Students will locate pictures online that help them illustrate the process of making a banana split. Students will go to the computer lab and design their digital story and power point.
After Technology- Students will save their projects in the class folder. The teacher will put their projects on the class web-site. The digital stories will be graded using a rubric.
Phase IV:
The instruction of the project will take place in the classroom and the process of making the digital stories will take place in the computer lab. The teacher will be available to answer any questions that the students may have.
Phase V:
After the projects are finished the teacher will have the students write a brief paragraph explaining what they liked about the project, what they disliked about the project, and what they think could be done to improve the project. The teacher will then take these suggestions into consideration.

Class room standards

Standards:
Phase 1- Relative Advantage
Using Digital Storytelling to show differences in shape of apples and oranges, pictures of the type of trees they each grow on, and the different colors of each. Our main focus would be the difference in shapes so that the students may relate and be able to tell the difference between the orange and apple because of the shape. The differences in color and what they grow on will help support the difference telling.

Phase 2- Standards of Assessment:
VPA II. Using the knowledge of Structures and Functions.
Students will identify the differences between the two fruit by using their five senses.
NETS-S. Technology problem-solving and decision-making:
Students will use technology to locate, evaluate and collect information from a variety of sources.

Phase 3- Instructional Strategies:
Students will break into groups of two and each group will get an apple and orange. One student will observe the orange will his or her five senses while the other student observes the apple while doing the same things. Once they do that they will switch observations with each other and share the knowledge they have recently gained from using their senses. After doing this observation and sharing of both fruit, each group will make a power point to show their results to share with the rest of the class. After each group shares with the class, the teacher will then show her own power point that she has created herself to show the difference.

Phase 4: Instructional Enviroment-
The students will begin in a classroom to do their group observations, results, and sharing. Then they will move to the computer lab to transfer their written results into a power point that will be used to share with the rest of the class.



Phase 5: Evaluation and Revision-
Before the group projects, observations, occur, the students will be quizzed on previous knowledge of the subject at hand. After the projects are finished and power points are made, the teacher will then judge knowledge learned by the differences between the quizzes and power points.

Understanding the Digital Mind

1. Are you a digital immigrant or a digital native? Why? Each member should respond using information from the RoLO to support his/her answer.

2. Thinking about teaching in a classroom three or four years from now, we could describe the idea of technology integration as an "us versus them" environment.

a. How are your students going to be different than you in terms of teaching/learning?
b. What issues does this present to doing your job effectively?
c. Describe some ideas you have for bridging the immigrant/native gap specific to your content area.