Transcript Teaching With Technology

Opening Up The
Possiblities
Using Technology in Audubon’s
Project N.A.T.I.O.N.
And
Project S.P.A.C.E.
Two Big Questions:
 What can technology
allow us to do in education
that we could not otherwise do?
 How can technology help
us to do better that which
we already do?
Web Power
TrackStar: A Web-based
annotated BibliographyA Webliography
 WebQuest: A Structured
Web-based research
strategy

A Virtual Field Trip
Culture Quest: An
Interdisciplinary investigation
combining history and
language arts
 History

Colonial America
French and Indian War
Fort William Henry

Language Arts
Literature Cooper’s “The Last
of the Mohicans”
Writing: Compare and Contrast
A Virtual Passport

Visit foreign countries
Globalearn
AsiaQuest

Talk to friends from other
cultures
Web66
A Virtual Museum Exhibit
Assemble sites that
represent the work of
important photographers
 Students analyze and
study selected
photographer
 Students take photos in
the style of photographer

Multimedia
PowerPoint as
Presentation Tool
 Demonstration of
Learning

M Y N A T IO N
• T he P eople and T heir
C ulture
The Monster Project
Elementary Language
Arts
 Draw a “Monster”
 Describe how to draw
the monster
 Draw the monster from
the description

Brainstorming with Inspiration
Idea Maps
 Analyzing Reading
 Project Planning
 Bringing Out Detail
Characte r Analy sis
Characte r: Ma
loving
hard w orking
swee t
caring
fr iendly

warm
Ma
compassionate
beautiful
generous
organized
clean
sharing
energetic
vibr ant
Create Timelines

For Organizing Work
Student Responsibilities
Due Dates

For Adding Historical
Perspective
A T im e lin e fo r P ro je c t N A T IO N -S P A C E
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P ro je c ts D e fin e d
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Desktop Publishing
Create Curriculum
Related Calendars
 Publish Travel Brochures
and Newsletters
 Catalogues and Flyers
 Business Cards
 Menus
 Etc.
J a n u a ry 2 0 0 0

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1 9 6 3 : A d d re s s in g th e h u g e g a th e rin g a t th e M a rc h o n W a s h in g to n fo r
J o b s a n d F ree d o m
This is our hope. This is the faith that I go back to the South with. ( Yes ) W ith this faith we will be able
to hew out of the m ountain of despair a stone of hope. W ith this faith ( Yes ) we will be able to transform
the jangling discords of our nation into a beautiful sym phony of brotherhood. ( Talk about it ) W ith this
faith ( M y Lord ) we will be able to work together, to pray together , to struggle together, to go to jail
together, to stand up for freedom together, knowing that we will be free one day. [ A pplause] This will
be the day, [A pplause continues ] this will be the day when all of God’s children ( Yes ) will be able to
sing with ne w m eaning:
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My country, ’tis of thee, (Yes) sweet land of liberty, of thee I sing.
Land where m y fathers died, land of the pilgr im ’s pride, ( Yes )
F rom every m ountainside, let freedom ring!
A nd if A merica is to be a great nation, this must become true.
So let freedom ring ( Yes ) from the prodigious hilltop s of New H am pshire.
Let freedom ring from the m ighty m ountains of New York.
Let freedom ring from the heightening A lleghenies of Pennsylvania. ( Yes. All right )
Let freedom ring from the snow-capped Rockies of Colorado. ( Well )
Let freedom ring from the curvaceous slopes of California. ( Yes )
But not only that: Let freedom ring from Stone Mountain of Georgia. ( Yes )
Let freedom ring from Lookout Mountain of Tennessee. ( Yes)
Let freedom ring from every hill an d m olehill of Mississippi. [ A pplause]
F rom every m ountainside, [ A pplause] let freedom ring.
A nd when this happens, [ A pplause c ontinues] when we allow freedom ring, when we let it ring from
every village and every ham let, from every state and every city, ( Yes ) we will be able to speed up that
day when all of God’s children, black m en and white men, Jews and Gentiles, Protestants a nd Catholics,
will be able to join hands and sing in the words of the old Negro spiritual:
F ree at last! ( Yes ) F ree at last!
Thank God A lm ighty, we are free at last! [ A pplause ]
M artin L King, M arch on W ashington,
(August 2 8 , 1 963 )
Create or Enrich Maps



Locate natural disasters
Identify natural resources
Locate geographical features
Manipulate and Analyze Data

Create data bases

Work with data base

Present data
Thinking About The Process
The Implications
for Schooling:
The Intersection of
Three Essential Elements
– Teacher
– Student
– Content
Technology Changes the
Relationships at the Point of
Intersection
 Refocusing Learning
 Altering the Perception of the Role of Teacher
 Valuing Higher Order Thinking Skills
 Creating a Culture of Inquiry
 Appealing to Multiple Intelligences
Technology refocuses
learning
…from the narrow notion
of a finite catalogue of
information
 to an expanding
universe rich in
knowledge, context and
connections.
Technology alters the
perception of
teacher
…from the idea of teacher
as holder of all knowledge

to the creation of a
learning community
consisting of members
with more and less
experience
Technology Values Higher Order
Thinking Skills
…by changing the task
from gathering old
information
 to analyzing,
synthesizing, and
evaluating essential
questions and creating
new knowledge
Technology Creates a
Culture of Inquiry
…that encourages student
cooperation
 by placing students in a
collaborative
environment
Technology Appeals to a Variety
of Intelligences
…by allowing teachers
to develop lesson
strategies that utilize a
broader range of
pedagogies and appeal
to a greater number of
learning styles
Can Computers
Really
Make a Difference?
YES!