WebQuest:

 

http://zunal.com/webquest.php?w=270328 

 

Please go to the address above to view my WebQuest. Thanks.

 

http://zunal.com/webquest.php?w=270328

"STORYTELLERS" Animoto

https://animoto.com/play/ebhC4osMzg0z4XemCYnq4Q

Please click or copy and paste the above link into the search bar to see a short video on Storytelling.

My Known Digital Foot Print

http://www.easel.ly/create/?id=https://s3.amazonaws.com/easel.ly/all_easels/683251/DigiPrint&key=pri

Lesson Plan

Lesson Plan Component	Criteria
Title	Student Interview and Presentation with Technology
GSE’s/GLE’s/Frameworks	Writing, Speaking & Listening, Language ISTE 1: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities ISTE 2: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams ISTE 4: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions ISTE 6: Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies
Objective(s)	Learn about students through interviewing and introduction process.  Test interviewing, listening, speaking and oral presentation skills. Utilize Microsoft Power Point or similar software in presentation to class.  The main objective is to get to know and learn about fellow students through a successful interview process in which basic information is discovered like: name, age, hometown, marital status, job status, passions, major, reasons for taking class, interesting fact etc.  This will test or measure basic skills required for being successful in the class like: interviewing skills, listening skills, note taking, speaking skills and computer skills.
Materials	Pen, paper, computers and intrinsic skill set.
Anticipatory Set	Students will engage with classmates and learn about one another through one on one interviewing.  Interviewing and listening skills will be tested as well as public speaking skills as each student introduces the other after the interview process.  This lesson is valuable as it will engage the students with each other, peers they will be working with throughout the semester.  Speaking and listening skills, writing and language skills will be tested, both important attributes that are imperative to successful completion of the course.  In addition, students will use Power Point in making a brief presentation about each student.
Procedures	The teacher will introduce the lesson by explaining that it is a simple interview and introduction exercise.  The teacher will instruct students to separate into groups of two, the teacher will be paired if it is necessary.  This can be easily done by making pairs.  The teacher will observe the process.  Certain basic information should be uncovered and additional information is encouraged.  The students will be allowed fifteen to twenty minutes for the interview process.  This should be a sufficient amount of time to get a decent interview and break the ice.  After the interview process, students, the teacher will instruct students to use Microsoft Power Point in making a brief presentation about their partner.  The teacher will then randomly call on individuals to come up to the front of the class and deliver the introduction.  Students should be aware of and taking notes related to speaking performance.  Students should be noting areas that need improvement for each speaker.  After, all of the introductions are complete.  The students will offer weaknesses observed in their fellow student’s speaking skills and slide presentation.  This should be done collectively, not pointing people out on specifics.  The teacher should collect all of the papers just before the end of the class. HOT QUESTIONS:  These questions are related to first impressions, speaking, listening: What was your first impression of your interviewee?  Did it ring true?  What does this say about first impressions? Improvements for the introduction piece.  Appropriate speaking skills addressed and thoughts or ideas related to improvements in oral presentation skills. Did the thoroughness of the interview process reflect on the introduction process? Was there any information that was misrepresented?
Closure	Talk about what was learned during the interview process.  Talk about areas that might need improvement during oral presentations.  Talk about using slide presentation effectively.  This should be done in discussion at the end of the class as a group reflection.
Assessment	An evaluation of each student’s performance is made available by the teacher through comments on interview sheets and written comments during the introductory oral presentation.  Teacher feedback and comments should be made available by the next class.  Group reflection will be encouraged at the end of the class; where certain areas in need of improvement will be focused on like: interview skills, listening skills, language, using Power Point effectively and speaking skills.
Modifications/Accommodations	This lesson can be modified to use different types of software.  The lesson could be modified using different software pertaining to special education or disability etc.

Source:

http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

Opinion: Multitasking in Modern Times

Multitasking has been around for a very long time.  This is not a new trend or phenomenon.  However, with the introduction of improved technologies, computers, phones, televisions, tablets, digital media, radios and everything else pertinent to that particular sphere, it has become much easier to multitask and ultimately “get away with it” . . . 

I believe that anything worthwhile deserves our full attention.  I believe that anything that might be dangerous (like driving or crossing the street) also deserves our full attention.  Manners, etiquette and the always fashionable ‘common sense’ are required when multitasking.  Unfortunately, these fine terms, traits or practices of “yesteryear” that used to hold some weight or meaning are slipping into the vacuum that speeds on toward an abyss of absolute nothingness.

In reality, multitasking is a part of modern life and it has many benefits.  Still, there is a ‘time and a place for everything’ . . . . this certainly applies to multitasking.  Of course, this all relates to common sense, manners and/or etiquette.  If you, dear reader, possess any of these attributes . . . . . . . well, then you probably know exactly what I am driving at . . .