- CEP 810 provided a context on how to re-purpose lessons to make them fun.
- CEP 811 discovered the importance of physical space in a school and how they could re-imagine their space.
- CEP 812 examined the impact that technology has on your professional community.
- This Curation is dedicated to the combination of the three classes as they all explore important implications of technology and re-purposing in our educational institutions.
- CEP 810 Weekly Themes:
In Week 5 the students created a 21st Century Lesson Plan that should have their students engaging in play, focusing less on content/memorization and more on essential skills like accessing and analyzing information using technology. Learning environments must embrace and engender change (Thomas and Brown, 2011). Students must learn to know where to find what they need to know, know how to make things that represent their learning across a range of contexts, and perhaps most importantly, know how to play (Stone, 2014). These were the primary focuses for CEP 810 this week. Some of the best examples of student work can be found by clicking on the links below:
In this lesson, James uses Renee Hobbs' five core competencies to create a really cool lesson plan. Hobbs' competencies are: Access (sharing appropriate and relevant information; using technology tools), Analyze (using critical thinking to analyze message purpose, target audience, quality, credibility, point-of-view, etc.), Create (generating content using creativity and confidence in self-expression, with awareness of purpose, audience and composition techniques), Reflect (considering the impact of media messages and technology tools upon our thinking and actions in daily life and applying social responsibility and ethical principles to our own identity, communication behavior, and conduct), and Act (working individually and collaboratively to share knowledge and solve problems in the family, the workplace, and the community, and participating as a member of a community at local, regional, national, and international levels) (Hobbs, 2011).
The lesson that James puts together is exactly what CEP 810 instructor, Emily Stone, was looking for in terms of creating something that was both curriculum based and fun. A Twitter scavenger hunt with QR Codes around the school is a great way to teach a lesson.
- In Megan's lesson plan she finds three different pieces of innovative technology for her students to try while learning about the Circulatory system "in a way unlike any other, getting to truly experience it first hand" (Rosenbaum, 2014). She also was influenced by Hobbes' and wants her students to create, think, and have fun through the usage of Google SketchUp, a 4D augmented reality developer called DAQRI, and WordItOut to create a word jumble about the System.
- Stephanie created a lesson that examines two primary document images about the same event in history and allows her students to see alternating viewpoints on the same event. Stephanie uses Skitch to show these images on her students' iPads, followed-up by her students using Animoto to create their own reflection videos on what they saw in the two images, along with the role bias plays in history.
- CEP 811 Weekly Themes:
In Week 5 the students think about the design of their educational space and how they can purpose the space, reuse materials, and reassess why the set-up of their classroom looks the way that it does. The overarching question for Week 5 is: how can experience design theories and practice be used in classrooms and other educational settings? Students downloaded SketchUp Maker (which Megan from CEP 810 also showcased above) and created a redesign of their own space. They then wrote about their design on their blogs.
- Classroom redesign by Kristy Jahn.
- CEP 812 Weekly Themes:
In Week 5, CEP 812 students were to ask their colleagues about how technology fits into their professional practices. The goal was to get input from professionals, perhaps beyond the MAET/CEP/Ed. Tech world, about the changes that they would want to see in their schools and the improvements that could be made to it. The CEP 812 students then needed to find a way to show the data from the colleagues with an explanation about their findings in a blog post. In the TPACK model (pictured below) the context is the community of educators that we work with. The data that was collected by the CEP 812 students should help to fully understand this vital part of the TPACK model (Koehler & Mishra, 2008).
- Below: The results to the survey that CEP 812 student, Vinnie Lindquist, created about tech usage in schools. Here is what CEP 812 instructor, Andrew Steinman, said about Vinnie's findings: "Student (Vinnie) provides great detail around the main questions of this week’s assignment. He also recognizes who responded to his survey and what that means about his data. The charts provided help with understanding the data that was collected in his survey," (Steinman, 2014).