Yvonne

=**Learning and Teaching with Web 2.0 Tools Lesson-Unit Plan**=

As a final product, participants will complete this outline as to how they can integrate the Read/Write Web tools into a lesson or unit they currently teach. In addition, participants will maintain a blog throughout the course in which they will reflect on what they are learning. Participants will be expected to view the blogs of their fellow participants periodically and leave comments several times during the course. Course Facilitators will also monitor and comment on all participant blogs throughout the course.

==== **PLEASE USE THIS SPACE THROUGHOUT THE WORKSHOP TO CREATE YOUR FINAL PRODUCT (THIS IS YOUR FINAL PRODUCT). THIS WILL KEEP YOU WELL PACED TO EASILY COMPLETE THE WORKSHOP IN GREAT FASHION. THE WORK OBSERVED HERE WILL BE YOUR GRADED FINAL PRODUCT. NOTE THAT ALL WORKSHOP PARTICPANTS CAN SEE YOUR EFFORTS WHICH IS CONSISTENT WITH 21ST CENTURY LEARNING AND COLLABORATING- PUBLISHING TO A WORDWIDE (LARGER) AUDIENCE).** ====

**Basic Information**

1. Your Name: Yvonne Cockerham

2. Lesson/Unit Title: DCS Objective 1:04 Alternative Input Devices (Duration of Unit discussion is 1 week)

3. Grade Level: 9-12
 * LINKS TO OUTSIDE RESOURCES SUCH AS YOUR PERSONAL WIKI FOR THIS WORKSHOP AND THE TOOLS-STRATEGIES YOU ARE LEARNING***

PROVIDE ANY LINK TO A RESOURCE(S) (IF YOU HAVE ONE/ANY- FOR EXAMPLE YOU MAY CHOOSE TO CREATE A WIKI THAT DEMONSTRATES THE INTEGRATION OF THE TOOL OF THE WEEK AS WELL AS BLOGS, WIKIS, SOCIAL NETWORKING, PODCASTING/STREAMING, ASSESSMENT, AND INTERNET SAFETY.

LINK URL: Wordle: [] Blog: [] Wiki: [] Voice Thread: [] Rubric:[] **Part I.**

Of the NETS.T Standards, this lesson is intended for students to demonstrate and apply the following standards:
 * 4. Standards**

1c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning and the creative processes

2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

2d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching


 * 5. List the content and technology standards you want to address with this unit.**

Activity 1:04-01 Students must be introduced to the following alternative input devices: Digital Cameras, Tablet PC, Personal Digital Assistant, Scanner (Flatbed and Handheld), Web Camera, Headset with microphone, Web Cell Phone and Web TV

Activity A1:04-04 Students must research the variety of models and styles of alternative input devices, be able to identify them and be aware of their features.

Activity A1:04-05 Students must complete a writing/ research activity on alternative input devices.

Activity A1:04-06 Students must be able to recognize the distinguishing features of a device and it’s overall function.
 * 6. Lesson Goals and Overview or Description**
 * 7. Information on your goals, topic, and how the lesson/unit fits into your overall curriculum**

1. Have each student create a Wordle Vocabulary List of Alternative Input Devices for the front of their student notebooks marking the unit.

2. Next, students will independently research their respective alternative input device and input their findings into the eastalpslabwiki. In their research students will acquire a description, learn the use and education use of their device, discover a range of cost and also import a picture of their device. To incorporate collaborative learning I will have students reflect upon their peers findings by researching additional fact on at least 4 other devices.

3. Next, we will focus on the devices themselves and I will model how to operate each device and put groups in teams and have each student take turn using the devices. Our school has a tablet pc, webcam, digital camcorder, digital camera, barcode scanner, GPS unit, microphone headset and several PDA’s.

4. At this point I would show my students two instructional videos on how to operate two of the devices. (See podcast videos in part V listed below.)

5. Next I will assign a device to two students and have them create a podcast in Skype on how to operate the device they were assigned. (See rubric in part VI listed below).

6. My students will be asked to view at least 3 of their peers’ podcasts and grade how well the podcast instructed them on using the device. In this instance I will use the rubric I used above but remove the partner collaboration element.

7. Lastly, I will test my student’s knowledge of the devices they have been working with by showing them the VoiceThread audio test where they have to distinguish which device is being described.

**Part II.- Blogs**


 * 8. Blog** []


 * 9. Describe how you could use a teacher blog to engage students in this lesson or unit.**

I currently use the blog to post assignments and to keep students and parents up to date on events that are occurring in my classroom. In this lesson, I have posted the rubric to the podcast and I would also give students a timeline of when their wiki and their podcast assignment would be due. The blog would also be the medium in which I would embed the VoiceThread for the mini quiz that I would give at the completion of the unit.


 * Explain how you could manage student blogs and how you might involve others in providing feedback for your students on their writing.**

Right now because my school does not support a teacher website that is not administered on the county level, I do not feel comfortable allowing my students to post comments. I would entertain using the wikispaces for students to collaborate ideas because everything could be done on a private level and via invitation only!

**Part III. -** **RSS/Social Bookmarking**

10. List some of the URL’s that you found that will be helpful for either teacher preparation or student research for this unit. Keep a record of where you have included your bookmarks or subscribed to your RSS feeds. · [] · [] · [] 11. How might you use a wiki to enhance this unit or how could you have your students contribute to another wiki site to share their knowledge of content you are studying with the global learning community?
 * Part IV. - Wikis**

In the above listed lesson, I would use a wiki for students to collaborate on their respective alternative input devices and reflect upon their peers findings. -- **P****art V.** **Podcasting/Streaming**

12. Share the titles and links to podcasts and/or videos that you found related to your lesson topic. How do you plan to integrate them? How might you create a podcast or video with students to enhance this unit?

Geocaching video: []

Scanner video: []

Within my unit, I will assign an alternative input device to two students and have them create a podcast in Skype on how to operate the device. My students will be asked to view at least three of their peers’ podcasts and grade how well the podcast instructed them on using the device.
 * Part VI- Assessment**

13. What procedures will you follow and/or what resources will you use to assess student understanding throughout this unit.

I created a rubric for the Podcast assignment to be used for my assessment of the podcast assignment. Also, this rubric could be used for the students reviewing the podcast for content. This would be a great way for the creators of the podcast to get peer feedback. At the completion of the unit I also designed a VoiceThread mini quiz to assess my student’s knowledge of the vocabulary. []


 * Part VII** **— Internet Safety**

14. What strategies will you take to ensure student safety as you integrate these new tools. Also use this space to post any additional notes regarding integrating Read/Write Web tools into your curriculum.

As I mentioned before, my school system will not allow for students to comment on public blogs thus everything would have to be done under a private blog that would not be linked to our school’s website. Also, especially during the Skype assignment, my students will need to be constantly monitored and strict ground rules and parameters of use would be utilized. I like the part on your assessment rubric that rates partner collaboration. Joyce