Dyad+26

an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b) || Have created a Prezi with imbedded video and external links to introduce questions and formative and summative assignments. Groups select one of 5 web 2.0 tools to use to create their summative product. a) A link to the Prezi is provided to students for reference as they complete their assignments. b)Yes, a Prezi is one of the options they can choose. c) No || Inquiry: From a student’s perspective, how valuable is technology to instruction? How important do they think it is to their education?
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || In today's school environment, what is the role of technology (student perspective)? ||
 * II. How are new literacies featured in your compelling question? || Selected web 2.0 tools and software will be utilized and discussed ||
 * III. How will you organize or group your students for the PBI? || Groups of 3-5 students, balanced with regard to access to internet. ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PR || Research skills, familiarity with classroom technology types, presentation experience using PowerPoint. ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || Media coordinator will provide support in Big 6 research model. Collect and demonstrate several examples of classroom technology. Class visit by retired teacher to describe and answer questions about technology they used in classrooms. ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || Groups begin synthesis during class so the teacher can observe their approach and provide feedback/correction if it is needed. Each day the teacher asks for a progress report to determine if there is a need to provide additional time for collaboration in school due to accessibility issues. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Rubric formulated on essential skills. A website evaluation model (with worksheets) are provided. Groups must return an evaluation for each website used as well as a bibliography. ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it

8.SI.1 - Evaluate information resources based on specified criteria. 8.TT.1 - Use technology and other resources for assigned tasks. 8.RP.1 - Apply a research process to complete project-based activities. 8.SE.1.1 - Analyze ethical behavior (copyright, not plagiarizing, proper netiquette) when using resources.
 * Information and Technology Essential Standards: **


 * Lesson Outline: **

Introduction and overview/outline are provided on this [|Prezi.]

Responses to formative assessment questions on Edmodo are discussed in class, plus these questions that will be posed after the summative assessment: - What did you learn? - Does this change your view of the past with regard to technology? - Do you think you would have been able to be technologically successful in 1990? 1960? 1930? - What do you think you might need in order to be technologically literate in the future?

In addition to class discussions, a visit by a retired teacher can add to student understanding by describing their use of technology and answer questions students may havee.

Teacher can also collect and demonstrate the use of currently available technology such as typewriters that may still be in the school. If possible, students may also participate.

Formative assessment:
To check for understanding, students respond to these questions via classroom Edmodo: -- What are 2 classroom technologies that were widely used when you were born? -- Why do you think they were important?

Responses are used to further classroom discussion.

Summative assessment:
Groups of 3-5 students are created to: 1) Answer the following questions through research: -- In today’s classroom, what are the two most important technologies being used? Why?  -- What tech skills do you think you will need in high school? (Specify number/type of skill)  -- How will these skills apply to your life after you graduate?  [Three websites (minimum) with website evaluation for each.]

2) Create a product to share with the class using one of these online tools: Glogster  Prezi  Voki  Animoto  Sock Puppet

2) Prepare an introduction/summary of their findings.


 * Collaboration: **
 * Students/groups who have internet access outside school hours are encouraged to collaborate using email or another online teacher-approved mode. Students/groups without access are provided time during the school day to collaborate. A bibliography is to be included with all research products. **

// Handling dissenting views/alternative assignment: // // 1) Student collects data to support view (credible sources), creates own product // // 2) Student presents view and supporting data to rest of assigned group; discussion; vote with simple majority (teacher moderates) //

Submissions:
Formative and summative - electronic products Summative: Website evaluations for each resource; bibliography

Resources to be provided by teacher:
- Scoring rubric - Computer time - Collaboration time - Guest speaker - Organize/demonstrate technology

**Resources to be provided by media coordinator:** - Website evaluation forms - Critical Evaluation of a Web Site, Middle School Level, © 1996-2009 Kathleen Schrock, Kathy Schrock’s Guide for Educators URL: [|http][|://][|school][|.][|discoveryeducation][|.][|com][|/][|shrockguide][|/] - Big 6 research model review Step 1 – Task Definition Step 2 – Information Seeking Strategies Step 3 – Locate Information – search terms, evaluation of credibility Step 4 – Use of information – extract, analyze Step 5 – Synthesis – collaborate Step 6 – Evaluate – critique product, collaborative edit, submit Steps 3-6 are involved in this research

http://prezi.com/sgkzerb0-ikr/technology-and-education-today/
 * Prezi Link: **