| Course/ UTeach requirement |
Objective |
Student Products |
ISTE NETS*T |
| Step I
Step II
Knowing and Learning
Classroom Interactions
Project-Based Instruction |
Preservice teachers will use internet-based
technology (e-mail, discussion boards, group pages, etc.,) to communicate
with each other, plan lessons, discuss hot topics, communicate with mentor
and master teachers, gather information, and receive class announcements. |
-
e-mailed teaching reflections
-
Newsgroup postings
-
e-mailed word-processed lesson plans
-
lesson plans posted in newsgroups
|
V.A., V. D, |
| Step I
Knowing and Learning |
Preservice teachers will locate and become familiar
with web-based instructional resources in their discipline |
Class
activity and WebQuests |
II.C., V. A, C |
| Step I |
Preservice teachers will design instructional
handouts for on-line simulations in their disciplines. |
Class
activity and Instructional handouts |
II. A, C, E
IV. C |
| Step I |
Students will use on-line assessment tools to
determine their personality type |
Student reports of personality type |
IV. B |
| Step I |
Students will use computers to analyze data |
Pooled data sets, excel spreadsheets |
I. A. |
| Step II |
Preservice teachers will use CBLs as tools in
their lessons |
-
Lesson plans incorporating use of CBLs
-
Mentor teacher feedback on preservice teacher use of CBLs in the field
-
Student reflections on their lessons using CBLs
|
II.D., II. E.,
III. A, B, C, D.
VI. B. |
| Step II |
Preservice teachers will use classroom management
software in their field placements |
Field activities, reflections |
IV A, B |
| Knowing and Learning |
Preservice teachers will use computer modeling
to explore students thought processes as they relate to mathematics and
science problem solving |
Lesson Plan using MathWorlds and star logo |
IV. A. |
| Knowing and Learning |
Preservice teachers will use anchored instruction
(e.g., Jasper project) to evaluate how students solve problems |
Student reflections |
IV. A |
| Knowing and Learning |
Preservice teachers will compare on-line
assessment tools for mathematics and science. |
Class discussion, on-line discussion |
IV.A |
| Knowing and Learning |
Preservice teachers will discuss the importance
of beliefs about learning in selecting and using technology |
Class discussion, on-line discussion |
II. A, B |
| Knowing and Learning |
Preservice teachers will discuss the inequities
of technology access and use in some school districts |
Class discussion, on-line discussion |
VI. E |
| Knowing and Learning |
Students will read and discuss primary literature
on assessment and conceptual development |
Class presentations of articles, class discussion |
II. B |
| Knowing and Learning |
Preservice teachers will examine the role of
teacher preparation in the implementation of technology |
Class discussion, on-line discussion |
|
| Classroom Interactions |
Preservice teachers will produce a lesson plan
that utilizes hand held technology, specifically the TI-83 graphing calculator
with (view screen for whole class and small groups) and motion detectors
to teach high school students to kinesthetically and graphically (visually)
make the connection between motion, speed and the graphic representation
of their motion vs position. |
A written lesson plan, a clinical experience
and a reflection on the experience.
Mentor teacher feedback on preservice teacher use of CBLs in the field. |
II. A, D., E.
III. A, B, C, D.
V. B |
| Classroom Interactions |
Preservice teachers will explore how to use
handheld technologies, specifically the TI-83 graphing calculator with
(view screen for whole class and small groups) and motion detectors to
view real time graphs of position vs time and velocity vs time. The objective
is to help students understand the relationship between an abstract representation
of position vs time (ie - the graph) and real world motion in real time
and space. They also explore the constraints that are imposed by a device
like the motion detector which is limited in distance and path positions
that it can measure. |
In-class use of the technology followed by an
analytical essay; |
II.B. |
| Classroom Interactions |
Students compare using manipulatives (hockey
pucks with and without velcro) to explore the concept of conservation of
momentum vs a computer simulation (Interactive Physics) where they control
certain parameters (like mass of colliding objects) to see which is more
or less instructionally useful, especially in cooperative groups |
In-class use of the technology followed by an
analytical essay; |
II. B. C, D
V. B |
| Classroom Interactions |
Students use Geometer's Sketchpad to recreate
the interactive diagram that is used in a TIMSS video of a Japanese classroom
to compare and contrast the American version of a similar lesson |
In-class use of the technology and an analytical
essay regarding advantages and disadvantages of this technology; how would
they implement it in the classroom, etc.
Interactive Diagram |
II.B, C, D, E
IV A, C
V. B. |
| Classroom Interactions |
Students will learn to use Fathom to disaggregate
and compare Texas Assessment of Academic Skills (TAAS) data sets, looking
for indications of bias or other equity issues; |
In-class use of technology followed by data
collection for pro vs con debate on impact of TAAS scores on students needing
to pass to graduate |
I.A
IV. B |
| Classroom Interactions |
Preservice teachers word processed all papers
and use Excel and graphing representations to analyze data. |
Papers, spreadsheets |
I A |
| Classroom interactions, PBI and student teaching |
Preservice teachers will use of video taping
of their own lessons for the purpose of study and reflection to inform
and improve practice |
Videotaped lessons, student reflections |
V. A, B |
| Project-Based Instruction |
Students will discuss ethical issues surrounding
use of technology in the classroom |
Class discussion |
VI. A |
| Project-Based Instruction |
Students will use appropriate technologies to
support lessons taught in the field |
Lesson plans |
II. A, B, C, D, E
III. A, B, C, D
V.B.
VI. A, D |
| Project-Based Instruction |
Preservice teachers will use relevant technology
to develop project-based curricular units (e.g., webliographer, concept
mapping software, video editing software, etc.,) |
Final course project web-sites |
V. B, C
VI. B. C, D, E |
| Project-Based Instruction |
Preservice teachers will integrate relevant
technology into curricular units (e.g., Internet, simulations, data analysis
packages, modeling software, etc.,) |
Final course project calendar, intro paper and
lesson plans |
II. A, B, C, D, E
IV. A, C |
| Project-Based Instruction |
Preservice teacher will produce digital anchor
videos |
Anchor videos |
I. A
II. B |
| Project-Based Instruction |
Preservice teachers will observe technology-rich,
project-based classrooms and will compare those classrooms in terms of
management techniques, resource use, degree of constructivist learning,
types of student learning and degree of collaborative learning |
Student reflections, responses to midterm |
V.B.
VI. C. |
| Project-Based Instruction |
Preservice teachers will use a multimedia presentation
system to present their final projects to the class |
Student presentations |
I. A |
| Research Methods |
Students will use graphing calculators and spreadsheets
to organize and analyze data |
In class use of technology
spreadsheets |
I. A |
| Research Methods |
Students will explore a technology they have
not used before, determine how to use it and report back to the class |
Student reports |
I. B. |
| Student Teaching*
(Spring '02) |
Preservice teachers will design and teach lesson
plans which include appropriate use of technology. |
|
|
| Student Teaching*
(Spring '02) |
Preservice teachers will manage technology enfused
learning environments to promote learning of diverse students |
|
|
| Student Teaching*
(Spring '02) |
Student teachers will use appropriate technologies
to assess students and to monitor student progress |
|
|
| Student Teaching*
(Spring '02) |
Preservice teachers will model and teach legal
and ethical practice related to technology use. |
|
VI. A |
| Portfolio |
Identify and use approprioate technology to
accomplish instructional objectives |
Portfolio |
II. C
III.A |
| Induction Year Support |
UTeach alumni will use internet-based tools
to communicate with each other and with experienced mentors (WINGS program). |
On-line discussions |
|
| Geometry and Visualization |
Students use geometers sketch pad to explore
relationships between surface area and volume |
|
I. A, B |
| Functions and Modeling |
Students use Calculator Based Rangers and TI-83+
graphing calculators to explore the relationship between position functions
and rate (velocity). They have to try and copy various position vs time
curves on their calculators. |
Position vs. time curves.
*student work samples for this course will not be available until 12/10/01. |
I. A, B |
| Functions and Modeling |
Students use the motion detector component of
the Science Workshop (by Pasco) to explore how to create a distance curve
given a velocity curve. This activity with the one above allows students
to explore the relationship between the two concepts. |
Distance curve in student journal |
I. A, B |
| Functions and Modeling |
Students use VideoPoint computer program (by
Pasco) to help further solidify the relationship stated above. They will
collect data from movie clips and then can look at the various graphs of
position v time, velocity v time and even acceleration v time and see for
themselves what is happening to the object in motion. |
Student journal entries |
I. A, B |
| Functions and Modeling |
Students use a spreadsheet program (mostly Excel)
to investigate patterns in various sequences. They use it to look at consecutive
differences between terms as well as ratios between terms to try and look
beyond the generating formula. Eventually, the students will be able to
find a formula that generates a particular sequence by looking at consecutive
differences and ratios. |
Spreadsheets and student journal entries |
I. A, B |
| Functions and Modeling |
Students use the spreadsheet program to investigate
patterns in sequences in order to re-classify sequences given to them earlier.
This is a culminating activity that allows the students to look beyond
how the sequences were created and instead try to find commonalities between
seemingly different sequences |
Spreadsheets and student journal entries |
I. A, B |
| Functions and Modeling |
Students use Fathom to create a model for real-time
world and US population. The data is taken from the US Census website (www.census.gov).
The also use the model to make predictions about future populations and
approximations about past populations and then check them using various
links on the website. |
Population model
Journal entries |
I. A, B |
| Functions and Modeling |
Students use the TI-83+ graphing calculator
to aid them in simulating the spread of disease in a small population.
They then graph the data using either Fathom or a spreadsheet Students
create a second graph to aid others in interpreting the first graph. Usually
students create a graph representing how many people were infected each
day. |
Graphs
Journal entries |
I. A, B |
| Functions and Modeling |
Preservice teachers will use internet-based
technology (e-mail, discussion boards, group pages, etc.,) to communicate
with each other, discuss journal topics, gather information, and receive
class announcements. |
e-mailed reflections
class website |
V. D |
| Functions and Modeling |
Students will write a lesson plan for an activity
that includes effective use of the technologies highlighted in class. |
Lesson Plans |
II. A, B, D, E
IV. A, B |
| Functions and Modeling |
Students share their work using the Document
Camera in the Model Technology classroom. This eliminates the need for
them to rewrite work on overheads or redo it on a white board. |
Class use of document camera |
I. B
V. C |
UTeach Technology Standards Cirriculum Map