Ye Old SurvivorA Study of the First 13 Colonies

EDLD 5364 - ET 8021Teaching with Technology

Group Project

Introduction The team of Reichert, Lambert, Jimoh, Banda, and Lowe worked collaboratively to design a unit to cover information on the First 13 Colonies. Units were designed using the Universal Design for Learning template and enhanced with 21st Century technology learning tools.

The Team The Team worked collaboratively using a Google site. Each

team member contributed to the project based on their individual expertise which included classroom experience, adult education experience, and computer network backgrounds. Team meetings were conducted using Adobe Connect Pro with transcripts and notes being posted by the team leader. The team used a color code system to indicate individual collaboration.Link to Team Page

Unit Design

Each lesson component uses a Universal Design for Learning module to help guide the instruction and assessment of the lesson. This supports the cooperative learning strategy in Using Technology With Classroom Instruction that Works (Pitler, p. 140). The teacher will use an animated introduction created in Animoto to preview projects, introduce the topic and introduce technology tools that students might consider using for some aspect of their final presentation or product.

Unit Designcontinued

At the beginning of the unit the teacher will introduce the focus for the unit. The teacher will assign formal groups comprised of 13 groups (9 groups of 2 and 4 groups of 3). The larger groups will have students with exceptional needs placed in each of the groups for better support by peers and designated support staff. This grouping also assures that material for each colony is covered as groups will be able to share their work during the unit in student-led presentations.

Action Plan Project Page

Rationale for Choosing the 13 Colonies

The team utilized a collaborative Google Doc and online synchronous meetings to brainstorm and agree on the focus topic for the group contribution.

• Familiarity with colonial period• Ease of finding information appropriate for the grade level• Unit is a state requirement for 8th grade Social Studies • Team diversity led the decision to choose a topic familiar

to all• Initial brainstorming suggested numerous ways that

technology components could be integrated into the topic

Project Brainstorming

Rationale forProject Choices

Project Examples

Lesson 1 Ismail 

Select one colony and present pertinent facts (Established by whom? why? when? Where?) - Create Persuasive Flyer to advertise for settlers to join a specific colony using Glogster

Lesson 2 Luis

When colony was established, why they were established, and who established them and processed in a flyer designed in MS Publisher.

Lesson 3 Bonnie

Postcard From the Past – gather and process information about jobs and the economy in the colony. Final project is a postcard in MS Publisher.

Lesson 4 Jamailah

Research important people and events during the colonial period. Incorporate information in an Inspiration timeline.

Lesson 5 Lori

Designed to allow students to ‘put together’ information from previous lessons where information was ‘pulled apart’ Students will create a Voki avatar and embed the information in Google Earth.

•TEKS for 8th Grade Social Studies specifies information that is required.•Course required individual UDL’s were used to develop the inclusive unit.

Sequencing of Lessons

Individual Universal Lesson Designs

•Sequencing the presentation of information allows student to build on information.•Sequencing helps students see lesson objectives •Sequencing sets a direction for learning.•As a history unit, it is important to establish an order for events so it was appropriate to sequence the presentation of information.•The final lesson provided an opportunity to review the information as a whole.

Pitler(2007) states, setting objectives as an instructional strategy that focuses on establishing a direction for learning ( p. 17).

Professional Development

• Professional development is key to teachers using the emerging technology tools available to them

• Up-to-date knowledge for any new resource or creative instruction for diverse learning

• Allows teachers to experience the use of technology the students will apply in order to accomplish each learning activity.

• Become more effective teachers by properly knowing how to use the Web 2.0 tools comfortably.

“Encouraging our educators and schools to use technology effectively is a complicated and challenging task” (Solomon & Schrum , 2007, p. 115).

Our team felt that the Prezi and Glogster formats were a good way to present the information as a

Professional development because….

Prezi• New Web 2.0 tool to implement

simple toosl to access tutorials and documents

• Allows for engagement, creativity, and empowerment

• Vibrant and allows for flexibility; allows users to navigate and revisit the parts they need

• Accessible to the teacher 24/7 with internet access; otherwise, can be saved as a presentation flash movie if there is no access to the internet

Glogster• New Web 2.0 publishing tool to

access tutorials and documents• Can get creative with the design

and written content• Editing tool is simple to use

Solomon and Schrum (2007) state, “one of the most successful (way to learn technology) is to use the technology to learn how to use the technology, or some might say, not just talk the talk, but truly walk the walk” (p. 111).

Professional Development

Professional Development

Link to PD Collaboration

Professional Development for our unit is important for teachers because it…”provides practice and comfort with the tools, and second, offers the opportunity to experience firsthand the use of the technology for meaningful and authentic activities” (Solomon & Schrum, 2007, p. 115-116).

Click to go to Prezi

Team CollaborationThe design and implementation of our unit project was accomplished as a team by….

Weekly Assignments Team Meetings Book Builder Reflection Project Brainstorming

Solomon and Schrum (2007) state that “the new way [of doing things] is collaborative, with information shared, discussed, refined with others, and understood deeply” (p. 21).

•Selecting a lead person that was comfortable with collaboration applications•Coming from different backgrounds with our own specialties, we were able to offer unique viewpoints with great creativity.•Utilized free applications such as Adobe Connect Pro to meet live twice a week•Posted discussion notes and transcripts that summarized things we needed to do and kept everyone informed.•Offered advice, feedback, reflection, and encouragement that fostered exceptional communication.

Resources Edutopia.org (n.d.). Project-Based Learning: An Overview. Retrieved October

5, 2009, from http://www.edutopia.org/project-based-learning-overview-video

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: McRel.

Rose, D., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Retrieved March 1, 2011, from Center for Applied Special Technology: http://www.cast.org/teachingeverystudent/ideas/tes

Solomon, G., & Schrum, L. (2007). Web 2.0: New Tools, New Schools. Washington, D.C.: International Society for Technology in Education.