The Accelerate Online teacher certification
program was created to provide background and teaching strategies
needed by science, engineering and mathematics related professionals
to become teachers. In addition to the field-based components
of the program, the program includes 31 instructional modules
that focus on the following key areas:
- Designing Instruction,
- School & Classroom Environment,
- Promoting Student Learning,
- Professional Roles & Responsibilities,
- Nature & History of Science, or
- Mathematics Instruction & Assessment, and
- Technology Applications
KITE Activities are included in three of the Accelerate
Online Program Technology Applications modules.
- Spreadsheets and Databases in the Classroom
- eCommunication Applications to Facilitate
Collaboration and Resource Sharing
- Online Resource Applications
|Spreadsheets and Databases Module
"Try This" Activity
Go to http://kite.missouri.edu.
The KITE Technology Integration Case Library is a searchable
case library of interviews of teachers who describe successful
and unsuccessful technology related activities that they
have used in their classrooms. Use the "Super Search" link
on KITE home page. Perform searches described below and
read through several examples of how spreadsheets and databases
have been used in science classrooms.
Search Criteria to use:
- Subject/Unit: Science or Math; Technologies used in
Lesson: spreadsheets (Note: Click on the lookup button
to select spreadsheets)
- Subject/Unit: Science or Math; Technologies used in
Lesson: database management (Note: Click on the lookup
button to select database management)
- Subject/Unit: Science or Math; Planned Activities in
Lesson: collecting information, organizing information,
assessing information (Note: Click on the lookup button
to select collecting information, organizing information,
- Refine each of the above searches by selecting a specific
grade level of interest
List the types of instructional activities indicated by
your searches. What are the strengths and weaknesses of
The most common activity utilizing spreadsheets involved
students collecting data by conducting experiments, in-field
observations, or surveys and then using a spreadsheet to
analyze the data and create charts and graphs to illustrate
their findings. The database activities typically involved
students inputting information found on the Internet, from
other electronic resources, or from library research into
a preformatted database template. The database was then
used to create reports or as a research tool for other
The success of these activities is usually determined
by the level of interaction that students have with
the applications and the degree of authenticity of
the activity. Successful activities allow students
to find, input and report their own data and usually
involve a topic that students find meaningful to
their own lives.
|eCommunication Applications to Facilitate Collaboration and Resource Sharing
"Try This" Activity 1
Use your own searching strategies or strategies that you
have learned in this module thus far, to find and informally
evaluate an online resource that might be useful to a classroom
teacher. Follow the instructions below to evaluate your
site/resource and share it with other educators by nominating
it in the eZone Resource Media Center.
1. Informally evaluate a favorite educational site or
online resource, or evaluate a resource(s) from one of
the following sites to find one that you like:
a. Knowledge Innovation for Technology
in Education (KITE)
b. The Annenberg CPB Math and Science Project [http://www.learner.org/teacherslab/]
c. The SCIMAST Project (The Eisenhower Southwest Consortium
for the Improvement of Mathematics and Science Teaching)
d. eEmpowerment Zone Resource Media Center [http://empowermentzone.tamu.edu/]
e. Math World [http://mathworld.wolfram.com]
f. Eric Weisstein's World of Science [
2. Use the following guiding questions to
help you to informally evaluate your site or online resource:
a. Who is responsible for the web site/resource?
b. Is there a clear purpose or reason for the site/resource?
c. What do others say about the site/resource?
d. Is the content clearly explained and accessible?
e. Is there a fee for use of the site/resource?
3. Nominate at least one site or resource in the eZone Resource
Media Center from Part I that you like.
4. In addition, review and rate at least one resource in
the eZone Resource Media Center or Break Room that someone
a. Resource Media Center http://empowermentzone.tamu.edu/media_center/
b. Break Room http://empowermentzone.tamu.edu/break_room/
"Try This" Activity 2
Evaluate a site or online resource in terms of the five factors that were discussed in this module: Accuracy, Authority, Objectivity, Currency and Coverage. You are welcome to use one of the sites that was highlighted in this module or another site of your choice. Complete the tasks that follow:
Part I. - Evaluate Your Resource Based On: Accuracy, Authority,
Objectivity, Currency and Coverage, include:
1. Name of Resource
2. URL or Web Address for Resource
3. Complete the following questions (when applicable) to
evaluate your site or online resource (Use an N/A designation
if the question is non applicable). Once you have downloaded
and completed the evaluation questions below, remember to
|Resource Evaluation Questions
i. Is the information that is presented reliable and error-free?
ii. Is there an editor, editorial board, or users/reviewers
that verify or and check information?
iii. Is the web site updated regularly?
i. Who is the author or organization and what sort of qualifications
do they have?
ii. Is an email or some other contact information given?
iii. Is there an "about," or "background" page that provides
author or organizational information?
i. Does the online resource or overall information on the
site show a minimum of bias?
ii. Conversely, is the page subjective and designed to sway
iii. Is there advertising on the page(s)?
i. Is the page dated?
ii. If so, when was the page last updated?
iii. How current are the links, have several of them expired
i. Is the topic coverage thorough? Does the resource clearly
identify topics, grade levels, standard lesson components
(when applicable) and are standards addressed (optional)?
ii. Is the resource(s) age-appropriate or audience-appropriate
and diversity-responsive (optional)?
iii. Is the resource(s) intrinsically valuable, engaging,
research-based, and/or model best practice?
Part II. - Submit your Resource Evaluation document in
4. Instructions - Once you have completed this task, submit
this "Module Assignment" artifact to your ePortfolio:
- Remember you can edit your ePortfolio by selecting My
ePortfolio from your My eAccount page in the eZone [http://empowermentzone.tamu.edu/MA/]
- Next, under Artifacts click on Module/Course Assignments
- Click on Add Artifact,
next fill in the Title and Description, and select the
Hide option (hide any artifacts that may be more private
in nature, like evaluation information or parent correspondences
- Next, either Browse your computer for the artifact
that you'd like to submit or enter a Web URL if it is
an online artifact like your TrackStar3 module project.
- Don't forget to click Submit at the bottom when you're
5. Post a related message in the eZone Discussion
Briefly describe your resource to other cohort members.
Your message should include the following:
a. Name of Resource
b. URL (Web Address for Resource)
c. Brief Description of the Resource
|Online Resource Applications Module
"Try This" Activity
Open the KITE Technology Integration Case Library [http://kite.missouri.edu/].
Complete the following tasks and answer the related questions