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KITE in Action
 
University of Missouri-Columbia1 :: 2 :: 3
* Texas A&M University
   

Texas A&M University

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, assessing 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 these activities?

Suggested Answer:

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 students.

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 Module

"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.

Part I.

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) [http://kite.missouri.edu/]
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) [http://www.sedl.org/scimast/]
d. eEmpowerment Zone Resource Media Center [http://empowermentzone.tamu.edu/]
e. Math World [http://mathworld.wolfram.com]
f. Eric Weisstein's World of Science [ http://scienceworld.wolfram.com/]

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?


Part II.
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 else nominated.

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 save them.

 

 


Resource Evaluation Questions

a. Accuracy:
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?

b. Authority:

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?

c. Objectivity:
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 opinion?
iii. Is there advertising on the page(s)?

d. Currency:

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 or moved?

e. Coverage:

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 your ePortfolio:

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 etc.)
  • 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 finished.

Part III.

5. Post a related message in the eZone Discussion Board. 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 B

"Try This" Activity

Open the KITE Technology Integration Case Library [http://kite.missouri.edu/].
Complete the following tasks and answer the related questions below.

Task 1

Use the super search options to find stories in the KITE Technology Integration Case Library addressing this scenario:

A teacher uses web pages to help tenth grade students find answers to a scavenger hunt and visit a web site about cells. Find a case that represents this scenario.

1. What is the case number that best fits this scenario?
  a) 3169-1
  b) 8602-2
  c) 7107-1
  d) 6122-1
     
2. What is the location of the school?
  a) suburban (major city)
  b) suburban (other)
  c) urban (major city)
  d) urban (other)
     
3. What technologies were used in this lesson?
  a) graphic calculator
  b) Internet searching or web pages/link list
  c) digital camera
  d) word processing or spreadsheets
     

4.

What is the role of the student?
  a) producer, creating products to represent their learning
  b) consumer
  c) student, learning through structured activities
  d) explorer, discover concepts and connections; experimenter, trying out new processes
     

Task 2
Use the super search option to find stories in the KITE Technology Integration Case Library addressing this scenario:

A teacher uses web pages to help eighth grade students learn about earthquakes by interacting with two online science sources. Find a case that represents this scenario.

5.

What is the case number that best fits this scenario?
  a) 7100-1
  b) c8006-3
  c) 6018-1
  d) 4109-1
     
6. What is the location of the school?
  a) suburban (major city)
  b) suburban (other)
  c) urban (major city)
  d) urban (other)
     

7.

What technologies were used in this lesson?
  a) graphic calculator
  b) web pages/link list
  c) digital camera
  d) Internet searching
     
8. What is the role of the student?
  a) producer, creating products to represent their learning
  b) consumer
  c) student, learning through structured activities
  d) explorer, discover concepts and connections; experimenter, trying out new processes

 








 




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