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An Examination of Effective Technology Integration Janet Holland Acknowledgements Emporia State University Dr. Marcus Childress Dr. Harvey Foyle Dr. Armand Seguin Kansas State Department of Education Hal Gardner Linda Loder Purpose of the Study

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acknowledgements
Acknowledgements
  • Emporia State University
  • Dr. Marcus Childress
  • Dr. Harvey Foyle
  • Dr. Armand Seguin
  • Kansas State Department of Education
  • Hal Gardner
  • Linda Loder
purpose of the study
Purpose of the Study
  • What is Needed to Create Effective Technology Integration Plans?
  • KSDE Approved Technology Plans
  • Past Literature
  • Blackboard Online Class Example
new trends
New Trends
  • “No Child Left Behind Act”
  • New State Mandates
  • National Council for the Accreditation of Teacher Education (NCATE)
research questions
Research Questions?

What needs to be in place to…

  • Integrate Technology in a Meaningful Way
  • Understand Accreditation Standards
  • Be in Compliance with Standards
  • Know the Benefits for Students
state department of education

State Department of Education

Approved Technology Plans

2001-2002

By JanetHolland

slide7

Participants in KSDE Study

  • 120 Approved Technology Plans

Kansas State Department of Education, (2002). Approved Technology Plans, Topeka, Kansas

1 committee membership stakeholder representation
#1 Committee Membership & Stakeholder Representation
  • Students
  • Teachers
  • Administrators
  • Parents
  • Education Institutions
  • Community

Members Include:

Kansas State Department of Education, (2002). Technology Plan Rubric, Topeka, Kansas.

Back to Review

committee membership stakeholder results
Committee Membership & Stakeholder Results

98% Teachers

97% Administration

87% Tech Staff

80% Community

78% Parents

72% Students

61% BOE

31% Special

Groups

30% Colleges

Back to Review

2 technology needs assessments
#2 Technology Needs Assessments
  • Committees survey the needs yearly
  • Results align with district wide school improvement criteria, plans, and progress reports.
  • Qualitative & quantitative data drives decisions regarding technology implementation

Back to Review

technology needs assessments results14
Technology Needs AssessmentsResults

Hardware Uses

36% Internet

23% Projectors

22% Camera &

Camcorders

20% Scanners

17% TV/VCR

15% Printers

15% Laptops

13% Handheld Comp.

11% Online Distance

Classes

11% CD/DVD

7% Laser Disc

6% Broadcasting

Back to Review

technology needs assessments examples staff development
Technology Needs AssessmentsExamples Staff Development

Staff Development Needs

Back to Review

technology needs assessments instructor examples
Technology Needs AssessmentsInstructor Examples

Instructor Integration Needs

Back to Review

technology needs assessments technical support examples
Technology Needs AssessmentsTechnical Support Examples

Technical Support Needs

Back to Review

technology needs assessments infrastructure examples
Technology Needs AssessmentsInfrastructure Examples

Infrastructure Needs

Back to Review

technology needs assessments evaluation examples
Technology Needs AssessmentsEvaluation Examples

Other Evaluation Needs Listed

Back to Review

technology needs assessments evaluation examples20
Technology Needs AssessmentsEvaluation Examples

Other Evaluation Needs Listed

Back to Review

technology needs assessments evaluation examples21
Technology Needs AssessmentsEvaluation Examples

Other Evaluation Needs Listed

Back to Review

3 vision school district mission statement
#3 Vision: School District Mission Statement
  • The district mission statement is used to focus the vision for instructional technology
  • Instruction & learning outcomes are tied to the overall mission of the district

Back to Review

school district mission statement results
School District Mission StatementResults

90% Budget

90% Research

80% Global

Community

74% Gain Knowledge

74% Improve Attitudes

& Tech Ethics

42% Improve Skills

27% Student Safety

27% Equity Tech

For All Students

20% Tech Mission

20% Score/Outcome

20% Caring

Committed Staff

Back to Review

4 instructional technology vision statement
#4 Instructional Technology Vision Statement
  • How your school will use instructional technology to improve student learning as defined by your individual school improvement plan

Back to Review

instructional technology vision results
Instructional Technology Vision Results

72% Gain Knowledge

70% Develop Global

Community

67% Improve Skills

61% Access to Tech

60% Integrate Tech

53% Improve Tech

Attitudes/Ethics

45% Curriculum Goals

42% Staff Training

33% Scores/Outcomes

25% Tech Equity for

All Students

22% Career Prep

14% Stay Current With

Tech

12% Budget

12% Management

Back to Review

5 alignment to the vision use of goals objectives
#5 Alignment to the VisionUse of Goals & Objectives
  • Goals address teaching & student learning needs
  • Clear
  • Attainable
  • Measurable
  • Student Centered
  • Objectives are tied to established goals

Back to Review

alignment to the vision use of goals objectives results
Alignment to the VisionUse of Goals & Objectives Results

87% Access to Hardware/Software

84% Curriculum Goals

75% Tech Integration

73% Tech Skills

71% Improve Academics

71% Staff Training

59% Access/Outcomes

55% Research/Resource

56% Project Based

51% Tech Management

51% Emerging Tech

37% Tech Attitude/Ethics

32% Add Tech to Non

Tech Classes

Back to Review

alignment to the vision use of goals objectives more results
Alignment to the VisionUse of Goals & Objectives-More Results

Continued:

30% Career/Post

Secondary Prep

24% Equity Tech For All

Students

22% Budget

20% Distance Learning

13% Student Centered

8% Plan to Hire

Specialist

8% Tech Security

7% Graduation

Required

Back to Review

rubric goal example
Rubric GoalExample

Back to Review

6 use assessment
#6 Use Assessment
  • Baseline data is established, attainment of goals and objectives are assessed and monitored yearly
  • Qualitative & quantitative data drives integration to the curriculum

Back to Review

use assessment results
Use AssessmentResults

Back to Review

7 curriculum integration enhancement
#7 Curriculum Integration & Enhancement
  • How technology is currently used for instruction
  • Propose ways you can integrate technology more completely into the learning environment

Back to Review

curriculum integration enhancement results
Curriculum Integration & Enhancement Results

75% Internet Access

65% Student Projects

65% Research/

Resources

62% Curriculum Goals

62% Hardware/

Software

57% Add Tech To Non

Tech Classes

56% Teach Basics/

Microsoft Office

44% Access/

Outcomes

43% Improve Skills

42% Staff Training

39% District Goals

32% State/National/

Standards Met

Back to Review

curriculum integration enhancement software examples
Curriculum Integration & EnhancementSoftware Examples

Software/Web Examples All Areas

Back to Review

curriculum integration enhancement software examples41
Curriculum Integration & EnhancementSoftware Examples

Software/Web Examples All Areas

Back to Review

curriculum integration enhancement software examples42
Curriculum Integration & EnhancementSoftware Examples

Software/Web Examples All Areas

Back to Review

curriculum integration enhancement software examples43
Curriculum Integration & EnhancementSoftware Examples

Software/Web Examples All Areas

Back to Review

curriculum integration enhancement software examples44
Curriculum Integration & EnhancementSoftware Examples

Software/Web Examples All Areas

Back to Review

curriculum integration enhancement software examples45
Curriculum Integration & EnhancementSoftware Examples

Software/Web Examples All Areas

Back to Review

curriculum integration enhancement software examples46
Curriculum Integration & EnhancementSoftware Examples

Software/Web Examples All Areas

Back to Review

curriculum integration enhancement other examples48
Curriculum Integration & EnhancementOther Examples

International Society for Technology in Education (ISTE) (2002).

National Educational Technology Standards (NETS) (2002).

Carroll J.A., & Witherspoon, T.L., (2002), Linking Technology and Curriculum: Integrating the ISTE NETS

Standards into Teaching and Learning, (2nd ed.) Merrill Prentice Hall.

Back to Review

8 curriculum integration assessments
#8 Curriculum Integration Assessments
  • Teachers & students are integrating research based technology strategies
  • Evidence of student learning enhanced
  • Documented by grade level benchmarks

Back to Review

curriculum integration assessments results
Curriculum Integration AssessmentsResults

64% Teacher Input

60% Curriculum Goals

52% Local Assessments

42% State Assessments

42% Core Subject Tests

37% Student Survey

34% Projects/Multi-Media

34% Hardware/Software

32% Tech Staff Input

32% Basic Microsoft

28% Staff Training

28% Internet Use

26% Administration

18% Academic Goals

18% Research

18% Standardized Tests

17% Management

14% Skills

10% Parents/Community

8% Attitude/Ethics Survey

Back to Review

curriculum integration assessments examples54
Curriculum Integration AssessmentsExamples

STATE

Triangulation of the Data

OTHER

LOCAL

Kansas State Department of Education, (2000). School Improvement and Accreditation Team, Quality

Performance Accreditation Manual, Topeka, Kansas.

Back to Review

9 professional development for teachers administrators
#9 Professional Development forTeachers & Administrators
  • Multiple Strategies
  • Incentives
  • Resources
  • Research Based Plans
  • Student Learning Objectives
  • Goal & Objectives same as school plan

Back to Review

professional development assessment alignment to the vision
Professional Development Assessment Alignment to the Vision

97% In-Service

67% Software

66% Integrated

54% Hardware

45% Survey Needs

44% Skills

42% Local Goals &

Plans

38% Conferences &

Sites

37% IDP Points

36%Communications

31% Peer Mentors

29% Online Training

23% Academic

23% College Classes

Back to Review

continued professional development assessment alignment to the vision
Continued Professional Development Assessment Alignment to the Vision

22% Research

18% Assessment

18% Core Subjects

16% Attitudes &

Ethics

16% Observations

13% Outside Training

13% Projects

13% Incentives

13% Summer Access

8% Needs Surveyed

7% ISTE & NETS

5% Student Trainers

4% NCA & QPA

Back to Review

slide60

Professional Development forTeachers & Administrators Incentives

  • Rewards
  • Professional Development Points
  • College Credits
  • Hardware/Software
  • Conferences
10 curriculum integration assessments
#10 Curriculum Integration Assessments
  • Measurement of staff development & student learning activities
  • Variety of assessments used
  • Monitor on regular basis
  • Data drives development

Back to Review

curriculum integration professional development assessments
Curriculum Integration Professional Development Assessments

72% In-Service

66% Base Profilers

57% Integrate

44% Tech/Pro Dev Group

43% Demonstrate Skills

37% Standards/Goals

33% Student Impact

29% Curriculum Lessons

29% Admin Observe

24% Knowledge

18% Incentives

13% Mentors

12% Stakeholders

10% Teacher Evaluations

10% Communications

9% TAGLIT Survey

8% Discuss

7% Projects

7% Conferences/Visits

Back to Review

slide64

Enhanced Education Through Technology (EETT) Funds

  • Grants for 2002, 2003, 2004, and 2005
  • Time Span One Year
  • All Grants for New Projects
  • No Continuation Grants to Sustain Existing

Programs

United States Department of Education, (2002). Title II, Part D, Enhancing Education Through

Technology, No Child Left Behind, Sec. 201.

past literature findings teacher training needs
Past Literature FindingsTeacher Training Needs
  • Access to Technology
  • Technical Support
  • Training
  • Peer Support
  • Administrative Support
  • Integration Skills
  • Time to Explore
  • Reflect
  • Collaborate with Peers
  • Authentic Learning
  • Hands-on Active Learning
  • Observations
  • Curriculum Development
  • Time to Practice New Skills
  • Supportive Environment
  • Risk Free Environment
  • Equity

Sandholtz, J.H. (2001). Learning To Teach with Technology: A Comparison of Teacher Development Programs,

Journal of Technology and Teacher Education, 9, (3), 349.

past literature findings teacher view
“The kid who everybody’s hated for years is finally very popular because…

that child is someone who can help them instead of someone who’s pestering them.”

“The child who was the absolute geek becomes the classroom leader, and it raises everybody else’s performance to phenomenal heights.”

Past Literature FindingsTeacher View

Sandholtz, J.H. (2001). Learning To Teach with Technology: A Comparison of Teacher Development Programs,

Journal of Technology and Teacher Education, 9, (3), 349.

past literature findings implementation
Past Literature FindingsImplementation
  • Embracing Technology Planning
  • Need Technology Leadership
  • Equity in Funding

Brush, T. A. (1999). Technology Planning and Implementation in Public Schools: A Five State Comparison,

Computers in the Schools, 15 (2), 11-23.

past literature findings compared
Past Literature FindingsCompared

Kansas State Dept. of Education Kal-Tech

Train Administrators

on Technology

Kansas State Department of Education, (2002). Kal-Tech, The Kansas Academy for Leadership in

Technology, Topeka, Kansas.

past literature findings non example
Past Literature FindingsNon-Example

Childress, V. W. (1996). Does Integrating Technology, Science, and Mathematics Improve Technological Problem Solving? A Quasi-Experiment, Journal of Technology Education, 8 (1), 16-26.

Improving The Quasi-Experiment

  • Pre-Test Before Lessons
  • Same Size Groups
  • Similar Ability Groups
  • Non-Biased Groups
  • One Instructor
  • Correlate Instructions to

Test

  • Same Measurements

Used

  • Learn Only From Lessons

Not Observation of Peers

  • Post-Test
slide73

Past Literature FindingsExample

“If I took the technology away would you still be able to teach this?”

Jukes, I. (2002). Facilitating Educational Change, Jones Institute for Educational Excellence, Emporia State

University, Emporia, Kansas Lecture.

slide74

Blackboard Online Class Example

Janet Holland

Blackboard® Inc. (2002)

Blackboard 5 Software.

blackboard online video class model
Blackboard Online Video ClassModel
  • Incorporate New Standards
  • Combine Subjects
  • Solve Authentic Real World Problems
  • Setting Own Goals & Independent Learning
  • Collaborative & Cooperative
  • Data Access, Analyze, Reflect, Synthesize,

Organization & Presentation Skills

  • Think Critically & Creatively
  • High Level Cognitive Skills
blackboard online video class announcements
Blackboard Online Video ClassAnnouncements

Announcements

VIEW TODAY

VIEW LAST 7 DAYS

VIEW LAST 30 DAYS

VIEW ALL

December 6, 2002

Online Integrated Digital Video Class

Students will access and complete the lessons provided for this class. The lessons will be used for District and State Assessments. Students will begin with basic digital video concepts. Each lesson will integrate specific subject

standards in Technology, Journalism, Speech, English,

Writing, and Social Studies. They are designed to be

project based authentic learning experiences. You will

have an opportunity to work with your classmates through

a collaborative online virtual community.

blackboard online video class course information
Blackboard Online Video ClassCourse Information

Course Information

Registration, Terms & Conditions, Policy, and Copyright

Goals & Objectives

Grading

Frequently Asked Questions

Books & Software

blackboard online video class registration
Blackboard Online Video ClassRegistration

Course Information

Deadline to enroll: Dec. 1, 2003

Next Class Available: Jan 6, 2003

Prerequisites: None

Software Requirements: Mac Platform iMovie

Hardware Requirements: Mac Computer, 256 MB Ram min., or PC equivalent Camcorder, Mini DV Tape, VHS Tape, CD, and Microphone.

You will have the opportunity to practice what you learn in class. This class involves hands on experiences with immediate feedback. You will have a chance to get feedback from your peers on your progress as you develop your project. You can ask questions and get help with special problems through the discussion forum, or through e-mail with the instructor. You will receive personal advice as you work on developing your integrated digital video portfolio projects. You will have an opportunity to work both independently, and collaboratively with your peers on the creation on your integrated video projects.

To complete your registration process you must e-mail me at flatland@ott.net

The following information: First name, Last name, and your return e-mail address.

blackboard online video class terms conditions
Blackboard Online Video ClassTerms & Conditions

Course Information

1. This class is accessible only to currently enrolled students that have paid the required fees.

2. Students agree to the terms defined in the class Policy page.

3. The instructor may terminate the registration of any student and refund the registration fees as defined in the class Policy page.

E-mail your instructor if you agree to these terms, at flatland@ott.net

Be sure to include your First name, Last name, and e-mail address.

blackboard online video class policy
Blackboard Online Video ClassPolicy

Course Information

Course Materials

You are free to use the course materials to learn. The material is here for you to read, view, and interact with. You can print materials out for your own use. You are not allowed to let others not enrolled in the class to view or read pages, either on the screen or printed out. No copies should be made of the materials and they are not to be incorporated into other works.

You may use the videos and materials you create as part of this course in submissions to prospective colleges and employers. You may not use materials created by others without their permission.

Withdraw

You are free to withdraw from the class within the first week with 100% refund of any fees paid.

Cancelled Class

If a class is cancelled and you have paid any fees, they will be refunded.

Ownership

You own the videos you create in this class. We will not use any of your work for purposes other than your learning without getting your permission first. If we use your material, you will be credited for your work if you desire.

Privacy

Your grades are considered confidential information and will not be released without your permission.

Time Zone

USA Central Standard Time Zone

Learning

You are responsible to learn the material. The instructor and classmates can help you but only you can learn. Only turn in your creative efforts.

Discussion Forums

You are responsible to keep discussions positive and productive for all members of the class. Part of your grade rests on your ability to foster a good virtual learning community. Students assisting other learners will be rewarded with extra credit points.

blackboard online video class copyright
Blackboard Online Video ClassCopyright

Course Information

This class is Copyright 2002-2003

Janet Holland. All rights reserved.

Course materials may not be reproduced electronically or optically without written permission from the copyright holder. For reprint permission, contact

flatland@ott.net

slide82

Blackboard Online Video ClassGoals & Objectives

Course Information

Condition

Students will access and complete the online class lessons provided here and incorporate the Grade Assessment Rubric to create your digital video projects.

Performance

You will complete the following five lessons using your own original ideas. You will e-mail your final written script to your instructor. The actual video will be saved to VHS tapes or CD’s to be presented in our face to face Film Festival near the end of the class.

Standard

Using the eight steps Grade Assessment Rubric provided you can score 100% - 90% A range, 89-80% B range, any scores less than 80% needs to be corrected and resubmitted.

Method of Assessment

The instructor will grade your performance by comparing your final video projects to the eight steps standards set forth in the Grade Assessment Rubric.

slide83

Blackboard Online Video ClassGrading

Course Information

  • Video Lesson Projects
  • 200 Points Each
  • 1000 Total Points Possible for all 5 Videos
      • 1. Your Personal Autobiography Video
      • 2. Book or Literature Report Video
      • 3. Biography Documentary Film
      • 4. My Community A Local Historical Video
      • 5. Current News Story Video
  • Grade Weighting Assessment of Each Video Project
  • 25 points possible on each of the 8 steps listed below
  • 200 Points Possible on each project
      • 1. Incorporated Required Standards
      • 2. Original Idea and the Video fits the theme
      • 3. Good organizational structure
      • 4. Good use of language
      • 5. Communicates the message
      • 6. Learned something new
      • 7. Good Technical Presentation
      • 8. Discussion Forum
  • Current Video Article
  • 100 Points Possible
      • Post your summary of a current Internet article on filmmaking to the

Discussion Forum with the URL and respond to your Classmates Postings.

slide84

Blackboard Online Video ClassFrequently Asked Questions

Course Information

      • 1. Where do I e-mail assignments?
  • flatland@ott.net
      • 2. Where is the discussion forum and how do I add a message?
      • Click on the Communication button, and the underlined link to the Discussion Board. Click on add a forum, type your message, and submit.
      • 3. Where is the student assignment drop box?
      • Click on the Tools button and the digital drop box link.
      • 4. Where can I find the assignments?
      • Check both the Course Documents and the Assignment links.
      • 5. How are the grades weighted?
      • Click on the Course Information button.
      • 6. Where do I check on my current grade status?
      • Click on the Tools button and the Check Grade link.
      • 7. Where is the schedule so I know what to do in what order?
      • Click on the Assignments button.
      • 8. What books and software do I need for this class?
      • Click on the Course Information button
      • 9. Where and how do I set up my student information?
      • Click on the Tools button and the Edit Your Homepage link then enter your data and attach your gif or jpg image and click submit.
      • 10. If I need to be gone during this class what do I do?
  • This class will move pretty quickly and it is important for you to participate. If you get
  • behind it can pose a serious threat to your success in the class. When we do group
  • work other students will be depending on your assistance.
blackboard online video class staff information
Blackboard Online Video ClassStaff Information

Staff Information

Instructional Design Technology

Janet Holland

E-mail:flatland@ott.net

Work phone: (785) 242-3051

Office Location: 2450 Greenwood Dr.

Ottawa, KS 66067

Office hours: 8:00 a.m. - 5:00 p.m.

Notes:

I am currently working on a Masters Degree in

Instructional Design Technology through Emporia

State University. I was born and raised in Wichita,

Kansas. I graduated from Wichita State University

with a Bachelors Degree in Art Education and have

additional certifications in Computer, English, and

Reading.

blackboard online video class course documents
Blackboard Online Video ClassCourse Documents

Course Documents

Student Homepage Information

Lesson 1

This folder contains information you need to complete

Your first lesson on your Personal Autobiography Video.

Lesson 2

This folder contains information you need to complete

Lesson 2 on your Book or Literature Report Video.

Lesson 3

This folder contains information you need to complete

Lesson 3 on your Biography Documentary Film.

Lesson 4

This folder contains information you need to complete

Lesson 4 on My Community A Local Historical Video.

Lesson 5

This folder contains information you need to complete

Lesson 5 on you Current News Story Video.

Exit Feedback Document

blackboard online video class student homepage
Blackboard Online Video ClassStudent Homepage

Course Documents

Student Homepage Information

Please include the following information:

1. Name

2. Photo of yourself (.gif or .jpg files format)

3. Computer & Video Experience

4. Educational or Career Goals

5. Hobbies or Interests

6. Share the URL of your favorite College or Technical

School in filmmaking.

7. Share the URL of your favorite employers in filmmaking.

Please do not share intimate details such as home address or home phone number, special ID numbers or any information that could harm you.

slide88

Blackboard Online Video ClassFederal & State Standards

Goal 1) All teachers will be skilled in technology integration using effective teaching methods.

Goal 2) All students will by the end of the eighth grade exhibit technology use skills.

United States Department of Education, (2002). Title II, Part D, Enhancing Education Through Technology, No Child Left Behind, Sec. 201.

slide89

Blackboard Online Video ClassISTE NETS Standards

1. Technology Basic Operations & Concepts

2. Social, Ethical, & Human Issues

3. Productivity Tools

4. Communication Tools

5. Research Tools

6. Problem Solving & Decision Making

International Society for Technology in Education, ISTE, (2002).

National Educational Technology Standards, NETS, (2002).

Carroll J.A., & Witherspoon, T.L., (2002). Linking Technology and Curriculum: Integrating the ISTE NETS

Standards into Teaching and Learning, (2nd ed.). Merrill Prentice Hall.

slide90

Blackboard Online Video Class6+1 Trait Writing

1. Original Ideas

2. Organizational Structure

3. Personally Engaged Voice

4. Strong Word Choice to Clarify and Expand

Ideas

5. Sentence Fluency Sounds Powerful & Has

Rhythm When Read Aloud

6. Conventions of Mechanical Correctness of

Spelling & Grammar

7. The Presentation of the Visual & Verbal

Elements

N.W. Regional Educational Laboratory, (2002). 6+Trait Writing Standards.

slide91

Blackboard Online Video ClassEnglish Standards

1. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (eg., print and non-print texts, artifacts, people), to communicate their discoveries in ways that suit their purpose and audience.

Students use a variety of technological and information resources (eg., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Students use spoken, written, and visual language to accomplish their own purposes (eg., for learning, enjoyment, persuasion, and the exchange of information.)

National Council for Teachers of English. (2002). Standards for the English Language Arts.

National Council for Accreditation of Teacher Education, (2002), NCATE Program Standards.

slide92

Blackboard Online Video ClassSocial Studies Standards

1. Culture & Cultural Diversity

2. Time, Continuity & Change

3. Individuals, Groups & Institutions

4. Power, Authority and Governance

5. Civic Ideals & Practices

National Council for Accreditation of Teacher Education, (2002). Standards forSocial Studies

National Council for Accreditation of Teacher Education, (2002), NCATE Program Standards.

slide93

Blackboard Online Video ClassPurpose for Video

1. Clarify

2. Interest

3. Memorable

4. Prove a Point or Position

slide95

Blackboard Online Video ClassVideo Type

1. Informative:The audience will learn something new about objects, processes, events, and concepts. Depending on your motivations you can also communicate descriptions, explanations, and instructions.

2. Persuasive:Your goal is to change the audience’s attitude or behaviors. Facts can show two conflicting views of the evidence. Values can investigate the importance of ideas, people, or objects. Policies can recommend actions that should be taken.

3. Entertaining:The purpose is to keep the audience’s attentions by allowing them to have a good time.

slide96

Blackboard Online Video ClassContent Format

1. Introduction

2. Supporting Evidence / Story

3. Recommendations / What is Learned

4. Summary / Closing / Credits

slide97

Blackboard Online Video ClassOrganizational Format

Topical - Several Ideas That Follow

One Another

2. Chronological – Time Sequence

3. Spatial – Physical Space

4. Classification

5. Problem / Solution

6. Cause / Effect

slide98

Blackboard Online Video ClassSupporting Materials

1. Facts

2. Statistics

3. Experts, Prestige, Everyday People

4. Narrative Story

5. Definitions

6. Humor

7. Logic

slide99

Blackboard Online Video ClassEthics

1. Credible

2. Truthful

3. Take a stand without offending the

audience

4. No excessive emotional appeals

5. Current and accurate sources

6. Convincing

slide100

Blackboard Online Video ClassTypes of Visuals Included

1. People?

2. Objects?

3. Environment?

slide101

Blackboard Online Video ClassVariety of Shots

1. Close Up

2. Medium Distance

3. Far Away

4. Pans / Movement

5. Stills

6. Angles

slide102

Blackboard Online Video ClassGraphic Hints

1. Large Fonts are Easier to Read

2. The Graphics Should Be Relevant

3. Awareness of Color Symbolism and

Mood

slide103

Blackboard Online Video ClassNon-Verbal Communication

1. Reinforces Verbal

2. Eye Contact More Believable

3. Posture and for Better Projection

4. Movement for Emphasis

5. Gesture Appropriately

slide104

Blackboard Online Video ClassAudience Considerations

1. Speakers Credible & Qualified

2. Use the Proper Media

3. Appealing by Relevance and Interest

4. Focus on What to Communicate

5. New Information Your Audience

Wants to Know

6. Language is Appropriate

7. The Length Appropriate

slide105

Blackboard Online Video ClassLesson 1

Course Documents

Current Location: Lesson 1

Student Photo

Your Personal

Autobiography Video

You will write an autobiography about yourself and then turn it into a live video. What part of your life would you like to share? You get to select the time frame and topics you wish to highlight.

slide106

Blackboard Online Video ClassLesson 2

Course Documents

Current Location: Lesson 2

Student Reading

Book or Literature

Report Video

After reading a book or piece of

Literature you will write your own

Movie script then create your

own movie. You get to select

What to include and the

perspective the story is told from.

Make your video serious and

accurate or turn it into a parody if

you wish.

slide107

Blackboard Online Video ClassLesson 3

Course Documents

Current Location: Lesson 3

Clown

Biography

Documentary Film

Your goal is to find a special

person of interest to you to write

about then create a documentary film about that person. They must have an interesting story to tell about their life. Your goal is to capture this story and help others to see the unique qualities you see.

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Blackboard Online Video ClassLesson 4

Course Documents

Current Location: Lesson 4

Student Reading

Current Location: Lesson 4

Local Business

My Community

A Local Historical Video

You will select a local person,

business, organization, or

Attraction to write about then

Later create a video about

them. This video will capture

and share a piece of local history and their importance to the community.

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Blackboard Online Video ClassLesson 5

Course Documents

Current Location: Lesson 5

Football Game

Current News Story

You are to write a current

news story about anything that is interesting or significant. It should be something your audience will want to know more about. Once you have prepared your story you will Create a news video.

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Blackboard Online Video ClassNews Structure

News Pyramid Structure

1. Most Important Facts First

2. Descending Order of Importance

Relevant Information

1. Who

2. What

3. When

4. Where

5. Why

6. How

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Blackboard Online Video ClassJournalism Guidelines

1. Accurate

2. Get to the Point Right Away

3. Keep it Short

4. Truthful

5. Supported Opinions & Claims

6. Be Willing to Edit and Rewrite

7. No Propaganda

8. Impartial Balanced View

9. Facts Distinguished From Analysis

10. Commentary Clearly Labeled

11. Reporting Not Advocacy

12. Professional

13. High Ethical Standards

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Blackboard Online Video ClassWriting Tips

1. Strong Lead In that Tells the Main Point

2. Short Paragraphs that are Easy to Read

3. Sentences Near Each Other Should

Start With a New Word

4. Avoid Clichés

5. Provide your Sources

6. Edit for Accuracy

7. Include Needed Details for

Comprehension

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Blackboard Online Video ClassExit Feedback

Course Documents

  • I appreciate you taking time to evaluate this class.
  • Your feedback is an important tool for the instructor to
  • be able to make improvements.
      • 1. The class met my expectations?
      • 2. What part of the class did you find to be the most valuable to you?
      • 3. What part of the class would you like to see improvements made?
      • Do you feel like the Video Projects you created would be similar to what is found in industry?
      • Did you have an opportunity to learn various subject matter skills such as you would find in Technology, Speech, Journalism, English, and Social Studies?
blackboard online video class assignments
Blackboard Online Video ClassAssignments

Assignments

  • Weekly Syllabus Assignments
  • Jan. 6-10
      • 1. Read all of the necessary documents for the course.
      • 2. Post your student information under the Tools button and Edit your homepage.
      • 3. Introduce yourself to the discussion forum.
      • 4. Respond to other students introductions by asking questions related to information you learned from your fellow classmates homepage.
      • 5. Review your reference book “iMovie 2 Fast & Easy by Kevin Harreld. This book is very comprehensive and will answer most of your technical questions. Remember to use the discussion forum for additional questions or contact your Instructor.
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Blackboard Online Video ClassTextbooks

Textbooks

Reference Materials

Reference Textbook

IMovie 2 Fast & Easy, by Kevin Harreld, Prima Publishing, P.O. Box 1260BK, Rocklin, CA 95677-1260, (913) 787-7000, ISBN 0-7615-3467-9, Library of Congress Catalog Card Number 00-110731

Software

Mac Platform: iMovie 2

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Blackboard Online Video ClassCommunication

Communication

Send E-mail

Discussion Board

Virtual Classroom

Roster

Group Pages

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Blackboard Online Video ClassDiscussion Board

Communication

Introductions

Introduce yourself to the class. Read each student's Homepage and respond.

Lesson 1

In this forum we will discuss your Personal Autobiography Video.

Lesson 2

In this forum we will discuss your Book or Literature Report Video.

Lesson 3

In this forum we will discuss your Biography Documentary Film.

Lesson 4

In this forum we will discuss My Community a Local Historical Video.

Lesson 5

In this forum we will discuss your Current News Story Video.

Current Video Article

Read a current article on filmmaking online and be sure to include your URL address and post your write up here for discussion.

Face to Face Film Festival

Post your summary here of a current Internet filmmaking article. Be sure to include the URL and respond to your classmates postings.

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Blackboard Online Video ClassVirtual Classroom

Virtual Classroom

Enter Virtual Classroom

Enter the Virtual Classroom. A Java-

Enabled browser is required.

Browse Archives

Browse the archives for a previous Virtual

Classroom session.

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Blackboard Online Video ClassExternal Links

External Links

Newsweek

http://www.msnbc.com/news/NW-front_Front.asp

Time

http://www.time.com/time/

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Blackboard Online Video ClassTools

Tools

Digital Drop Box

Edit Your Homepage

Personal Information

Calendar

Check Grade

Manual

Tasks

Electric Blackboard

Address Book

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Blackboard Online Video ClassQuote

“It is time to change our thinking and teaching practices. We need to prepare students for future jobs not the past.”

Jukes, I. (2002). Facilitating Educational Change, Jones Institute for Educational Excellence,

Emporia State University, Emporia, Kansas Lecture.

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Blackboard Online Video ClassConclusion

  • New Models of:
  • Training
  • Instruction
slide124

Emporia State University Classes

“Designing and Developing Web Based Instructions” Dr. Childress

“Blackboard” Dr. Ziegler

“Instructional Design” Dr. Summerville

“PowerPoint” Professor Howell

“Moving Image Production Digital Technology”

Dr. Wyatt

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References

ACT ™Inc. (2002). ACT Assessment©, Retrieved Nov. 2, 2002, http://www.act.org/aap/

Adobe© Systems Inc (2002). Adobe Premiere Software, Retrieved Nov. 1, 2002,

http://www.adobe.com

Apple® Computers Inc. (2002). iMovie™, Apple Trademark List, Retrieved Nov. 1,

2002, http://www.apple.com/

Apple® Computers Inc. 2002). Macintosh Computer™, Apple Trademark List, Retrieved

Nov.1, 2002, http://www.apple.com/

Apple® Computers Inc. (2002). PowerSchool™, Apple Trademark List, Retrieved Nov. 1,

2002, http://www.apple.com/

Becker, H. J. (1994). How exemplary computer-using teachers differ from other

teachers: Implication for realizing the potential of computers in schools, Journal of

Research on Computing in Education, 26 (3), 291-321.

Blackboard® Inc. (2002). Blackboard 5 Software. Retrieved Nov. 1, 2002,

http://www.blackboard.com/

references continued
References Continued

Brush, T. A. (1999). Technology planning and implementation in public

schools: A five state comparison, Computers in the Schools, 15 (2), 11-23.

Carroll J.A., & Witherspoon, T.L., (2002). Linking technology and curriculum:

integrating the ISTE NET standards into teaching and learning, (2nd ed.).

Merrill Prentice Hall.

Childress, V. W. (1996). Does integrating technology, science, and mathematics

improve technological problem solving? A quasi-experiment, Journal of

Technology Education, 8 (1), 16-26.

Educational Resources Information Center, ERIC®, (2002). ERIC FirstSearch, Retrieved Nov.

1, 2002, http://www.oclc.org/oclc/man/6928fsdb/eric.htm

Holland, J. L. (2002). An examination of effective technology integration, Unpublished

Master’s thesis. Emporia State University, Emporia, Kansas.

International Society for Technology in Education, ISTE, (2002). Retrieved Nov. 3,

2002, http://www.iste.org/standards/

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References Continued

Iowa Test of Basic Skills, ITBS®, (2002). Retrieved Nov. 2, 2002,

http://www.uiowa.edu/~itp/itbs.htm

Jukes, I. (2002). Facilitating educational change, Jones Institute for Educational

Excellence, Emporia State University, Emporia, Kansas Lecture.

Kansas State Board of Education, (2002). Quality Performance Accreditation, QPA, Retrieved

Dec. 4, 2002, http://www.ksbe.state.ks.us/Welcome.html

Kansas State Department of Education, (2002). E-Rate, Topeka, Kansas.

Kansas State Department of Education, (2002). Kansas State Department of Education

Approved Technology Plans, Topeka, Kansas.

Kansas State Department of Education, (2002). Kal-Tech, The Kansas Academy for

Leadership in Technology, Topeka, Kansas.

Kansas State Department of Education, (2002). TAKE, Technology Assistance Kansas

Educators, Topeka, Kansas.

Kansas State Department of Education, (2002). Technology Plan Rubric, Topeka, Kansas

slide128

References Continued

Kansas State Department of Education, (2000). School Improvement and Accreditation

Team, Quality Performance Accreditation Manual, Topeka, Kansas

Microsoft Corp.®, (2002). Microsoft Office Suite Software, Retrieved Dec. 5, 2002,

http://www.microsoft.com/

Mid America Association for Computers in Education, MACE, (2002). Retrieved Dec. 3, 2002,

http://www.mace-ks.com/

National Council for Accreditation of Teacher Education, (2002), NCATE Program

Standards, Retrieved Nov. 3, 2002, http://www.ncate.org/standard/programstds.htm

National Council for Accreditation of Teacher Education, (2002). Standards forSocial

Studies, Retrieved Nov. 3, 2002,http://www.ncate.org/standard/programstds.htm

National Council for Teachers of English. (2002). Standards for the English Language

Arts, Retrieved Nov. 2, 2002, http://www.ncate.org/standard/programstds.htm

National Educational Technology Standards, NETS, (2002). Retrieved Nov. 2, 2002

http://cnets.iste.org/

slide129

References Continued

Newsweek® (2002), MSN NBC Newsweek, Retrieved Oct. 15, 2002,

http://www.msnbc.com/news/NW-front_Front.asp

No Child Left Behind Act of 2002, Sec. 201, Title II, Part D, Enhancing Education

Through Technology, U.S.C.A. (West 2002).

North Central Association®, NCA, Commission on Accreditation and School Improvement,

(2002). Retrieved Dec. 5, 2002, http://www.ncacasi.org

N.W. Regional Educational Laboratory, (2002). 6+1 Trait Writing Standards, Retrieved Nov 2,

2002,http://www.nwrel.org/assessment/scoring.asp?odelay=3&d=1

Robbins, N. (2001). Technology subcultures and indicators associated with high

technology performance in schools, Journal of Research on Computing in

Education, 33, (2), 111-124.

Sandholtz, J.H. (2001). Learning to teach with technology: A comparison of teacher

development programs, Journal of Technology and Teacher Education, 9, (3), 349.

Principals Executive Program©, (2002). Taking a good look at instructional technology,

TAGLIT, assessments, Retrieved Nov. 2, 2002, http://www.taglit.org

slide130

References Continued

Time® (2002). Time Online, Retrieved Oct.15, 2002, http://www.time.com/time/

United States Department of Education, (2002). Sec. 201, Title II, Part D, Enhancing

Education Through Technology, No Child Left BehindAct.

Virtual Communication Assistants at the University of Kansas, Communication Studies

Department, 2002, Virtual Presentation Assistant, Retrieved Nov. 2, 2002,

http://www.ku.edu/cwis/units/coms2/virtualassistants.html