Integrating Multimedia into Moodle: Resources

Create and share multimedia learning materials in your Moodle courses. This presentation introduces methods for embedding multimedia into Moodle for instruction, discussion, and assessment. An overview of free Web 2.0 applications that enable K-12 teachers and their students to produce multimedia files is also included

Robots that Teach: Developing an Integrated Curriculum for Middle School Math

Keeping middle school students interested in mathematics and motivating them to succeed are challenges that continually present themselves to even the most seasoned teachers. Students will be drawn to mathematics if they are able to connect it to exciting careers. This paper describes a research-based curriculum model for teachers, grant writers, and others interested in incorporating Lego robotics technologies into an existing middle school mathematics curriculum. The model is based on data gathered from a three year research study in which approximately 150 sixth grade students per year and their teachers collaborated with a middle school Math Coordinator, a school Numeracy Coach, and university-level educational technology professors

Connecticut Blueprint for a NCLB “HOUSSE” in Educational Technology

According to the United States Department of Education, teacher quality is one of the most critical aspects of the teaching and learning process. The No Child Left Behind Act of 2001 (NCLB) has required that state agencies assume the responsibility for increasing student achievement and ensuring teacher quality by the end of the 2005-2006 school year. The NCLB outlines minimum qualifications that are needed by teachers who work on any facet of classroom instruction and authorizes state administrators to establish the criteria through which an experienced teacher will meet the subject matter competencies in a specific content area. This paper will offer recommendations for improving teacher quality through the availability of a High Objective Uniform State System of Evaluation (HOUSSE) in the area of computer technology. A model HOUSSE will be proposed that can be used to assess the technological experience and knowledge of teachers and school support personnel

Using a Robotic Arm to Evaluate the Programming Ability of K-12 Educators

This usability study measured the ability of educators to master advanced computer programming concepts through the OWI Robotic Arm Trainer and PC Interface. Research findings revealed that the lack of prior computer programming experience did not impact the ability of each participant to successfully program his/her robotic arm. However, the absence of a detailed instructional manual detracted from the product’s usability. Future directions for research and the suitability of the robotic arm for use in an online teacher preparation course in robotics technologies are discussed at the conclusion of this paper

A Model Taxonomy of Learning Objectives for the Online Learning Environment

Although course content at institutions of higher education is delivered through a variety of ways that include; online, blended, mobile learning, and others, the teaching methodology adopted by many senior faculty members has largely remained unchanged. Traditional teaching methodologies that are based on a cognitivist-oriented approach continue to serve as the foundation for structuring course content and assessing student achievement. Cognitivism includes the subcategories of multiple intelligences, brain-based learning, and learning styles. Through a cognitivist-orientated approach, faculty place greater emphasis on assessing a learner\u27s knowledge, feelings, and creativity. However, in many instances processes such as memory, problem-solving, comprehension, and attention are also measured. In contrast, the development of 21st century skills and understandings among online learners requires that faculty adopt a social-constructivist approach to teaching and learning. Constructivist theory is founded on the assertion that individuals construct new understandings by reflecting on prior knowledge and experience. A social-constructivist approach to teaching requires learners to actively seek knowledge, interpret information, and work collaboratively for the purpose of generating new knowledge. Drawing on an understanding of the importance for situating educational learning outcomes within a socio-cultural context, this session presents research findings that support the continued development of a model taxonomy of educational objectives for the online learning environment. These research findings are based on an 8 year investigation that explored the use of the Blackboard Instructional Management System for delivering online graduate teacher education courses. Seven levels for the assessment of educational objectives were developed and are categorized according to the ways that adult learners assimilate information and communicate in an online learning environment. This presentation offers practical recommendations for using the taxonomy as a framework to guide the development or revision of online courses. Methods for the development of benchmark assessments at each level in the taxonomy are included

Determining the Role of Technology in Supporting the Professional Growth of Administrative Leadership Candidates

School improvement planning that is guided through data-driven decision making has been recognized as a “best practice” among educational leaders for many years. Although national standards for school administrators routinely incorporate educational and information technology components, state boards of education do not currently mandate technology training for those enrolled in programs leading to administrative certification. As a result, many school administrators may not be adequately prepared to use computer and information technologies supportive of their roles and responsibilities. This investigation examined the perceptions and current technological literacy of individuals enrolled in a university-level Administrative Leadership Program. Research focused on the context of computer use for gathering, analyzing, and reporting school-based data that facilitate decision-making and continuous school improvement

Faculty Development Initiative for Converting F2F Courses into Online Courses

With faculty development changes in practice from traditional face-to-face to online delivery modalities, this paper describes an initiative for faculty at a College of Education whereby pre-existing courses are converted for online delivery. Opportunities and challenges are examined and used in the development of best practices for faculty development that embrace the use of online modalities. What strategies can Online Learning Mentors use to achieve the expected outcomes when mentees differ in technology competencies, pedagogical skills and have minimal online experience? Implications for faculty preparation, professional growth, and considerations for online conversion are discussed

Benchmarks for Assessing the Technological Literacy of a Highly Qualified Paraprofessional

Under the provisions of the No Child Left Behind Act of 2001 (NCLB) all instructional paraprofessionals working in a program supported under Title I, Part A, are required to meet the federal definition of being highly qualified by the end of the 2005-2006 school year. In meeting the NCLB requirements, the capacity to support teaching and learning activities in the content areas must be demonstrated. As school districts incorporate increasing amounts of technology into their classroom curricula, the role of the paraprofessional must keep pace with new pedagogical methods for using technology to support student learning. Through the development of technological literacy, the paraprofessional can create an authentic educational experience that enhances learning for every student. This model framework suggests benchmarks for establishing performance standards in the area of computer technology for paraprofessionals. Core competencies for supporting educational content areas and maintaining home-school relations are also included

Methods for Marine Ecosystems Research through the Use of PDAs with Preservice Teachers

Science teachers are charged with the task of providing students in grades K-12 with opportunities that will enable them to make sense of science and develop habits of mind. One goal of science education is to prepare well-rounded citizens who are scientifically literate. Through inquiry-based learning, students formulate questions, perform investigations, and construct new understandings. It is important for preservice science teachers to be introduced to current techniques, discoveries, and debates in the field of science. The use of personal digital assistants (PDAs) can provide K-12 students with increased opportunities for exploring and learning through scientific investigations. In order for these devices to be successfully integrated into classroom instruction, changes in teaching methodologies must be adopted. This paper presents a model lesson that can be used to guide preservice teachers in the use of PDAs for studying a marine ecosystem. The field experience takes place on the shoreline of Long Island Sound at Stratford Point, in Stratford Connecticut

Robotics Technologies for K-8 Educators: A Semiotic Approach for Instructional Design

ABSTRACT Robotics engineering courses have provided undergraduate computer science students with opportunities for designing and programming simulations of robotic tasks. In contrast, many teacher preparation programs have lacked courses in this area. Educators who have not gained a conceptual understanding of computer programming may not possess the skills that would have enabled them to successfully integrate robotics technologies into their K-8 curriculum. Recent technological advances have provided a viable means of approaching this problem. Several icon-orientated robotics technologies have been identified that allow educators to master computer programming concepts through a simplified graphical user interface (GUI) design. This investigation addressed the need for a graduate level course that would enable K-8 educators to receive professional development training in the area of robotics technologies. An examination of the current best practices in robotics education has been conducted. Software usability and human factors have been discussed in terms of the suitability of commercially available robotics products for educators having no prior computer programming experience. Suggestions for curricular design and future research in the area of robotics were offered