Activity+Types

Instructional Planning Activity Types Chart

//Make sure you have read the article for this week by Harris and Hofer! For this assignment you will think about an activity that you do in your class and consider some technologies that may support that activity in a different way based on your TPACK understanding. Some examples are provided below in different styles, you can decide how you will enter your contribution to the knowledge being constructed in the chart!//

Click on the ** EDIT ** tab to get started...remember to click ** SAVE **when you are finished! Revisit this page to see what others have contributed! If all the rows have been used, click in the last row and then click on the table icon. Then, choose **Row**, **Add Row**, **Add below** to add another row for your entry. the websites and simulations, I could use a wiki or other discussion model to have students discuss their choices and final outcomes. || Adams || lessons || Having students be more involved in the lesson and answering questions for direct feedback. || Been working on connecting my Ipad to my whiteboard with the use of a splashtop app so that students can respond to items on the board from the ipad. Though i only have one ipad i believe more kids will be willing to actively participate in the lesson. ||
 * **Participant Name** || **Activity Type** || **Brief Description** || **Possible Technologies** ||
 * Suebe || Listen to Audio || Students listen to recordings of speeches, music, radio broadcasts, oral histories, and lectures; digital or non-digital || Podcasts (“Great Speeches in History,” etc.), Audacity, Garageband, Odeo, Evoca, Podcast People ||
 * Sample 1 || Peer Feedback || In my class students give each other peer feedback on a writing project, but it would be great to do this electronically. || I may consider a wiki where they would post their writing and then others could comment sort of non private? Could use Google Docs and peers could comment using the comment option and it would be more private. ||
 * Sarah Cashin || Evernote || Students can listen to test or quizzes, along with looking at the actual tests questions on their iPads or iPods. || I used to read tests to students who had different needs in the classroom. With using evernote, I can read the test or quiz and the students can access it on the iPad or iPod. Students can listen at their own rate and look at the question on the iPad or iPod as it is being read. ||
 * Bonnie Lima || Wiki || My classes have completed their first strictly Wiki project. Although this is a reading assignment, they had to create everything on the Wiki or upload it. || Although they have done plenty of projects, this one made them think about it differently. Not only did they have to learn to manipulate the Wiki, they also had to use technology such as a digital camera, scanner, or software to create. It also allowed finished projects to be shared without taking additional class time. ||
 * Bruce Jacobs || Answer questions || Students respond to questions, but instead of using traditional worksheets or question sets, they use an electronic discussion board, email, chat or interactive response system. || My students have access to electronic discussion boards through Blackboard (which I don't use) and Engrade. I have used Engrade for discussion purposes. My students seemed to enjoy it. They also could respond to questions through email. I generally do this for students who are absent from school for more than a few days at a time. Also Google Docs is an alternative. I could have students answer or comment in this way. I haven't tried this yet. Chat is not something that I would try because it's blocked from school. I also have a set of NEO2 interactive response devices that I can use to have students respond to questions during discussion or download a document and respond to questions or make comments and then upload the updated file to me. My students do pretty well with that too. ||
 * Kreg Locker || Take an Assessment || Students take formative or summative assessments in the class to show their progress and understanding on topics. || We use SMART response clickers to answer questions either as a standalone activity or within an existing smartboard presentation to check for understanding. I have also used online quizzes which I have created and posted onto itslearning. The students can take these at the desktop or on the ipad which could be passed around the room. ||
 * Tim Stonerock || practice math facts || students doing basic math facts to better improve their skills and be less dependent on calculators to do basic math facts. || We use FlashMasters which is a small hand held computer which allows students to practice their facts with individual feed back on how well they are doing as they move to the next level. Mr.locker's smart clickers seem like they would be really cool to use in class. It reminds me of the old response cards that the studnts write their answers and then cards up. I believe this would really keep the students engaged in the activity promoting higher student learning. ||
 * Ebony Rozzelle || simulation || Students make life choices of what to purchase and what bills to pay given a very limited budget || We have used the website spent.org in class . I have been told that there are other budgeting sims availible online that I can incorporate in to my classroom as well. In addition to
 * Ryan Collopy || game (math millionaire) || Students play math millionaire to improve their math skills on various topics at an increasing difficulty level as they advance in the game. || We have used the math playground website in class to help students work on their math skills on various topics. By using this website, a computer, a mounted overhead projector and a Smartboard are being used. Students can also use calculators to solve specific questions. ||
 * Ray