Walking the Talk © Jacqui Sharp 2009

Adapted from Wesley A. Fryer 2005

Technology has sure changed the way we learn…
Comment by the school Caretaker, April 2009

Dr Larry Cuban Cuban, L. (2001) Oversold and Underused Computers in the Classroom. Harvard University Press. ISBN: 0674011090

Cuban, L. (2001) Teacher Levels of ICT Integration


Desks are in rows Junior Tables are scattered around in the centre of the classroom leaving a large mat area Very few or no small tables around the walls of the room (if there is, it is for storage) Nothing is hanging down Very little on the walls and if it is…it is not presented well Teacher stands at the front of the class, teacher desk is at front of the class Computer is usually covered and is at the back of the room
Computer is an add-on in the classroom


Desks are in rows pointed to the front of the room.

Junior Tables are scattered around in the centre of the classroom leaving a large mat area clear.
Some small tables, cupboards, cubby holes are placed around the walls of the room (if there is, it is for storage).

Some artwork is hanging down. Some of the children’s work is on the walls and very little of it is has been created with a computer, if it has it is ‘Published Writing’. Teacher stands at the front of the class and does some moving around the desks, teacher desk at front, maybe to the side of the room. Computer is uncovered and is used periodically for Wordprocessing or Commercial Maths games. Children prefer to work alone.
Students may be using the internet occasionally for very broad Internet searches but otherwise the teacher is not very comfortable with them being on the Internet.


Desks are in groups.
Junior Tables are scattered around in the centre of the classroom leaving a mat area. There may be some small tables, cupboards, cubby holes around the walls of the room designating specific areas of the classroom.
A lot of the children’s work is hanging in the classroom and it is well presented. A lot of the children’s work is on the walls. A significant amount of it is WordProcessed.

The Teacher works with groups and moves around the desks and tables, the teacher desk is at the side of the room.
The ‘Computer Centre’ has been set up, children use it for Wordprocessing and most days for Reading and Maths. There is evidence of management systems in place. Keyboarding and computer skills are being formally taught.

Internet is being used more for games and research.


Desks maybe swapped for tables.
Very little mat area, enough for at least ¾ of the class to sit in. Teacher will be using a projector and laptop (and maybe a mimio or IWB) frequently for teaching.

Tables around the edge of the room are curriculum specific with learning centre activities. The room is full of children’s finished work that is both computer presented and hand done.
The teacher works with groups and moves around the tables. The students also freely move around the classroom from task to task. The teacher’s desk is not obvious in the room. Children are rotating through the computer centre or are at laptops around the room all through the day, following management boards and timetables working on specific tasks. They experiment with other digital equipment such as cameras, iPods, the IWB etc. Internet research skills are well developed. Students work well collaboratively. HOT models are integrated seamlessly


Classroom is divided up into curriculum areas with large tables holding resource material. Learning Centres are being used freely. There is barely any mat area, enough for a small group of children. Projector/IWB/mimio is being used all day by teacher and students. The room is full of mixed media published work. There maybe several computers scattered around the classroom, other digital equipment such as iPods, tablets, midi keyboards, game consoles and cameras are being freely and confidently used.

Teacher and children move freely around the room, teacher’s desk is not obvious in the room.

The teacher is an informal practitioner who involves students in the planning of programmes and tasks. Students are highly independent and self managing and are able to make choices themselves about what they are going to do and how they are going to go about it.

Students learn the skills as they are needed. The teacher is able to recognise when a skill needs to be taught. Students are able to work collaboratively and cooperatively with others. Internet skills are highly developed.

Wacom Drawing Tablet Laptops Flip Video

Interactive Whiteboard

Mimio Pad


iTouch ($389)

Nanos ($249)

iPhone Amplifier ($45)

iPod Splitter ($20)

iKaraoke ($109.95)

Composite AV Cable ($75)

iPod Classic ($399)

Speaker Systems (from $99.00)

Microphone ($119.95)


Multimedia (Music, Movies Picture Editing) Wordprocessing Graphic Organisers, Drawing, Recording and Reporting

Year 5/6 class

28 Students

Decile 10

Mac School

   


3 eMacs 1 teacher laptop, Access to a COW (8 laptops) LCD TV screen

One iMac 3 Windows laptops 1 Windows standalone  1 Windows Netbook  mimio  mimio pad  Wii  PSP  iPods  PDA
  

Day one

Respect the equipment (remember it cost a lot of money) Press lightly on the keyboard (thumping it will eventually break the keys and then we may have to do without our computer for a few weeks while we wait for it to be fixed!) No food or drink by any computer equipment (If you have a problem see the computer monitor first before you ask the teacher) Please don’t download games and load it on to any of our equipment as it is illegal Please don’t change the desktop setup without the whole class approval Please work co-operatively and collaboratively at the computer centre Please keep to the roles assigned to you for your session Please don’t take the mouse off the mouse operator Book specific digital equipment by writing your name on the Whiteboard timetables Record tasks that you have completed on individual recording sheets Keep computer centre clear of clutter and unnecessary items Be self managing and organised, know what you need to do and how you are going to do it!




 

Report back on Morning Task Handwriting Cards

 

Spelling Activity Keyboarding
Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8

Level 1

name not now than that the then there they this

mice milk miss moon more train tree truck tow under

correct country course cousin cricket cries cruel daughter decide describe

chocolate choir coffee comb comfortable committee community complete computer concert

height hero hoping house hung modern monotonous nation national naughty

beneath between bitter blaze blood blossom declaration delightful delivered Department

characteristic chemistry cigarette especially executive exercise exhausted expenses extraordinary fascinating

available abduction contradiction introduction performance sentence cushion aluminium turquoise audience

Spelling Activities


http://www.slideshare.net/s harpjacqui/keyboardingpractice-1403910

  

Self tracking examples

Full Unit is available http://www.jsharp.co.nz/thegardensresources/studenttracking.htm http://www.jsharp.co.nz/thegardensresources/perimeter_and_volume_maths_unit.htm

Streamed Maths classes Students come in and start Class Activity If you get any wrong, you have to do the ‘Workshop’ Otherwise work through Student Self Tracking Sheet

http://www.bbc.co.uk/skillswise/numbers/measuring /perimeterareaandvolume/arearectangle/





20 x 10 = 200cm2

Each square is a cm2

Each square is a cm













http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks 2/maths/perimeter_and_area/index.html



Bedroom 1 4.5 m 1.5 m Hall

Bedroom 2


3.5 m


Bedroom 3


Kitchen 9m Dining/Family Room 4.5 m



7.5 m

4.5 m



Bedroom 1 25m2 4.5 m 1.5 m

Bedroom 2 35m2 22.5m2


3.5 m

33.25m2 Lounge

Hall 20m2

Bedroom 3



37.5m2 Kitchen

22.5m2 Bathroom 5m

Dining/Family Room 4.5 m

7.5 m

4.5 m

How to write excellent Explanations

The Purpose is to explain how something works or why something happens

Write in second person

Write in third person • She • Her • He • His •Their •Him •Them •They •It

• You

Write in the present
• Past

• Present

They ate crayfish last week at the birthday party. She is going to eat her lunch now.
• Past

• Present

He was in the classroom yesterday. He is not here now.

• Write a title • Write an introduction
– Write a question or a brief description – Use second or third person – Use present tense – Use technical language

• How does rain fall • How does rain fall from the sky? Rain falls from clouds that are made of tiny droplets of water.

How and why it starts?
Water comes from warm air that rises from the ground.

What happens next?

What happens after?

What happens in the end?
When the clouds get heavy the droplets are forced together and they get bigger and heavier and fall to the ground.

Water droplets are formed when moisture evaporates from the earth

The cool water droplets gather together and form clouds.

Could include…
A summary A comment about its use A recommendation

Conjunctions join sentences

Action Verbs are time telling words they tell you when things are going to happen

Have I Written in the present tense? Written in second and third person? Written an introduction that asks a question or gives a brief description? Said ‘How or why it starts’? Said ‘what happens next and after’? Said what happens in the end? Written a conclusion with a summary, or a comment? Have I used other words for ‘and’? Have I used action verbs? Have I used technical or scientific words?


http://www.cpbi ntegrated.com/t heherofactory/


http://hotpot.uvi c.ca/index.htm# downloads


keyword also key word ( ) n. A word that serves as a key to a code or cipher. A significant or descriptive word. (www.answers.com ) Is a word that is associated with a site or contents of a site. Keywords are used to categorize and search for specific web sites. (http://www.mantis.biz/ glossary/#k )

In the 1870s, two inventors Elisha Gray and Alexander Graham Bell both independently designed devices that could transmit speech electrically (the telephone). Both men rushed their respective designs to the patent office within hours of each other, Alexander Graham Bell patented his telephone first. Elisha Gray and Alexander Graham Bell entered into a famous legal battle over the invention of the telephone, which Bell won.

Keywords and Hits

• Telephone • Telephone invent • Telephone invent Alexander graham bell • Telephone invent Alexander graham bell telegraph

• Do you believe what you see and what you hear? • http://www.youtube.co m/watch?v=NBfi8OEz0r A&eurl • http://www.youtube.co m/watch?v=hibyAJOSW 8U&eurl
Ideas adapted from http://langwitches.org/blog/2009/03/11/dontbelieve-everything-you-see-online/

All about Explorers
• Go to http://allaboutexplor ers.com/webquest/ • And click on the name of an Explorer • Complete the tasks • What did you find out • Put a comment on your wiki page
Ideas adapted from http://langwitches.org/blog/2009/03/11/dontbelieve-everything-you-see-online/

Use Ctrl – F (- F for Mac) Type in one of the keywords, press Enter on Keyboard First instance of the word will be highlighted

Search Engines
Try these Search Engines with your keywords


http://www.you tube.com/watc h?v=jtzdxseOgs&eurl=http% 3A%2F%2Fshar pjacqui.blogspo t.com%2F&feat ure=player_em bedded



Jonassen, Peck and Wilson (1999) state that teachers must learn how to use the technology themselves. They must gain skills and fluency with the technology In many instances, teachers will be learning with the students…They [students] can and will learn with technologies, with or without the help of the teacher. Rather, teachers should try not to be the expert all of the time. It is imperative that teachers are part of the learning process as well and are able to display to students that they can be learners as well.

Cuban, L. (2001) Oversold and Underused Computers in the Classroom. Harvard University Press.  Dynamic Classroom, Transparent Technology (Wesley A. Fryer) http://www.wtvi.com/teks/dynamic/  Jonassen, D., Peck, K., & Wilson, B, W. (1999). Learning with technology. A constructivist perspective. Upper Saddle river, NJ: Merill.
      

Sharp, J. (2006). Graphic Organisers. Ideas and activities with CD. ICT teaching and Learning http://sharpjacqui.blogspot.com/ Web 2.0 and Education http://jacquisharp.blogspot.com/ Class Delicious page http://delicious.com/Takahe1 Comic Life http://http://plasq.com/comiclife Hot Potatoes download http://www.halfbakedsoftware.com/hot_pot_download.php

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