Technology Training for 3rd Grade Teachers
Problem:
Your family has heard from an old friend, a naturalist who is interested in preserving
endangered species. She is coming to visit and has asked if you would be willing to raise
an orphaned, baby _____________. Her intent is to return the animal to its native habitat
when it reaches maturity.
Your family is willing to consider the idea if you can tell them about the animal and
prove that you can ensure its survival in East Brunswick.
Your task will be to find out about the animal, explain what you can do to keep it
healthy, and decide how best you can prepare the animal to return to its native habitat.
Prepare a brief report to present for a family discussion next week.
Rationale:
This workshop is designed to accomplish many purposes. First, it will introduce
participants to the technology which will be available in the computer labs in the
elementary school which will be jointly taught to students by the media specialist and by
the classroom teacher. Second, it will reinforce the research process with project-based
learning. Third, it will demonstrate ways to use technology in the classroom to facilitate
and to reinforce learning. Fourth, it will demonstrate ways to develop collaborative
skills through learning together. Fifth, it will demonstrate how students can use critical
thinking skills to solve a problem.
Goal:
At the conclusion of this workshop, participants will be able to demonstrate
collaboratively their understanding of research-based, technology-based problem in terms
of instruction and learning
Objectives:
| Step |
Research a Problem |
Use Technology |
Access Content |
Work Together |
| 1 |
Analyze a problem and determine a process for solving the problem |
Turn on a computer, use a mouse, and connect to a
TVator. Learn elements
of Windows (screen). |
Identify information you would want to know about your ___________ |
Divide into groups and discuss task |
| 2 |
Brainstorm and categorize information |
Access information on CD-ROMs, e.g., Encarta, Grolier's, content-specific |
Skim information, reading to answer the research questions |
Assign group roles and functional roles |
3 |
Form research questions |
Use the Internet to search for information, access sites |
|
Use consensus to develop a procedure for completing the task |
| 4 |
Identify and apply the six steps for finding information |
Identify and use two (2) search engines |
|
Plan and prepare for an oral presentation |
| 5 |
Access information |
Use a keyboarding program |
|
|
| 6 |
Take notes, using three (3) methods |
Use Student Writing and Publishing Center |
Take notes to answer the research questions |
|
| 7 |
Prepare a visual guide for an oral presentation |
Use PowerPoint templates to prepare visuals for a presentation |
|
Prepare to debrief the task and the group process in terms of social skills
and task skills |
| 8 |
Present a solution to the problem, using a visual guide |
Present conclusion, rationale, and graphics to class |
Construct each visual to address:
- Title Page
- Works Consulted
- Each Research question
- Solution
|
|
Activities:
| Step |
Min. |
Participants will |
Materials |
| Day 1 |
| 1 |
30 |
(I, SG) Read task. Divide into groups Discuss needs of task. (LG)
Brainstorm what will be needed and categorize. |
Copy of task. Chalkboard and brown paper. |
| 2 |
45 |
Review the six big questions for information location |
"6 Questions" handout |
| 3 |
60 |
Turn on computers, hook-up
TVAtor, review elements of Windows screen |
computer / TVAtor |
| 4 |
10 |
Launch an application from a networked CD-ROM |
Encarta |
| 5 |
10 |
Launch an application from a local CD-ROM |
CD-ROMs/animals |
| 6 |
50 |
Search a CD-ROM. |
|
| Day 2 |
| 1 |
20 |
Identify the nature of the Internet and learn how to connect to the
Internet |
Internet handouts |
| 2 |
25 |
Learn to navigate the World Wide Web |
|
| 3 |
30 |
Visit a site and explore via hypertext |
|
| 4 |
45 |
Explore a search engine, e.g., Yahoo |
|
| 5 |
30 |
Create and use bookmarks |
|
| 6 |
90 |
Gather information. Use technology sources for group tasks. |
|
| Day 3 |
| 1 |
60 |
Identify and apply two (2) ways of taking notes, e.g., by hand and via
Encarta notepad |
"Notepad" handout |
| 2 |
30 |
Utilize a keyboarding program to enhance typing skills |
"Type to Learn" handout |
| 3 |
60 |
Review Student Writing and Publishing features |
"Student Writing..." handout |
| 4 |
90 |
Gather information. Use technology sources for group tasks. |
|
| Day 4 |
| 1 |
90 |
Create a PowerPoint presentation, using templates. Add text graphics,
transitions and builds. |
"PowerPoint" handout |
| 2 |
90 |
Develop assessments. Model presentation. Develop and present
problem/solutions. |
Group PowerPoint presentations |
| 3 |
60 |
Brainstorm "The One-Computer Classroom" |
"The One-Computer Classroom" |
Resources
A few sites have been selected to get you started. Click here to see that list.
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