 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Technology Skills 3 |
|
|
|
Click on the link to view the presentation:
http://www.teacherweb.com/ca/Kaiserhighschool/hughes/photo1.stm |
|
|
|
Technology Skill 3 is a powerpoint presentation about Anne Bradstreet, the first American woman to be a published poet. She is unique in that she lived in the late 1600's when women were not allowed to be anything other than a housewife and mother. This presentation will be used in American literature classes. Students will visit the website where the presentation is located and view it on their own (they can view it on the computer in class or in the library or in one of the school computer labs). They will find a set of questions on an activity sheet that accompanies the presentation that must be answered. They will find a list of American authors from which they will select one to research and plan some type of presentation to make to the class. There are two basic requirements that must be met: a. they must research their author on the internet, b. their presentation must include the use of some kind of technology. |
|
|
|
Evidences |
|
|
|
Investigation: My investigation into Anne Bradstreet began at http://www.google.com and from there, it took me to various websites that ranged from good to not so good. The best web site happened to be a Christian website because it had the most detailed facts. Of all the sites I visited, I selected the four that had the most to offer in the way of interesting facts that might attract student interest. The sites I accessed are:
http://www.anne-bradstreet.com
http://www.vcu.edu/engweb/webtexts/Bradstreet/bradbio.htm
http://www.usinfo.state.gov/products/pubs/oal/lit1.htm
http://www.puritansermons.com/poetry/anneindx.htm
|
|
|
|
Engagement: Engagement in this activity includes reading a multitude of web pages in search of "little-known" facts that might be used to spark student interest. I discovered that little is really known about Anne Bradstreet other than the basic facts that also included in the literature textbooks used in American literature classes. The real engagement came in trying to develop an interesting visual presentation and include enough facts that students can see the possibilities that technology offers. As I prepared the outline for this presentation, I asked some students what facts they would include and was surprised that they went for the basic facts. We spent a class period discussing the presentation and we will begin viewing it after Thanksgiving. The final stage of engagement came when the computers at work froze and I had to recover the entire presentation after spending many hours working on it. I have attached an activity sheet to the website where the presentation is and included a list of authors for students to choose one from. This part of this activity seemed to make me stretch beyond what I have already learned in that I had to develop a "student" part that I will have to monitor.
|
|
|
|
Reflection: As I worked to put this presentation together, the idea to add an activity sheet to the website where the presention is came. It seemed like a good way to motivate students to do some work on their own. The activity page is a separate document and students will write down their answers to the questions. I decided this was a good way to allow students to interact with the presentation much like they interact with text as they read. Thus I found another way to help students improve both their reading and writing skills. However, the most important part of this is that as I worked on the presentation, I realized that students can view it individually, do the questions, and then, they can follow the same process I used to research an American author, and then develop some type of presentation using technology. |
|
|
|
What I want to learn: I want to learn how to develop "interactive" power point presentations so students can interact with the lesson independently. I want to learn how to use power point to motivate students to use technology to develop projects that are exciting for their classes. I also want to expand my skills using the tools to make this presentation visually interesting.
How I will learn it: I will learn how to use power point to create an interactive presentation for students by developing one that students will access on their own, and then complete the accompanying activities. I will experiment with the animation tools to find visually interesting effects that will spark an interest in the use of technology for students. I will practice timing, sequencing and moving slides until the presentation is satisfactory for student viewing. I will also learn how to use automatic recovery when slides and information is accidently lost during the development stage by utilizing the auto recovery on microsoft word.
|
|
|
|
Grading: The grade for this skill should be determined by the following criteria: 1. Does the presentation demonstratethat I fulfilled the "what I want to learn and how I will learn it", 2. Do the links work so that students can access the presentation independently and complete the accompanying activities? 3. Does the activity include the three evidences? 4. Does the presentation demonstrate an expanded, successful use of the power point tools? If all the criteria are met, the grade should be a ten; if 3 of the 4 criteria are met, the grade should be a nine; and if 2 of the4 are met, the grade should be an eight.
|
|