Main Page Syllabus Resources Students Project Hand-in Grading Briefcase

Instructors: Kenneth J. Travers Timothy M. Hendrix Technical Assistants: Michael McKelvey Matthew Whitlock John Wofford E-mail Class: Phone: ci407su02@mail.mste.uiuc.edu (217) 244-7486

Dates: July 8 - Aug 2, 2002, Monday through Wednesday each week
Time: 8:00 AM to 11:00 AM daily
Place: 4G Education Building

The project is to be a substantial activity that is characterized by being:

1. education (broadly defined)-oriented
2. technology-intensive
3. research-based
4. multidisciplinary in flavor
5. aligned with national standards and/or philosophy (e.g. 'education for all')
6. supported by an annotated bibliography of at least 10 references (use APA format)

Note: To help prepare you to develop a technology-intensive project, extra lab sessions will be organized by Tim Hendrix and the tech staff. Sessions to be arranged during Week One. 'Technology-intensive' includes the following criteria:

• new--the technology is new to you, or more powerful aspects of the technology are being explored
• dynamic--that is interactive (rather than mere presentation) aspects of teaching/learning are promoted

A curriculum module This is a piece of technology-intensive integrated curriculum (a module) that: Is of the student's own choice in terms of subject matter and grade placement (it could, for example, be college level, such as for pre-service teachers) Requires the equivalent of about two weeks of classroom instruction to complete. Is web-based. Is of the student's own choice in terms of format, mode of presentation, how it is to be implemented in the classroom. For example, the module might consist of a project to be carried out by an entire class. The project has two main components, a student part and a teacher part. Student (to provide instruction for approximately two weeks) Topic Motivational activities (one for each day) Development of lessons provide daily outlines Assessment activities (at least one per day) Teacher's guide Grade level Topic--where it fits into your program Related research--refer to at least three pieces of research that provide a backdrop, or setting, for your project. Linkage with Illinois Learning Standards Materials needed Special requirements (field trip, special software, etc.) Commentary on subject matter Commentary on instructional approach(es) Explicit linkage(s) with at least four URLs, of which at least two should be analogous, or closely related curriculum sites. Examples: http://www.electronic-school.com/meetings.html

An on-line professional development workshop on technology integration The major aspects of this project would entail designing such a workshop, and preparing a list of on-line resources to support its implementation. A major component of the resources might be a tool kit, such as produced by the National School Boards Association. http://www.nsba.org/sbot/toolkit/

An Internet portal for teachers wanting to become technologically sophisticated An Internet Portal is...an interactive, conversational Web resource....(that) provides links to an ever-expanding knowledge base that (is) invaluable in supporting high-quality professional development. Internet Portal: High-quality mathematics and science teaching requires not only access to technology (especially the Internet) but also regular training in how to use it effectively. An Internet Portal, i.e., an interactive, conversational Web resource dedicated to science and mathematics instruction, would provide links to an ever-expanding knowledge base that would be invaluable in supporting high-quality professional development. The Portal, functioning as a “virtual resource center” and updated frequently, would provide hyper-links to form a “one-stop-shopping” learning network. It would also codify what is already available on the Web elsewhere, while providing a framework for new entries over time. Among the activities and resources envisioned for the Portal are: n An online professional journal that encourages mathematics and science teachers to engage in publishable research and to share new teaching strategies with colleagues, both nationwide and internationally; User-friendly access to the growing number of Web sites with real-time data and experiences to support high-quality teaching and learning; A dedicated database for mathematics and science teachers, containing teaching ideas, lesson plans, student work, and other resources; An interactive, online resource for conversations, meetings, and idea sharing; An outlet to distance-learning courses in science and math for K12 students and their teachers; Interactive video, both for observing good teachers and critiquing teachers’ own teaching, for mentoring, and for online instruction. (from Glenn Commission, page 27)

A video-based laboratory resource for teaching mathematics and/or science (see, for example, http://www.phys.ksu.edu/perg/papers/applicat.htm)