{ ccdt: collaborative curriculum design tool }

collaborative curriculum design tool
Middle School Technology Integration Web site
1. Technology: Computers and technology are useful tools for learning and understanding
any subject matter that any teacher presents. my philospohy of why using a collabarative
web space to learn, achive and beleive using technology is a better way of acheiving
understanding. Technology is not only just cool to use in itself but helps me learn and use
knowledge about other stuff. By applying what I am learning with technology I apply while I
am learning. (Associated to: Integration Affordances Memo)
2. Collaborative Web space: Using a coolaborative web space affords teachers and students
the ability to fully understand topics. Discusion groups and focused feedback to organized
class projects provides students with peer review that they don't usually get in class and can
use for a final project. (Associated to: Integration Affordances Memo, Technology as a
learning tool)
1. WebQuests about Geometry: Students will learn about geometric shapes and polygons.
They will learn how to draw regular polygons using microworld pro, a linear programing tool.
Students will benefit while learning to create polygons in that geometric concpets of inside
angle, outside angles and degrees of the whole circle will be understood. Students will also
benefit from following directions, reading comprehension and completing a technology
2. Middle School Web quest: To be able to fluently discuss, apply and reuse the knowledge
gained from any learning quest. A web quest should detail the flow for a learning process with
clear and concise steps. By offering it in a navigation format, such as a common web page,
students can flip to any section of the learning process that they are comfortable going to.
They also need to be to go back and edit. (Associated to: Integration Affordances Memo)
1. Technology as a learning tool: The main
understanding goal that I want students and
teachers alike to have is that learning
technology should be used as a means for
learning towards an undestanding end, not
1. Completing projects (culminating): I
want my students to use technology as a tool
to solve problems, demonstrate their
knowledge of any subject and to facilitate
expressing their understanding of any
the knowledge initself. More specifically,
learning Micorsoft office skills is useful when
applied to a learning goal or for completing
any project. By integrating the skills learned
for using a web site or using a software for a
learning project, students and teachers gain
an understaning of the subject matter and
apply technology skills at the same time. The
most important element of using a learning
web space is the experience of using the web
as productivity tool. Also for students to
become aware of their ability to develope a
neccessary skill for any delimea in the pursuit
of knowledge. To develop a learning process
that can be applied to any learning condition
that a student may find themselves
in. (Associated to: Collaborative Web space,
Integration Affordances Memo, Peer review
and coaching)
subject. For example, I would want students
to use the web for research, word for report
writing and PowerPoint for presentation. A
typical topic could be understanding the basic
periodic elements. Applied science of new
knowledge would determine the best method
for a performance of understanding. Learner
participation in online activities towards
creating an ongoing product that could
comprise many performance of
understanding. By giving a leaner options
beyond of just class participation and testing,
learners are free to understand topics without
traditional constrictions. PowerPoint displays,
Written repots, Web page reports Oral
presentations Role playing Visual presentation
1. Peer review and coaching (peer): Peer review and coaching. On the subject of
ongoing assessment I believe that students working on a project for individual knowledge
should content their work themselves and from their fellow project team. I also believe that
final review should come from the teacher or instructors. The peer review should be defined
in a rubric that students can adjust to their liking. The assessment should take place over
time, giving each member to adjust his effort and product with in the group. Because group
dynamics can vary depending on the concerted effort of all the team members, The
instructor should have the final mediating determination of a grade. Assessment for the
student would therefore be a blend of peer review, self assessment and finally teacher
review. (Associated to: Technology as a learning tool)
Based on the graphic organizer presented in the Teaching for Understanding Guide by Blythe & Associates.