Introduction
(Lesson 9)
We are Team #2 and we want to WIKI!
Our WIKI has been used to build and develop our collaborative Group
Project by displaying each of our teaching interests.
Barbara Anderson: Biology
Matthew Frison: Communications
Carolyn Daigre: Computer Programming
Cheryl Luster-Klemp: Nursing
This project consists of:
1. An annotated bibliography wiki page (consisting of 1 multimedia
website, 1 text and a static image website), which will reflect each
team member’s teaching interest.
2. A RUBRIC which will be used to evaluate the effective use of
Integrations in Technology Team #2: Anderson, Daigre, Frison, Luster-Klemp
website technology in the presentation of course content. Biology
Integration of Technology in Biology
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Integrations in Technology Team #2: Anderson, Daigre, Frison, Luster-Klemp
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Text and Static Images
Retrieved on November 18, 2014 EDUCAUSE review online
http://www.educause.edu/ero/article/technology-enhancement-toolsundergraduate-biology-course
This article from the EDUCAUSE website reports on a research study
done with sophomore biology students at Framingham State University
to determine if the use of technology would enhance undergraduate
biology education. The researchers included A. Davis an Associate
Professor of Biology, R. Robinson the Director of Educational
Technology and Interactive Media, and C Waterbury an Instructional
Technologist. One sophomore level biology class was used. One third
of the class volunteered to use the iPad technology and an eBook,
another third of the class used only the traditional text and the last
third of the class did not volunteer to participate. Technology
enhancements included school loaned iPads, audio capture of each
lecture uploaded daily to Blackboard for student use and an eBook. The
main goal was to enhance student engagement with the use of
technology. Indicators of student engagement could be greater outside
study time, better time management, better class success, and lower
failure and withdrawal rates. Assessment methods used were five
student surveys throughout the term and a group interview near the
end of the term.
Results indicated a favorable response to using IPads and the
eBook. There was no significant improvement in time management or
grades with the use of iPads and the eBook. Two student interviews
about the use of technology in the class are embedded in the online
Integrations in Technology Team #2: Anderson, Daigre, Frison, Luster-Klemp
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article. The study revealed that the integration of this technology
increased outside study time and enthusiasm for using this
technology. Students who had been using the technology were more
likely to use it in future classes to enhance learning.
This site/article favors the visual learner (graphs), read-write learner, and
the audio learner (recorded interviews).
This is an exemplary site because the subjects of the research study are
college-level biology students who are actively testing new technology
in their learning. Graphs and short interviews are included. This article
may give some valuable suggestions for others to integrate technology
into their classrooms. The website is updated often and includes
articles, blogs, multimedia, and more.
Reference
A. Davis, R. Robinson, and C. Waterbury. (December 10,
2012). Technology enhancement tools in an undergraduate biology
course. EDUCAUSE review online.
Multimedia
Retrieved on November 16, 2014 from
http://www.departments.bucknell.edu/biology/courses/biol208/EcoSampl
er/
This is an interesting site for college-level biology and ecology
students. It is authored by W. Abrahamson who is a Professor of
Biology and M. Weaver from the Department of Information Services &
Resources at Bucknell University. This site is a simulation for sampling
using virtual forests on the computer. It allows students to use a
Integrations in Technology Team #2: Anderson, Daigre, Frison, Luster-Klemp
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variety of sampling methods, derive sampling calculations, and then
analyze and evaluate their results using five lab experiments. The
assignments include sampling methods, distance and area sampling,
dispersion and succession, species diversity, and environmental factors
affecting forests. This simulation is an accurate presentation of what
students might experience in the field for plant sampling exercises. The
simulation done in 2008 still uses current sampling methods. The
audience should be college-level biology students. This is a good
exercise to supplement or substitute for fieldwork in plant ecology. The
simulation will assist students who favor visual, read-write, and
kinesthetic learning methods. Auditory cues are not included. This is
an exemplary resource because background information is presented,
students can actively make choices to execute the sampling exercises,
calculations are computed and students can analyze the data, and this
provides a real world experience for plant ecology.
Reference
Abrahamson, W. and M. Weaver. (2008). EcoSampler Population/community biology: Community sampling exercise
(Sampling theory using virtual forests). Bucknell University, Lewisburg,
PA 17837.
Integrations in Technology Team #2: Anderson, Daigre, Frison, Luster-Klemp
Communications
Integration of Technology in Communications
Text and Static Images
The NCA-Wikipedia Initiative https://www.natcom.org/wikipedia/ is a
project sponsored by the National Communications Association (NCA).
The NCA is encouraging members to take an active role in tracking the
dissemination of content about the discipline of communication by
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Integrations in Technology Team #2: Anderson, Daigre, Frison, Luster-Klemp
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registering through its site as a wiki editor to contribute and manage
information about the field. By engaging in this initiative, the NCA
hopes to ensure that articles about communication research and theory
are current, accurate, balanced and accessible to the general public. This
project can be used to help students become scholars in several ways
including:
1. Learning about the profession by identifying current events and
scholarly articles for Wikipedia
2. Writing for the profession and for general consumption
3. Mastering evaluation and critical literacy skills
4. Understanding how to use a wiki on an advanced leve
An example of the site in action is illustrated
here: http://blog.wikimedia.org/tag/national-communication-associationwikipedia-initiative/
Based on the rubric we have designed; this page ranks at a 13.5 of
15. While the content is complete and reliable based on verifiable facts and
error-free in grammar, spelling or punctuation, the information is biased as
it was produced by the NCA without external checkers. The Web site is
current based on the topic. However the web page does not lists when the
page was written and placed on the web or the date of the last revision is
listed on the web site.
Multimedia
Camtasia Studio (http://www.techsmith.com/camtasia.html) is a video
creation and editing tool that permits both Mac and PC users to create
computer screen recordings narrated and annotated PowerPoint
Integrations in Technology Team #2: Anderson, Daigre, Frison, Luster-Klemp
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presentations, and video post-production. Camtasia gives you the
resources you need to edit, enhance and share your content with
viewers anywhere.
Some uses of Camtasia include:
 Development of instructional videos and presentations that can
include in-video quizzes
 Post-production of videos created with a video camera
 Videos that are annotated with text or links to highlight or
connect to essential materials.
The most powerful use for students are the free, excellent tutorials (with
source files) that address many of the novice and intermediate uses, not
just of Camtasia, but with best practices on how to create online
presentations (http://www.techsmith.com/tutorial-camtasia-8.html). Skills
like creating a script and rationales for captioning can be transferred to
any similar software package.
Based on the rubric we have designed; this page ranks at a 13.5 of
15. While the content is complete and reliable based on verifiable facts and
error-free in grammar, spelling or punctuation, the information is biased as
it was produced by the company who sells the product. The Web site is
current based on the topic. However the web page does not lists when the
page was written and placed on the web or the date of the last revision is
listed on the web site.
Integrations in Technology Team #2: Anderson, Daigre, Frison, Luster-Klemp
Computer Programming
Integration of Technology in Computer
Programming
Text and Static Images
Smashing Magazine. (n.d.). Retrieved from
http://www.smashingmagazine.com/tag/design-patterns/
Smashing Magazine is an independent content media company aiming
to assist web developers and designers in obtaining useful and up to
date information about trends and techniques in web development.
Current articles from industry sources are written about topics such as
CSS, HTML, typography and design patterns. Their e-book library
contains books written by industry professionals on a multitude of
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topics such as Photoshop, Illustrator, UX design and front-end
development. The company is also a provider of conferences and
workshops.
Design patterns are mandatory in software and mobile applications.
User interactions in a mobile environment should be as simple as
possible. E-commerce websites sometimes contain an abundance of
inventory makes screen navigation difficult. Mobile sliders present a
solution to this issue, as users do not have to navigate from page to
page. This article presents a solution for a slider in an Android
application.
Multimedia
Lynda.com. (n.d.). Retrieved from:
http://www.youtube.com/watch?v=WPj1aW_GjyQ&index=2&list=PL1AD4
2683BED6351C
Lynda.com is an online content library, which assists individuals in
learning technology, business and creative skills. Memberships are
offered as the individual and corporate level. However, the company has
a YouTube channel which presents featured free podcasts. These videos
are presented by industry professionals are accessible online 24 hours a
day seven days a week.
Mobile design is a current issue in the web development industry.
Companies are now realizing that a majority of their demographic
accesses their web platform form through a mobile browser. Although
companies may have a traditional website, a mobile website consists of
Integrations in Technology Team #2: Anderson, Daigre, Frison, Luster-Klemp
different requirements. The link briefly discusses how web developers
must respond to a multi-screen requirement.
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Nursing
Integration of Technology in Nursing
Text and Static image:
Retrieved from: IntegrationofTechnologyNursingWorld
The Integration of Technology into Nursing Curricula: Supporting
Faculty via the Technology Fellowship Program
Computer technologies have opened the door to many new teaching
approaches for nurse educators. However, the challenges facing faculty
who did not ‘grow up’ in the computer age continue to be a focus of
concern. The rapid expansion of electronic learning environments has
increased the need to bridge the gap between the generational cohort
of many educators and that of today’s learners. This is an exemplary
resource because it brings about awareness of how teaching with
technology is a learned skill, not an intuitive one; and it involves
considerably more knowledge and skill than knowing how to use a
computer.
Integrations in Technology Team #2: Anderson, Daigre, Frison, Luster-Klemp
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Reference
Axley, L., (August 8, 2008) "The Integration of Technology into Nursing
Curricula: Supporting Faculty via the Technology Fellowship
Program" OJIN: The Online Journal of Issues in Nursing Vol. 13 No. 3.
Multimedia
Video
Retrieved from:SimulationinNursing&OtherHealthSciences
Keep in mind that simulation can be created in the online environment
with case studies for group discussion/debriefing.
Simulation in education has been used at least since the time of World
War II. Simulation in nursing education in the form of static manikins,
role-playing, CPR manikins, and other techniques has also been utilized
as a teaching modality for quite some time. High-fidelity simulation is a
relatively new area in nursing education and utilizes high technology
simulation monitors and computers. This is an exemplary resource
because this type of technology offers new avenues for teaching
student nurses scenarios as well as critical thinking and reflection on
lived experience and practice.
Reference
The Qualitative Report Volume 15 Number 4 July 2010 1006-1011
http://www.nova.edu/ssss/QR/QR15-4/sanford.pdf
Integrations in Technology Team #2: Anderson, Daigre, Frison, Luster-Klemp
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RUBRIC
CONTENT
AUTHORITY
CURRENCY
PURPOSE
NAVIGATION
3
The content is
complete and reliable
based on verifiable
facts.
The information is not
biased
The content is errorfree in grammar,
spelling or
punctuation.
The web page lists the
author(s) or
publisher(s) of the
content.
2
The content is not
complete but reliable.
The information may be
biased
1
The content is neither
complete nor reliable.
The information is
biased
The content as a few
errors in grammar, spelling
or punctuation.
The content has many
errors in grammar,
spelling, or punctuation.
The web page has
incomplete information on
the author(s) or
publisher(s) of the content.
The web page lists no
author or publisher
information.
The Web site is
current based on the
topic.
The web page lists
when the page was
written and placed on
the web.
The Web site is fairly
current based on the topic.
The web page has
incomplete information as
to when the page was
written and placed on the
web.
The date of the last
The date of the last
revision has incomplete
revision is listed on the information listed on the
web site.
web site.
The Web site is not
current based on the
topic.
The web page has no
information as to when
the page was written
and placed on the web.
The purpose and
target audience for the
Web site is clear.
The Web site is
organized and easy to
navigate.
The purpose and target
audience for the Web
site is not clear.
The Web site is not
organized and difficult
to navigate.
The purpose and target
audience for the Web site
is fairly clear.
The Web site is fairly
organized and easy to
navigate.
The date of the last
revision is not listed on
the web site.
Integrations in Technology Team #2: Anderson, Daigre, Frison, Luster-Klemp
*A total of 15 points may be achieved.
RUBRIC Modified by Team #2
RUBRIC Adapted from:
http://www.cedu.niu.edu/pt3/centter/ITC/Website_Evaluation_Rubric.pdf
www.emich.edu/ift/mod2/webevalrubric.doc
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