Category Archives: tedu662fall16b

Final

For my final project, I have completed a lesson and a follow up and assessment project.  I feel like I may be able to use parts of the folder, but maybe not all of it.  So as far as feedback, I would like to know if my instructor and colleagues think this is something that can be done in my classroom.  I found that it is harder to teach online than I thought it was.  I found that I use much of my teaching or lecture time devoted to interaction with students and this is different when delivering online.

At the beginning of the class, we were informed that we would be graded based on completion and participation in the process.  I have completed all assignments and participated in the process so I should receive an “A”.

Virtual Reality

The most important aspect of virtual reality in education for me is the building of an instance or place that allows the students to become a first-hand witness to what happened.  Virtual reality will allow for real-time assessment of the knowledge students have and apply to real world situations.  It is easy for me to create a textbook answer on paper, but virtual reality allows the student to be put in the actual situation and respond to the stimulus.  Students like the look of the virtual world and are motivated to participate in the activities assigned there.  Because the impossible is possible there, students have the opportunity to think outside of the box and create new and original solutions to age-old problems.

Reflection

I have learned new methods of effective electronic communication methods for instructions in the K12 environment.  I have seen the progression from the beginning of online learning through present-day online education.  I have seen the effects of emerging technologies and their impact on virtual teaching and learning.  I think I was impacted the most by the methods of online teaching that are available.  Being able to use and test out the different virtual learning platforms that are available.  I feel that I would have been able to enjoy the process more if I knew how I was doing in the class.  I feel that not knowing my grade put a damper on my enjoyment and motivation for the class.  By the time I got a grade report, I had already given up on the class.  I found Twitter to be the least effective for me.  Overall, I enjoyed the class and am glad I took it.

MOOCs

MOOCs fit in with what we have learned simply because their delivery is online.   Many MOOCs allow for interaction between students and instructors.  I feel that a MOOC can provide constructivism and connectivism but that depends on the mode of information that is provided.  If I watch a show on television, I feel less like I am being a part of the experience and more like a spectator.  If I am playing a video game on the same television, I feel more like a participant.  I think this would be true of online students as well.  If they are watching lectures and videos, then they are not really participating.  I think MOOCs have a place in K12 online learning, because it is another way students can receive information.  I could lecture and make that into a MOOC and student discussions during and after the lecture would constitute a MOOC.

Final Plan

I am almost where I want my module to be.  I still have time before I will be teaching that section (early May).  During this time, I am hoping to add more activities for interaction between students.  I am not sure that I will have my module completed by the end of the semester.  I will use the module to teach social media in May.  I would like my classmates to tell me if they feel that the module is realistic.  I would hate to think I can teach it just as it is and not be successful.  I would like the same feedback from the instructor.

SRL

I think it is extremely important to address SRL in the beginning of the learning module.  I feel that students should know from the very beginning that they will have different levels of activity and responsibility in comparison to a face-to-face class.  Students need to know that the level of commitment needs to be there from the beginning in order for success to be obtained at the end.  I think I will address it with a time listing on each assignment.  This way students know how long each week will take and the amount of independent work they will be required to produce.  While the time a student decides to dedicate to the class is up to the student, I think it is important for the student to know what is expected.  Some students may decide that they need more outside regulation than is offered through the online format.  Some students may decide they like the self-regulation of the online aspect and decide to take most classes online.  Some students may decide that they benefit most from the hybrid format.  I just think they need to know all of the facts before beginning the class.

Eppes – Roles

Because I currently teach hybrid classes, I see myself in each of these roles during each class.  I design the course when I choose the material and activities that I assign.  Because I present the essential question and my response to it, I feel that I am the Professional-inspirer and because this is also set up as a discussion question, I am an Interaction-facilitator.  When I make comments as I grade, I am the Feedback-giver.  Because I stress the importance of positive interactions between the students, I am a Conference manager.  Because I create the assignments and work with the students to help them complete them, I am also the organizer and planner.  All of the previously listed duties combine and make me the Social rapport builder.  Because the students contact me with all technical issues, I am the Technical coordinator, Media designer, and Technology integrator for the classes.

Eppes – Social Media and Business

Social Media and Business TPACK Design

Lesson Description:

This lesson is for Principles of Business and Marketing, a high school class consisting of ninth and tenth graders.  The lesson is about social media and its role in business.  I plan to use this lesson to cover Competency 59, which discuss the impacts of technology on employment, business operations and global activities.  Students will read and react to articles about the relationship between social media and business.  Students will be led to analyze the facts and form their own opinions about what is not acceptable in the world of business.  This lesson will be delivered in a hybrid format with foundation knowledge being acquired outside of class and application addressed in class.

  1. The main Content (C) of this lesson is learning understanding the positive and negative uses of social media; identifying ways in which social media can be used in the workplace; and understanding how social media can be used for marketing and communication.
  2. The main Pedagogy (P) of this lesson is discussion and reflection of the articles. Students will participate in discussion boards, all done through the use of Schoology.

 

  1. The main Technology (T) of this lesson is the use of workplace videos, PowerPoints, and the online discussion board.

 

Pedagogical Content Knowledge (PCK)

The reason that the articles, PowerPoints, and workplace videos fit into this lesson is because the class is designed to teach students to thrive in the workplace.  Lessons are designed so that they are multiple answers and there is no real right or wrong answer. Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They are left to decide and defend their views of what is acceptable business behavior in certain circumstances.

Technological Content Knowledge (TCK)

By using business-relevant articles, I hope to express the importance of these issues in the real business world.  Students will be invited to share and support their views in the discussion board.  Videos will help them to visual the way an office or business or politics works.

Technological Pedagogical Knowledge (TPK)

Using the articles, videos, and PowerPoints to deliver the material fits because each item is concise.  The student can use each item individually or together as a set to form opinions for the discussion board.

Technological Pedagogical Content Knowledge (TPACK)

I am using the relationship between social media and business to meet my Competency 59 requirements.  The use of Schoology to deliver the material alleviates the time needed to read in the classroom.  The use of the discussion board platform gives students the space and time to provide well-constructed responses to the situations they are presented with.  I think the electronic delivery also makes the material portable and allows students to read and reread sections in ways that help them to absorb and reflect on the material.  Students will be assessed by their responses to hypothetical situations and the support they provide for their view.

Eppes – Social Media and Business Outline

When I first planned on doing this module I thought it would be about how companies wanted to keep social media separate from business operations, but the more I work at it, the more I see that businesses all over the world are integrating social media into their business operations.  With that in mind, I have changed my lesson to be more along the lines of business and social media and how they are growing together.

Students will be able to:

  1. Understand the importance of a positive online reputation
  2. Understand how social media can affect job opportunities
  3. Understand how social media can promote businesses and potential employees
  4. Understand the importance of online privacy

Activity 1:

Defining your digital footprint

Activity 2:

Marketing yourself to get a job

Activity 3:

Privacy

Individual work:

Students will read and reflect on 3 articles.

Assessment:

Students will work in groups to prepare and present a case study of a business/social media current event.