Three main factors gave birth to this idea.
1) Third graders
from Jefferson (K-3 school) are technologically behind the third graders
from Northwest when they start fourth grade. Many have never used
a mouse because the small school is passed over time and time again when
new technology is purchased for the district.
2) Two of my incoming
fourth graders worked on a HyperStudio project with me when they were in
first grade. I expect the class to be excited about technology.
3) Becky's
Technology Club proposal.
Task
Fourth graders at Northwest
school will learn about the technology available at the school, such as
the computer network, the Internet, the digital camera, and various programs
such as HyperStudio. When the students have become "experts,"
they will create a project that can be shared with others. Then they
will invite the third graders from Jefferson into the classroom to introduce
them to the technology and to help them create a technology project.
Process
Technology activities will be integrated
with other subjects being studied.
Student Assessment/Rubric
Assessment will be two fold. First,
my students original projects will be assessed using a rubric.
After the third graders have joined us, my students will be informally assessed on how well they work in groups and relate to the third graders. They will be expected to know the technology well enough to teach others. They should not do the project for the third graders.
ISBE
State Standards
Through the activities the students will
demonstrate the State's suggested Applications of Learning
Depending on their major projects, students will be focusing on different standards. The following are the standards that should apply to all projects.
STATE GOAL 1:
C. Comprehend a broad range of reading
materials.
1.C.2d Summarize and make generalizations
from content and relate to purpose of material.
STATE GOAL 3
A. Use correct grammar, spelling,
punctuation, capitalization and structure.
3.A.2 Write paragraphs that include a variety
of sentence types; appropriate use of the eight parts of speech; and accurate
spelling, capitalization and punctuation.
B. Compose well-organized and coherent
writing for specific purposes and audiences.
3.B.2a Generate and organize ideas using
a variety of planning strategies (e.g., mapping, outlining, drafting).
3.B.2b Establish central idea, organization,
elaboration and unity in relation to purpose and audience.
C. Communicate ideas in writing to
accomplish a variety of purposes.
3.C.2a Write for a variety of purposes and
for specified audiences in a variety of forms including narrative (e.g.,
fiction, autobiography), expository (e.g., reports, essays) and persuasive
writings (e.g., editorials, advertisements).
3.C.2b Produce and format compositions for
specified audiences using available technology.
STATE GOAL 4
A. Listen effectively in formal and
informal situations.
4.A.2a Demonstrate understanding of the
listening process (e.g., sender, receiver, message) by summarizing and
paraphrasing spoken messages orally and in writing in formal and informal
situations.
4.A.2b Ask and respond to questions related
to oral presentations and messages in small and large group settings.
4.A.2c Restate and carry out a variety of
oral instructions.
B. Speak effectively using language
appropriate to the situation and audience.
4.B.2b Use speaking skills and procedures
to participate in group discussions.
4.B.2d Identify main verbal and nonverbal
communication elements and strategies to maintain communications and to
resolve conflict.
STATE GOAL 5:
A. Locate, organize, and use information
from various sources to answer questions, solve problems and communicate
ideas.
5.A.2b Organize and integrate information
from a variety of sources (e.g., books, interviews, library reference materials,
web-sites, CD/ROMs).
B. Analyze and evaluate information
acquired from various sources.
5.B.2a Determine the accuracy, currency
and reliability of materials from various sources.
5.B.2b Cite sources used.
C. Apply acquired information,
concepts and ideas to communicate in a variety of formats.
5.C.2a Create a variety of print and nonprint
documents to communicate acquired information for specific audiences and
purposes.
Technology Needs
Equipment & Software
My classroom has five networked Pentium
computers connected to the Internet.
The small classroom directly across the
hall is a small Write to Read computer lab with nine computers.
Casio Qv-770 digital camera with QV Link
Software.
LCD panel if available (There is only
one in the district.)
HyperStudio
TimeLiner
MicroSoft Paint
Schedule for student use of
technology in classroom and other rooms in the building
Scheduling the lab across the hall usually
is not a problem. I will have to wait until the first grade teachers
have set up their daily lab schedules. Kindergarten will not use
the lab until second semester.
Other Support Needs
Student group arrangements
Groups will be determined by class sizes.
Generally the third grade at Jefferson is on the small side. I expect
some students to work in pairs while other groups will have two fourth
graders and one third grader.
I will also have the inclusion LD students
in my room this year. If the LD students are scheduled to be in my
room during this curriculum, they will be paired with other fourth graders.
Additional staff needed
The third grade teacher will be present
when her students are at Northwest. Depending on scheduling the LD
teacher or aide may also be available.
Curricular Connections to other
Disciplines
The third grade teacher at Jefferson has
recently started a literary garden. The incoming fourth graders helped
to start the project. Northwest also plans to start a garden this
year. I expect gardens to be a popular topic this year. HyperStudio
projects may likely be connected to the gardens and the connecting literature.