SEM:TECH TAGT 2016
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This document discusses three types of technology enrichment activities: 1. Type I - General exploratory activities to stimulate interest in broad concepts. 2. Type II - Methodological training on how to use specific technologies. 3. Type III - Independent or small group investigations where students apply knowledge to create original work for an authentic audience. Examples of each type are provided.
SEM:TECH TAGT 2016
- 4. Average = 9 hrs/day
- 5. Less than 3%
- 12. Two Kinds of Drilling Down 1. Conceptual (The Academic You). Learning more about the nature of basic concepts in technology… Examples ■Digital Communication ■Collaboration ■New Literacies ■Design Thinking ■Creative Productivity
- 15. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 16. SEM:Tech Type I
- 20. 1977
- 30. “I have no special talent. I am only passionately curious.”
- 33. PONDER
- 34. Any sufficiently advanced technology is indistinguishable from magic. Any sufficiently advanced technology is indistinguishable from magic. Arthur C. Clarke
- 35. brainyquote.com
- 37. en.wikiquote.org
- 45. pixabay.com
- 48. Go to menti.com and use code 96 97 99
- 53. iTunes U
- 54. youtube.com/edu
- 60. BRING THE WORLD INTO YOUR CLASSROOM BRING THE WORLD INTO YOUR CLASSROOM
- 64. DON’T BE THAT TEACHER!
- 65. TITLE CONNECT EXTEND WONDER NEXT STEPS How are the ideas and information connected to what you already knew? What are some NEXT STEPS for you to continue exploring this topic? What new ideas did you get that extended your thinking in new directions? What wonderings, puzzles, or questions do you now have? CONNECT / EXTEND / WONDER
- 70. THIS IS INTENDED TO DEEPEN UNDERSTANDING AND TO PROMOTE DISCUSSION AND DEBATE! THIS IS NOT FOR A GRADE!
- 71. HEIGHTEN ANTICIPATION STIMULATE INTEREST DEEPEN UNDERSTANDING
- 73. SEM:Tech Type II
- 74. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 75. Do students understand design principles? Do students know how to make a video? Do students know how to build a website?
- 89. Frisco Jenny (First National Pictures, 1932)
- 93. We engaged in a process that was about the creative process… The basic process is similar whether it’s a music video with kids or Iron Man III. -Chip Hackler
- 95. TLC
- 99. 62%
- 100. An adjective defined as ‘relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief’.
- 103. 1. Find two news stories or websites that are at least some what plausible but are false. 2. Locate one news story or website that seems unlikely but is factual. 3. Create a Google Document or Slides presentation that contains the three stories. 4. Share your one link with the group. 5. BONUS POINTS if the three stories are related or focused on one topic.
- 105. spark.adobe.com/edu
- 106. 1. Go to spark.adobe.com and create a FREE account. 2. Create a NEW PROJECT by selecting the YELLOW + button. Then choose VIDEO and create a title. 3. Pick a story template. 4. Watch the short tutorial video to get started. 5. Each frame has the option to add a photo, icon, or text. You can also record a voice over for each slide. 6. Explore the Theme, Music, and Layout options. 7. When you are done, share you masterpiece. Create A Digital Story
- 107. LEGO Movie Maker
- 108. SEM:Tech Type III
- 109. TEACHER
- 110. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress Help Define Authentic Audience Provide Rubric & Assess Outcomes
- 111. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress
- 112. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress Help Define Authentic Audience Provide Rubric & Assess Outcomes
- 113. Image Credit: 774 ABC Melbourne: Simon Leo Brown
- 114. STUDENT
- 115. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
- 116. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
- 117. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
- 119. Empowered Learner
- 122. Project to Type III
- 123. TYPE IIITYPE I TYPE II
- 124. TYPE IIITYPE I TYPE II
- 125. TYPE IIITYPE I TYPE II
- 126. TYPE IIITYPE I TYPE II RESEARCH ON SURVIVING ON THE SURFACE OF MARS… 1. Learning Skills •Understanding •Determining Relevance •Notetaking 2. Analyzing and Organizing Information •Identifying Sources •Drawing Conclusions 3. Advanced Research Skills
- 127. TYPE IIITYPE I TYPE II
- 128. TYPE IIITYPE I TYPE II
- 129. TYPE III Electrostatic Ion Thruster TYPE I TYPE II
- 130. TYPE IIITYPE I TYPE II
- 131. TYPE IIITYPE I TYPE II
- 132. TYPE IIITYPE I TYPE II DEVELOP A PROTOTYPE… 1. Creative Problem Solving & Decision Making 2. Critical Thinking 3. Analyzing and Organizing Information 4. Preparing for Independent Work 5. Advanced Research Skills 6. Communication
- 133. Generation Z
- 136. PREPARING STUDENTS FOR THE FUTURE TODAY
- 137. First electricity, now telephones. Sometimes I feel as if I were living in an H.G. Wells novel.
- 139. When each of us thinks about what we can do in life, chances are, we can do it because of a teacher. Stephen Hawking
- 141. “I have come to believe that a great teacher is a great artist and that there are as few of these as there are of any other great artists. It might even be the greatest of the arts since the medium is the human mind and spirit.”
- 142. She breathed curiosity into us so that we brought in facts or truths shielded in our hands like captured butterflies.
- 144. LOVE WHAT YOU DO