ET630 Agenda Class 2
Return to ET630 Home Page.
- What's wrong with this site?
- How will your students know?
- Announcements and Questions
- Thanks to everyone for completing the survey
- Don't forget to add everyone to your blog list on your blog
- Check out examples
of projects from previous semesters
- Check Moodle for class
- Technology Update
- Anyone having trouble with their G: Drive?
- Can you access it from home?
- Class Summary Update
- Ashley and Teresa are doing the summary for today
- Natalie and Lisa are next class
- Don't forget you are required to comment on the class summary
before next class
- Global Education
- What's the point of Global Education? http://www.youtube.com/watch?v=zmkvtfEEFT0
- Peters, Introduction, Chapter 1, Chapter 2
- "It's safe to say that all students, no matter what their
skill levels, intelligences..., or interests, can use these tools to
experience global communications and develop meaningful
connections with worldwide counterparts" (Peters, 2009, p. 11; emphasis
mine). Is this true? What would be required of teachers to make this
- "Writing an ePal partner, collaborating on a script to be
used in a multimedia presentation, comparing and contrasting pollution
levels of major rivers, or taking ocean temperatures at different
latitudes are not distractions from the curriculum. These activities
can serve as a way to generate higher levels of motivation and
interest in subject areas through stimulating, hands-on
involvement" (Peters, 2009, p.14). Is this merely about motivation and
interest? What else might be involved?
- "...it kind of created a situation in which the Internet is
being used as one big reference tool. If students need to know
something, they look it up and go back to work, and it is not seen as a
tool for innovation and collaboration and creativity. That concerns me.
There is an opportunity that has been lost there" (Carvin, as cited in
Peters, 2009, p. 19).
- In groups, think about a way that one pathway might
with you and how you might structure an activity that uses that pathway:
- Empathy for Others
- Finding New Ways to Enrich and Engage
- Desire for Social Justice
- "Taking a closer look at what today's subject area
are requiring of teachers, it is clear that teaching a globally-aware
curriculum is not a diversion, but an essential part of fostering a
21st-century learning environment" (Peters, 2009, p. 36). Can you
integrate global perspectives in your curriculum?
- Telecollaborative Projects
- What is your classroom missing?
- An Interpersonal Exchange with Russia from Serim and Koch, Netlearning
- An Interpersonal Exchange: Let's Talk About Race
- View "Because of My
Race or Color" Chart (you do not need to answer the questions; just
- I recently have been to two talks that were
about classrooms involved in discussions of race, ethnicity, and
culture. One framed the discussion around literature circles and books
from an ethnic perspective and the other was a social studies class
discussion about racism and oppression. Both were very diverse
classrooms in which students could discuss race without tokenism.
- Would it be possible to extend a discussion between two
classrooms, each of which might not be diverse in and of itself? One
key to the success of the two discussions was the rich relationships
and safe environment fostered by the teachers? Is that possible at a
- Internet Projects on the World Wide Web
- How to subscribe to blogs, podcasts, pages, etc.
- Locate several resources to which you might want to subscribe (at least one related to Educational Technology)
- Critical Information Literacy Overview/Review
- Remind me to put the PowerPoint on Moodle after class
- Scaffolding Critical Information Literacy
- In grade-level groups, think about what students at your
grade level can be expected to know about critical information literacy
- List at least two or three things
- Brainstorm ideas for an activity that might teach these things
- Group 1: Lisa, Sam, Jesse S.,
- Group 2: Natalie, Becky, Matt
- Group 3: Julie, Sarah, Liz, Cheryl
- Group 4: Amy, Stephanie, Mandy
- Group 5: Jess F., Teresa, Ashley
- Put it together
- If we put all our learning together, will students be able to
progress through school with a strong sense of critical infromation
- If not, what are we missing?
- Brainstorm Critical Information Literacy on the Web
- In groups based on the grade-levels you teach (primary,
intermediate, middle, high school), brainstorm age-appropriate topics
to explore in the format of the Nazis on the Web activity.
- Look for websites that you could use with one of those
- Each group should email to the class a list of at least
potential topics, a paragraph about one topic that was selected, and a
list of websites that provide a variety of perspectives on the topic.
- Telecollaborative Brainstorm:
- Think about your curriculum and think of 2 or 3 areas
that might benefit from a connection with other classes via the
- Brainstorm ideas for projects in that curricular area.
- Share with the class (note other students who might
have overlapping interests with whom you might develop a project
- Probably Next Time: Review of Introduction to Creating Web Pages
- Additional Web Page Creation Sources
- Probably Next Time: Using Your Loyola Web Space
to Student Personal Web Pages at Loyola
- Test out loading pages into your Web space
- Create a simple Web page (or use one you already
- Log in to your G:\ Drive and copy a file into the
- If you are on a Loyola computer, you can just copy to
the G:\ drive in My Computer
- If you are on a laptop, you will need to follow the directions
for accessing the G:\ drive from home on Windows or Mac
- Find your page online
- "username" should be your username (that you use to
login to WebAdvisor, Moodle, etc.)
- "foldername" should be the name of the folder you
put the file in on the server (if any)
- "filename.html" is the name of the file, which can
be omitted if the file name is index.html
This page was prepared by: David
M. Marcovitz, Ph.D.
Last updated: January 16, 2013
| School of