Hi, y'all --

Before we get started, as always, please submit your attendance/acknowledgement message using the following format, remembering that the message must come in today to receive credit.  :-)

Subject line:  LIS 557 - May 17 (Day Four) Attendance Acknowledgement
In message:  Please let me know when your last day at school will be, and when the last day with students will be.   :-)

Remember, these attendance messages have been known to affect final grades.  Perfect attendance could bump a borderline grade up to the next level, not that I anticipate that any of you will need to be bumped up.  :-)

Question -- how many different subject lines do you think I received for the above message on Wednesday?  :-(  Suggestion -- what about using copy and paste to make sure the subject line is correct?  :-)  

We are now moving (in our text) from setting the stage into considering software available for use in classrooms, along with principles and strategies for their use. This week we are looking at instructional software. Although there are many different types of programs that can be used for instructional purposes, today we are just looking at those software programs that our text defines as instructional software. We are NOT looking at programs such as Word, Excel, PowerPoint, FrontPage, Inspiration, etc. We will get to these other types of software in future chapters.  And, as always, please consider how this will relate to you as a school librarian. You will have to have a much broader vision than classroom teachers, because they can concentrate on their own classes and students, whereas you are working with many different teachers at many different levels in many different subjects.  Doesn't that make your position more exciting because you have an opportunity to work with all of these?  :-)

Just a thought and question -- how would you define the role of collaboration between teachers and school librarians? Perhaps the Resource Guides that y'all will be developing can promote that? Please consider this collaborative role and how your explorations and activities in this class might provide suggestions and resources to promote this collaboration.  I've heard from folks who have taken the certification test that there are several questions about collaboration.   :-)

Finally, please consider, as we go through this and future chapters in the text, relationships with the first two 'setting the stage' chapters. Feel free to look back at the preceding chapters and to see how all this fits together. :-)

So let's begin... :-)

ADMINISTRIVIA

4a-1
Did you notice that a new item has been added to the left menu on eCollege?  It contains links to a couple of resources that might come in handy now, and othrs will be added throughout the semester.  Using DocSharing, where y'all can download these course resources is fine -- but it makes quick reference difficult.  Sure we can print things out and put them in a notebook, but what if we are somewhere away from home and school, and just want to look up something -- I get frustrated when I have to continually download items and open them in order to just get a quick reminder.

So, we will have this Resource link with a variety of items in there.  Currently there is info about finding articles for abstracts, and also info about how your abstracts will be evaluated at the end of the semester -- thought it might help to have now, when you're writing your abstracts?  :-)  And did y'all remember to check the syllabus and note that Abstract 1 is due today?  :-)

This will also be the place where project information and other checksheets and rubrics will be housed. One that we will be using on Friday is already there, and more will be coming, down the road.  So stay tuned, as the saying goes.  :-)

4a-2
I had asked y'all to please be sure that you cc'd all class-related messages to me.  Well, as some of you have noticed, there is no cc line in the mail on eCollege.  So when using eCollege mail, just add me to the list or recipients, please.  :-)

REVIEW

4r-1
Yes, that was quite a chapter yesterday -- and a great introduction to the idea of integration, which, as some of you pointed out, is the focus of this class.  Many concepts will be coming up again.  The discussions of directed and constructivist teaching will be brought up throughout the semester -- did you notice the references to them in today's chapter?  :-)

4r-2
The Funderstanding site is a nice succinct review, isn't it?  When I teach this course for people who are getting their certification after changing careers (via the alternative certification route), it's always interesting to see how many have never heard of these concepts -- somehow it's hard to imagine.  :-)    As was suggested, we generally do not teach from only one perspective -- we may use both directed and constructivist elements in our teaching. Although some lessons may call for one method over the other, it is possible (sometimes preferable?) to mix these approaches. And that holds true of all the theories and approaches presented at Funderstanding.   Don't we pick and choose our teaching methods based on the content, the students and ourselves, and the interaction among all of these?   :-)

4r-3
Good job with finding and describing the Relative Advantage of using technology in lesson plans from the text's DVD and/or from the web. And yes, this could be a way to get some technology (or access to it) for classrooms and possibly the library, by explaining how the integration of technology will increase student performance and/or understanding.  Conversely, of course, there are some lessons where technology might not provide a relative advantage -- it's all about using the tools that will promote teaching and learning in a way to maximize student learning.  :-)   Perhaps it will help people understand when we want to use technology, if they realize that we are using the technology because of the Relative Advantage, and that if there were none we might not use it.  :-)

4r-4
Great job on the Webliography activity -- despite the frustrations of not being able to edit.  Unfortunately, I've found no way to transfer the items into another program -- into bookmarks, for example.  However, there is a work-around.  I highlighted the Webliography items, copied them and then pasted into Word.  This could then be saved as a document where all the links are clickable.  Suggestion, though -- be sure to set your page to landscape before pasting.  :-)

TODAY

4-1
Chapter 3 begins Part II of our text. Today we are looking at what has been considered the traditional use of computers in the classroom and also at how this has changed somewhat. Much of the chapter is related to the effective use of CAI (Computer Assisted Instruction), ILSs (Integrated Learning Systems), and techniques and considerations for evaluating and selecting instructional software.

The chapter starts out with a Technology Integration Example -- a three week lesson in a science class. Please note what is done in each of the five phases, and think about procedure might apply to something you teach, or would like to teach or might teach.  Do you see how everything actually grew out of and hinged on the Relative Advantage?  It even led to him getting an extra computer for his room!!  :-)   BTW, did you notice the references to TM?  It took me awhile to realize that TM is Teacher's Manual.  :-)

On page 76-7, note the discussion of terminology -- what are some other terms that might be used to refer to CAI? Beginning on page77, did you notice the description of the types of CAI and the learning theory connections?   How many times do you see references to Gagne?  :-)   Figure 3.1 has a great summary of what Roblyer refers to as the five function/examples, but what have also been described as types of CAI.  (So if you are ever asked to list the types of CAI, these five are what you would list -- on a midterm or other type of test, etc.)  And did you notice that Figure 3.2 ties these to the directed and constructivist discussions from the previous chapter?  Note that Figure 3.10 (on page 107) expands upon this.    :-)  

Did you notice that throughout the chapter, each function/type is presented with its definition and characteristics, software selection criteria, benefits, limitations and problems, and specific integration strategies?  What about the six Technology Integration Idea boxes? What ideas do these suggest that might be adapted for your subject and level, and integrated into your curriculum? :-)   Do you see any specific software that might fit your teaching field?  If so, be sure to record the information so that you will remember it for your Resource Guide.  :-)

On pages 100-106, what do you think of the description of how the delivery method of ILSs has been changing? Have you ever been in a school setting (as student, teacher, or other) in which an ILS was being used? Roblyer suggests that there are both directed and constructivist applications for ILS's -- which have you experienced? How would you describe the connection between the ILS and curriculum? There has been much criticism of ILS's. Do you feel it is deserved?

The final section of the chapter -- "Evaluating and Selecting Instructional Software" -- is considered by some to be a key to the effective integration of technology into the schools. NOTE the 4-step approach to courseware evaluation, as described on page 108. Are you surprised by the 4th step? Note the evaluation criteria and checklists beginning on page 109. Who, in your district, is responsible for buying software or recommending programs for purchase? How might you get involved? :-)

On pages 114-115, review the five TIP Model scenarios. How do these contribute to the chapter and your understanding of the concepts for this week? How would you answer the questions under each scenario? Nothing to submit now, but check below. :-)

NOTE: Nothing is to be submitted for this section. These are ideas to guide your review of the chapter, and your other activities for this week. :-)

4-2
Select and view at least one of this chapter's "Clips from the Classroom" listed on page 114.  Which did you select, why, and what did you think of it?  What relevance does it have to you as an educator.  Several of you have reported viewing multiple clips.  They do provide a good connection between theory and practice, don't they?  Remember that you are not just looking for yourself -- you are viewing everything this semester in light of how it will assist you, the school librarian, in working with the teachers in your building.    :-)

Please also check out the other online resources for this chapter. What do you find of interest?  How do these materials relate to the chapter?  What do you think of the interactive summary?  :-)

Nothing is to be submitted for this at this time -- see activity 4-5.

4-3
What is the connection between instructional software and lesson planning?  Think back to the beginning of the chapter, to the story about Mr. Leroy's science class.  That was a great example of how to develop and implementing a lesson plan that integrates technology into the curriculum, but there are other ways to find lesson plans that might inspire us.  NOTE, though, that a lesson plan should never be taken from the Internet, a book, or elsewhere and copied exactly, without considering, and making appropriate adaptations for, your specific students' learning styles, your teaching style, and your curriculum, for starters.  :-)

Yesterday, with your Webliography postings, you demonstrated that there is a wealth of lesson plans on the Internet.  We will continue exploring online resources throughout the semester, as y'all develop your Resource Guides (more about that later).  PLEASE always remember, though, no matter how great a lesson folks find on the Internet, it needs to meet certain criteria related to curriculum/content and students.  What other criteria might be considered?   Just something to think about as you are finding resources for your teachers -- finding the resources is just part of the job -- sharing and promoting the effective use of these is something that will come later.    :-)

4-4
On page 101 in the text, did you notice the Top Ten Integration Strategies for Instructional Software?  Which 2 of the top 10 are of most interest to you, and why?  Visit the web sites at each of the items you select.  (Note that a couple of items actually have 2 web sites, but these count as one.)  How do the programs you explored relate to the other information in the chapter?  How do they increase your understanding of the chapter?  :-)   Who might use this information and how?  How does it affect you as an educator -- as a teacher and as a librarian? 

Nothing is to be submitted for this activity (4-4), at this time -- but you will need the information you find for the next activity.  :-) 

4-5
Now, after reviewing the chapter and related items, please go to the Discussion link, under May 17 - D4, to share your ideas with your classmates.  Guidelines for your activities are provided at that link, and are also included here.  :-)

First paragraph about the readings in the text, and what you found the most interesting and significant there. Please address some of the questions/issues mentioned in 4-1, including which of the chapter end scenarios you felt was most important or relevant to you, and how you would respond to the questions for that scenario.  Then skip a line.

Second paragraph about the video clip(s) you viewed for this chapter.  Which did you select, why, and what did you think of it?  What relevance does it have to you as an educator. How does it support concepts in the chapter?  Then skip a line.

Third paragraph about the integration strategies in the Top Ten list (p. 101).  Which do you feel would be the most helpful to you and your teachers and why?  If you had to pick one 'favorite', what would it be and why?   :-)  Then skip a line.

Fourth paragraph sums it all up and puts it all together, showing how all of the above may contribute to successful/effective teaching and learning, leading to increased student achievement.      :-)

After you have posted your thoughts (see above) and at least three other people have posted, post a multi-paragraph value-added response to at least one of your classmates, remembering to address the person to whom you are speaking by name -- putting the person's first name at the start of your response.

4-6
As you may have noticed, everyone is now on the class picture page.  Today you'll be using your picture on the class picture page for this activity.  :-)

Actually this includes two distinct steps -- downloading an image (your picture) from the web and then uploading it into your web space so it will automatically link to your web page. NOTE that downloading refers to bringing things DOWN to your computer, and uploading refers to moving things from your computer UP into web space.  Actually, that's a simplified definition that works for our class -- the key is to know which is uploading and which is downloading, to help you talk with tech (and other) folks.  :-)

So here's how to do it:

1. Create a folder on the desktop of your computer (using a right click); name it 'download' or something that makes sense to you -- this will make it easier for you to find your file.
2. Go into our class on eCollege.
3. Click on the Class Picture Page link in the vertical menu at the left.
4. Put your mouse in the middle of your picture, right click, & select the option to --SAVE IMAGE AS...; (if on a Mac, hold your mouse button down, and choose the similar option).  NOTE that the wording may be somewhat different, based on the platform (Mac or Windows) and the browser (Firefox, Internet Explorer, Safari, etc.) being used.
5. In the SAVE dialog box, save to the folder you created -- cBUT be sure to change the filename to me.gif -- before you click on SAVE. Saving with the right filename is extremely important.  so be sure that your filename is me.gif
6. Go to [this is where a clickable URL to our WebPub was in the assignment] and put your student ID and PIN in the appropriate boxes, as you did when you uploaded your index.html file. If you click on the link above, the site will open in a new window, so you will not lose this one.  :-)
7. Upload your me.gif file just the same way you uploaded your index.html file.
8. Close your upload browser window, to get back to our class on eCollege.
9. Click on the Class Member Home Pages link at the left on eCollege, and then on your name.  Your picture will be on your page. 
10. If your picture does not appear, it may mean that you did not use me.gif for the filename when you uploaded your picture, or that you mis-typed the image tag when you originally typed your index.html page.  If you need to correct your page, do so on the copy on your computer, and then upload your file again.

SUGGESTION -- Keep a copy of your index.html file in that same folder, so that it is easily found when you need to make changes.  :-)

4-7
As mentioned above, this semester you will be creating a Resource Guide.  Information about this, along with a template that you will be using, is available in the RESOURCES section at the bottom of the list of items in the menu at the left. Some of your explorations in today's activities may even contribute to your Resource Guides.  Please review the info in preparation for Friday's activities.  :-)

4-8
As always, after completing all activities, please send me a reflection telling me how things went, how they relate to the course objectives and to you  personally and/or professionally.  Feel free to share other info -- I do enjoy reading and learning from y'all. 

I expect to be online from 9-10 tonight, with the my online office chat room open -- however, my dad is returning from Boston tonight, which may interrupt my plans. He's 91 and legally blind, and my brother had taken him to Boston where one of Dad's former residents here at University Hospitals in Cleveland is retiring as the dean of Harvard Medical School.  Additionally, he went to visit with the headmaster at Boston Latin School, where he graduated from high school 74 years ago or so.  I have a funny feeling that he will be exhausted, but probably will have oodles of news to share.  :-)

I'll try to be online much of tomorrow, so if you need assistance, drop me an e-mail.   :-)

Enjoy, y'all... :-)