In your own words, define "technology."
"...a VoiceThread technology-integrated plan"
Associated TEKS
TEKS: §126.3. Technology Applications, Grades 3-5.
(6) Information acquisition. The student evaluates the acquired electronic information.
The student is expected to:
(A) apply critical analysis to resolve information conflicts and validate information;
(B) determine the success of strategies used to acquire electronic information; and
(C) determine the usefulness and appropriateness of digital information.
(7) Solving problems. The student uses appropriate computer-based productivity tools to
create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning
experiences;
(B) use appropriate software to express ideas and solve problems including the use of
word processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(C) use a variety of data types including text, graphics, digital audio, and video.
(8) Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects;
(B) use interactive technology environments, such as simulations, electronic science or
mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to
manipulate information; and
(C) participate with electronic communities as a learner, initiator, contributor, or mentor.
(11) Communication. The student delivers the product electronically in a variety of
media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy,
monitor display, Internet documents, and video; and
(B) use presentation software to communicate with specific audiences.
(6) Information acquisition. The student evaluates the acquired electronic information.
The student is expected to:
(A) apply critical analysis to resolve information conflicts and validate information;
(B) determine the success of strategies used to acquire electronic information; and
(C) determine the usefulness and appropriateness of digital information.
(7) Solving problems. The student uses appropriate computer-based productivity tools to
create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning
experiences;
(B) use appropriate software to express ideas and solve problems including the use of
word processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(C) use a variety of data types including text, graphics, digital audio, and video.
(8) Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects;
(B) use interactive technology environments, such as simulations, electronic science or
mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to
manipulate information; and
(C) participate with electronic communities as a learner, initiator, contributor, or mentor.
(11) Communication. The student delivers the product electronically in a variety of
media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy,
monitor display, Internet documents, and video; and
(B) use presentation software to communicate with specific audiences.
The Learner will use PowerPoint and VoiceThread to create a presentation on how technology has affected his or her life.
The Learner will participate with electronic communities and take virtual field trip to research various types of technology to compose its personal meaning.
Timeline for completion:
Week one - introduction to the essential question and general research
Week two- introduction to the unit questions and more specific research. At this point students will form partnerships or teams to complete the assignment. Each collaborative group will create blog to journal their research.
Week three - students begin to synthesize information and plan on their method of transmission.
Week four - students will begin to create production - film videos, write scripts, take photos, create powerpoints, etc.
Week five - students will schedule presentations in class. Last blog posting will reflect on knowledge learned and experience gained. Students will also use a rubric provided by the instructor to critique each other's projects.
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