Week+3+-+Harris+&+Hofer+Activity+Types

**Instructional Planning Activity Types Chart**
//**Make sure you have read the article for this week by Harris and Hofer! For this assignment you will think about an activity that you do in your class and consider some technologies that may support that activity in a different way based on your TPACK understanding. Some examples are provided below in different styles, you can decide how you will enter your contribution to the knowledge being constructed in the chart!**//

Click on the ** EDIT THIS PAGE ** to get started...remember to click ** SAVE **when you are finished! Revist this page to see what others have contributed! If all the rows have been used, click in the last row and then click on the table icon. Then, choose **Row**, **Add Row**, **Add below** to add another row for your entry. historical timeline || In the past my students have had to present the important/sginificant elements of a literary time period. They have had to create a variety of visual elements to create interest for their classmates and to presen the details. I would like my students to take a more technology centered focus this year, researching the time periods via the internet and web based research methods, creating a presentation via video technology, wikki spaces, or powerpoint. The presentation of their time period can be in a big or small fashion - computer origin or handout. I will let them take the presentation in a creative fashion, so long as it accomplishes the goals and motivates their classmates to want to know more. || Google search, google documents, online discussion, wikkis, flip cameras and other video production technology - perhaps a voice thread, microsoft office - word, powerpoint, publisher. ||
 * **Participant Name** || **Activity Type** || **Brief Description** || **Possible Technologies** ||
 * Cheryl Ward || Listen to Audio || Students listen to recordings of speeches, music, radio broadcasts, oral histories, and lectures; digital or non-digital || Podcasts (“Great Speeches in History,” etc.), Audacity, Garageband, Odeo, Evoca, Podcast People ||
 * Teacher || Peer Feedback || In my class students give each other peer feedback on a writing project, but it would be great to do this electronically. || I may consider a wiki where they would post their writing and then others could comment sort of non private? Could use Google Docs and peers could comment using the comment option and it would be more private. ||
 * Annette Marino/Stanton Middle School || Math Game || Students would create a math review game on a particular unit including math concepts and vocabulary || Students could use smart powerpoint templates, puzzlemaker to design their game, as well as, Google Docs and/or Wiki to communicate with their group members sharing ideas and editing their work ||
 * Tina Norris/Coventry || View Presentation || Parents (my audience) view a presentation designed to educate them about the set up of the school, procedures and the type of experience they can expect for thier child in an orientation style gathering. || iMovie, Voice Thread to incorporate student perspectives, Power Point, Digital Imaging ||
 * Jill/Firestone || History Review || Students will collectively identify the key people, events, things, etc. from a unit of study( i.e. WWI, Industrialization, the Renaissance). The students then create the review for the unit assessment. || Students could use a voicethread or a wiki page to collectively identify the key people, events, etc. Then, individual students or small groups could create wordles for each individual person, event, etc that identify key aspects of the topic. The wordles could be shared in class as review. ||
 * Courtney/Claymont || Create a Film || Students could create a documentary about arecent environmental issue, one of the planets, a type of renewable energysource or a famous scientist. These are all projects I have done this pastyear. I think that having students make a video about these topics would reallyenhance their learning and the end result. || MovieMaker, Photostory, VideoPad Video Editor, iMovie if Mac computers are available ||
 * Coy/Buckeye Local || Generate Questions || Students can develop questions about a content or an aspects of a lesson. This would be a great way to communicate with the teacher. Also it will enable the student's to be active in learning. || Wikis, Word, Google Docs, voicethread could be used as well. ||
 * Chris/Firestone || Video Analysis || Students will use a flip camera to document a simple every day activity involving physics. If this is done at the beginning of the year, the students will focus on motion and projectiles. Using a computer/monitor/TV, students will place a piece of saran wrap over the screen and analyze the video using equations discussed during the lesson. || Flip cameras, powerpoint, excel, word, video editor, movie maker/proshow (DVD creator), calculators ||
 * Jenny/Firestone || Generate Questions || Students will generate muli-faceted AP Calculu style questions after each chapter. Questions must require solutions to be found by hand, on a graph, on a table, and involve writing and explanation. Students can then trade questions and grade their peers' responses. This will be a rich review in preparation for the AP test. || Google docs, wikis, and voicethread can be used. Wordles can also be used to help students see the most important parts of the questions ||
 * Heather/Claymont || Create a video || My students have watched several dvds, you tube videos etc.. describing DNA Replication so I would assign them the project of coming up with their own video description. They could create a song, dance, rap, talk show,claymation, power point, etc... What ever they could create to describe and show the process. || video camera, flip camera, digital camera, powerpoint, wordles, moviemaker, video editor ||
 * Walt / Ellet || Artifact based inquiry || using physical and visual/digital examples guide students on an inquiry based activity to decover the content knowledge || Elmo and projector to show actual physical artifacts, combo with powerpone, moviemaker, safari, and word docs for student assignment ||
 * Gina L./Ellet ||  || Comment on Walt's above entry: Do we already have Elmo's in our building? I would like to use one in the same way you mentioned in my history classes (I have some really cool primary source documents that I would love to project to share & discuss) ||   ||
 * Ruth/Cambridge || Create a Presentation || Students will research either a college of their choice or a job/career they would like to pursue. They will create a presentation outlining why they would pursue this field or college. It is alittle like creating a commercial trying to promote their interest. It will be presented to the class. A base rubric was established to guide students on what skills are being evaluated. things like must include a chart, clipart, transitions. etc. || Presentation Software, projectors/smartboard. Internet access. photoshop, digital cameras. Students are encouraged to be as creative as possible. May consider using the voice threads as a way of sharing thier projects. Also may try to incorporate wikispaces. ||
 * Kelsi/Claymont || Create a Cartoon || For a lesson on lab safety and lab equipment, the students can create a cartoon. This will include at least 15 lab safety rules, and a presassigned lab equipment. They will add text in thought bubbles or voice to explain what is happening. They will then present them in class. We could have an Emmy ceremony for the best in different categories and post them on the class website. The winners can be printed and posted around for the room for the rest of the year. || There are several options for creating cartoons on the web (some are free, some require a small fee, or you can get a free trial)- Pixton for Schools, Pikikids, Comiqs, Toondo and Go Animate! I really think kids would LOVE this!! ||
 * Emily/Ellet || Conduct an Interview || Students would conduct interviews on a given theme/topic to help generate ideas/direct further research/etc. Students could record interviews for their propaganda projects (where they have to pick a target group for their chosen product); before their debates or research papers (to get an idea of what kind of arguments are out there); during our discussion about oral traditions (they could interview a family member about a family story often told); when practicing job skills (one would take role of interviewer, the other as interviewee; etc. || Imovie, Movie Maker, digital camera, Ipod,etc, Could then post them to YouTube or more scholastic website? ||
 * Ron/Buckeye Local || Data Based Inquiry || Students would access online data sources, such as Census Data. The would pick a region and analyze data regarding that region. Compiling results into tables, charts, and graphs, students would make use of knowledge about statistical analysis to compile a report. Students would then create a presentation using the medium of their choice advising an audience of the pros and cons of living in the area of their designation. || iMovie, Online Census Data, Google Docs, Microsoft Office, Apple Numbers, Keynote, Video Camera, iPads, Netbooks ||
 * Megan/Ellet || Math Review || Students could create end of unit games and activities to help their classmates review the concepts they have learned. || Power Point games including jeopardy and other game templates that can be found on the web, blogging, puzzlemaker, google docs ||
 * Gina L./Ellet || Listen to audio || Students could listen to historical recordings by primary sources (speeches, newscasts, oral histories, etc.) || Podcast.com, iTunes, or Garageband ||
 * Scott / Claymont || Create a video || Students could create a short video, make a music video, rap, etc. on an element assigned to them from the periodic table. This tends to be a dry area and I think doing this would spruce it up. Students could record their video, song, rap, animation and present it to the rest of the class. || Flip camera, windows movie maker, Windows media player, itunes or imovie, movie maker, power point, etc... ||
 * Chaleen/Cambridge || create a virtual timeline || Students could each research a different part of DNA/genetic history. They would be responsible for finding out information about a specific person or major event using both hard text and information online. In many cases their are short videos available in which the actual person is being interviewed about a specific question or concept (Watson for example). The student would then be responsible for presenting the information in a video, powerpoint, etc. that we could link together in a timeline/map. Students would then be able to explore the other students' work and be given key points to examine in both. || power point, video camera, movie maker, netbooks,goggle, wikis (not sure of the best format to display their work yet)- possibly create a webpage with this information and links that is part of the class webpage, google- websites, books and articles, iDNA website and DVD ||
 * MaryEllen/Buckeye || Document Local History || Students would agree upon a particular area of research into the history of our local area-Underground Railroad, for instance. They would then use technology to record videos of local spots from the underground railroad, interview local historians, create maps showing progression of slaves into and through the Underground Railroad System. My students are in need of an appreciation of the rich history that is directly around them. || video cameras, digital cameras, movie maker, voicethreads, google docs.imap builder or smartdraw. ||
 * David/Firestone || Create a video || Every year my students read a book called "Tears of a Tiger." It deals with a lot of social issues that the students face everyday like depression, family problems, relations, drinking and driving, and suicide. I would like the students to create awareness videos for the jr. high school in imovie or voicethread. This would allow the students at other schools to informed y their peers and for my students to make an impact to the next generation. This allows my students to be role models and helps them to feel as though they make a difference in this world. || imovie and voice thread are the 2 I am thinking about but a wiki page seems to be effective a ||
 * Cindy/Buckeye || Independent Reading || For the upcoming school year the English Department decided to begin an Independent Reading Course. The student will read 2 books independently for each of the four nine weeks, one chosen by one of the department teachers, the other, a book of the student's choice. The student will receive one credit if 8 books are read for the year in addition to some type of evaluation on the novel. As a department, we had discussed doing a quiz on the teacher choice book and a project on the book of the student's choice. || Online discussion groups,author websites, blogs or wikis to post entries after independent reading completed, digital movie trailers for books ||
 * Jennifer/Firestone || Create a presentation/
 * Dan/Cambridge || Field trip || I would like to create a virtual field trip of various civil war battles and then discuss and determine why the battles happenned where they did and why the outcome was what it was. The effect of certain issues such as topography, climate, etc. the students will deliver the lesson to the class using media || Google search, Google earth, powerpoint, ||
 * Fred/AkronPublic || Self Reflection and Assessment || Students collect items, assignments, projects, pictures, video, music, art work and papers (digital) to create a portfolio. They use the portfolio for reflecting on what they have learned, how they learn. || eportfolio.org, scanners, digital cameras and video cams, audacity, movie maker. ||
 * Jeff/Buckeye || Unit review || Students can reflect on a math unit and compile facts, etc that were learned in the unit to review for a unit test. || Online discussion using Wikis, blogs or other posts so they can see what they have learned and compare it to other students to make sure they have complete understanding of the unit. ||
 * Bob/Firestone || Welcome to the school || Staff members will put together a list of rules, procedures and expectations to be viewed by new staff members. These short videos will be used to inservice the new staff members to the climate and culture at FHS. || Voicethreads, Videos, Flipcam and Youtube ||
 * Jana/Cambridge HS || Poetry anthology/reading presentations || Students will collect and share their favorite poems and collections of verse. The students could record the poem or an excerpt of the poem and share it within the voice thread. Wikis would be a great 'real-time' way to share thoughts about poems and if the students didn't have a computer at home, they could use one from the lab in my room(thanks to the grant). || Wikis and Voicethreads would be two ways to utilize technology within the subject of poetry. Because sound is such an important element of poetry the voice thread would be a particularly effective tool. Studetns could narrate the poems themsevles or have someone else speak it. Wikis would be a cool nonthreatening way to share ideas about poems. ||
 * Kevin/Cambridge HS || Geometry Lesson || Students will be able to compare and contrast the differences of the properties of quadrilaterals. || Power point, google docs,wikis ||