Susan Jane Reneau 1 Instructional Technology Portfolio A ... · Susan Jane Reneau 5...

Susan Jane Reneau 1

Instructional Technology Portfolio

A Portfolio

Presented to the

Department of Instructional Technology

and Telecommunications

Western Illinois University

In Partial Fulfillment

Of the Requirements for the Degree

Master of Science

By

Susan Jane Harper Reneau

May 15, 2005

Susan Jane Reneau 2

Table of Contents Title Page Approval Page…………………………………………………………………………...iv Acknowledgements……………………………………………………………………... v Oral Defense Outline…………………………………………………………………......1 Personal Reflections……………………………………………………………….……..6

Background…………………………………………………………………...….6 Coursework Highlights and annotations……...……………………………….....7 Progress and Professional Development………………………………..………..11 New Knowledge and Skills…………………………………………………...….12 Suggestions for the ITT Department……………………………….…….….…...12

Reflections of ITT Experience………………………………………….….…….13 Project Items Annotations………………………..……………………………………....14

Project Annotation #1: Hyperstudio Projects for Third Graders…………….…..15 Project Annotation #2: Second Grade Story Retelling from the Internet….…….20 Project Annotation #3: Second Grade Kid Pix Introduction….………...……….26 Project Annotation #4: Fourth Grade Powerpoint Presentations……...………....32 Project Annotation #5: Spreadsheet for Student Logins…………..……….……30 Project Annotation #6: Art Car………………………………………….....…….38 Project Annotation #7: Web Pages for Customers………………..……….…….43 Project Annotation #8: Movies and PowerPoint Presentations………....……….45 Project Annotation #9: Discussion Board……………….………………………47

Closing Reflections………………………………….…….……………………...……..51 Conclusions……………………………………………………………...………………52

References…………………………………………………….……………………...….53 Appendices……………………………………………………….……………………...54 Appendix A: Project #1-Hyperstudio Projects for Third Graders……..………………..55

Appendix B: Project #1-Hyperstudio Lesson Plan………………………..………….....56

Appendix C: Project #2-Second Grade Story Retelling Sample………………………..58

Susan Jane Reneau 3

Appendix D: Project #2-Second Grade Story Lesson plan….………………………….59

Appendix E: Project #3-Second Grade Kid Pix Sample……………………………..…62

Appendix F: Project #3-Second Grade Kid Pix Lesson Plan…………………………...63

Appendix G: Project #4-Fourth Grade PowerPoint Presentation Sample……...……….65

Appendix H: Project #4-Fourth Grade PowerPoint Presentation Lesson Plan……….…67

Appendix I: Project #5-Spreadsheet for Student Logins…………………….………….69

Appendix J: Project #6-Art Car Sample…………………………………...…………...70

Appendix K: Project #6-Art Car Lesson Plan………………………………...……...….71

Appendix L: Project #7-Web Page Sample……………………………………..………73

Appendix M: Project #8-Movie and PowerPoint Sample…….……………….....……...74

Appendix N: Project #9-Discussion Board…………………………………….………..75

Resume………..…………………………………………………….…………………...76

Read Me File……………………………………………………………………...…..…78

Defense Presentation…………………………………………………………….………79

Susan Jane Reneau 4

Approval Page

This portfolio by Susan Jane Harper Reneau is accepted in its present form by the Department of Instructional Technology and Telecommunications of Western Illinois University as satisfying the portfolio requirements for the Master of Science Degree.

_____________________________ Portfolio Advisor/Committee Chair

_____________________________

Member, Portfolio Committee _____________ Date

Susan Jane Reneau 5

Acknowledgements

I would like to acknowledge my graduate committee members, Dr. L. Hemphill and Dr.

B. Harris for their help with the completion of my graduate studies. I would like to thank

Western Illinois University for providing innovative, creative, and exceptional

technology courses.

Oral Defense Outline

Reflections of ITT Experience

• Prior technology experiences

• Goals for entering the program

• ITT courses that helped reach the goals

• Progress and Professional Development

• New Knowledge and Skills

Course Annotations

Suggestions for the ITT Department

Annotated Projects

Project One: Hyperstudio Projects for Third Graders

• Project description

• Intended audience

• Intended purpose

• Design process

• Software used

• Related courses

• Appendix Items: Appendix A- Hyperstudio Artifacts

Susan Jane Reneau 6

Appendix B- Lesson Plan Project Two: Second grade Story Retelling from the Internet




• Design process

• Software used

• Related courses

• Appendix Items: Appendix C- Artifacts

Appendix D- Lesson Plan

Project Three: Second Grade Kid Pix Introduction




• Design process

• Software used

• Related courses

• Appendix Items: Appendix E- Kid Pix Artifacts

Appendix F- Lesson Plan

Susan Jane Reneau 7

Project Four: Fourth Grade Powerpoint Presentations




• Design process

• Software used

• Related courses

• Appendix Items: Appendix G- Student Artifacts

Appendix H- Lesson Plan

Project Five: Spreadsheet for Student Logins




• Design process

• Software used

• Related courses

• Appendix Item: Appendix I-Spreadsheet Artifact

Project Six: Art Car




• Design process

• Software used

Susan Jane Reneau 8

• Related courses

• Appendix Items: Appendix J-Art Car Artifacts

Appendix K-Lesson Plan

Project Seven: Web pages




• Design process

• Software used

• Related courses

• Appendix Item: Appendix L-Web Page Artifact

Project Eight: Movies and Powerpoint Presentations




• Design process

• Software used

• Related courses

• Appendix Item: Appendix M-Movies and Powerpoint Artifacts

Project Nine: Discussion Board


Susan Jane Reneau 9



• Design process

• Software used

• Related courses

• Appendix Items: Appendix N-Discussion Board Artifact

Closing Reflections

Conclusions

Susan Jane Reneau 10

Personal Reflections

Prior Technology Background

When I was a girl, my Dad began to teach me mechanical and industrial skills. I

did not know how long to marinate a steak, but I could change spark plugs, adjust points,

and renew the Freon (now Puron) in an air conditioner. I learned to drive a tractor before

I learned to ride a bicycle. When I was a teenager, I resented that work, but now that I am

an adult, I can’t thank him enough. I have sung ever since I can remember, and I have

made three forgettable recordings. I owned a singing telegram business for twenty years.

I earned a full educational academic scholarship to the University of Illinois. I

married, traveled when my husband was in the army, and began teaching in Table Grove,

near Macomb, Illinois. I have a son Matt, who just graduated from high school and will

be entering college in the fall. My husband and I both commute to Peoria, Illinois every

day.

In 1986, I taught elementary music in a large central Illinois school district. I

enjoyed it very much, but I had a difficult time dealing with paperwork, such as

instrument and music inventory, permission forms, personal student information,

fundraising, and informational letters. I had noticed that a social studies coworker had

been using a machine to teach some of his students how to make a turtle move around


and make designs. It was just a toy, I thought. He suggested that I could use it to help

with the music office work. I gave him the weirdest look I could, and said that I wasn’t

vaguely interested. He badgered me into coming into his room, and he showed me some

items that looked like square five inch brown greeting cards-------floppy disks. After ten

minutes, I was hooked on the Apple 11E. I experimented, took workshops, and I sweet-

talked the school board into starting an Apple lab. I began to teach half-time music and

half time technology. I was in heaven. I found out about something called the Internet.

The lab was a block and a half from the phone box in the boiler room. I convinced my

husband to go down into the awful crawlspace of that school, and run the phone line for a

2400 connection. We were now in the technology groove. When I asked for a raise to

continue to get all of the staff and administration on board, I was told a flat ‘no’. I was

offered a job doing the same thing for $10,000 more per year. I accepted. I did not know

until about a year ago, that, after I left, the board could not find anyone to take my spot,

so the computers were piled into a storage room and the students did not have computers

for five years. That was a very sad moment for me. I now teach in a Windows lab with a

connecting music room next door. I teach first through fourth grades, do staff

development, repair and maintain PCs, and continue to take classes in technology.

Coursework Highlights

ITT 500, Preseminar, was valuable because it provided an overview of the ITT

department, current faculty members, and the demands of the graduate programs at WIU.

Dr. H. Hemphill and Dr. B. Harris were forthright in their descriptions of the

requirements of the ITT approach. Presentations were given that explored the


possibilities for each of the different approaches to the program, such as a thesis or

portfolio option.

I took ITT 503, Microcomputer Applications in Instructional Technology, at the

John Deere Center. Dr. Ward was so kind to me. The weekend classes introduced us to

word processing, databases, and simple spreadsheets. As with all computer activities, we

had several initial setup problems, which gave us educators a taste of what probably

would occur in our own teaching situations. We made simple Hyperstudio stacks,

manipulated images, and did some simple multimedia samples. We were unable to

access the Internet for a whole afternoon, because the Lan was down.

ITT 505, Foundations of Instructional Technology provided me with an

introduction to instructional technology. It required a great deal of reading and writing,

but that provided a basis and discipline for my work in instructional technology in my

classroom. The course made me rethink my choice of teaching methods and learning

strategies. Through research and coursework, I developed an understanding of what is

required to develop strong techniques in preparing for an instructional project.

ITT 510, Principles of Instructional Design, provided the next step in my

understanding of instructional design. Dr. Harris made me rewrite so many papers in, that

I could now do that in my sleep. He made me realize that taking the time to plan first

saves time later. The techniques and processes associated with step-by-step analysis of

successful teaching strategies helped me become more thoughtful and organized. Doing

research on prominent written models provided schematics and charts to use in my own

teaching situation.


ITT 515, Telecommunications and Distance Learning, introduced me to the

challenges of finding facile, appropriate ways of designing distance learning courses and

choosing what applications to use for broadcasting the courses. We studied Blackboard,

Cait, and Video conferencing. We learned to use the Elmo and how to communicate

visually with students in other places at the same time. Again, the struggles of this

process were valuable in what I have planned in my own situation. Being able to be

flexible, tolerant, and available to distance students was what I learned in this course.

ITT 516, Internet Resources for Education and Training, brought the Internet and

its advantages and disadvantages into focus for me. I learned to use email as a learning

tool. I learned that there are many knowledgeable women in distance education, whom I

still do online research on to see what’s new and challenging. In ITT 516, I discovered

how to incorporate WebQuests and Internet workshops in some of my lessons. Through

the readings, I learned how to use the Internet as a tool in elementary education. I had the

opportunity to practice my Webpage design skills.

I have written three grants. Two were successful and one was not successful. I

was just winging it until I took ITT 525, Grant Writing Basics. The workbook was well

written. It gave examples of how to incorporate the writing steps with samples. The

accompanying CD provided a systematic learning scheme to get my ideas of how to write

proposals in line with what the offering organization wanted. This class was important

because it helped me bring clarity and reasoning to my proposals.

ITT 529, Integration of Computer-Based Technology in Schools, many of the

previous classes I have taken came together. I became better at giving advice to

classroom teachers on how to integrate technology activities in spaces with just one or


two computers. I became competent at selecting hardware and software that fit into

Illinois’ learning standards. I learned to produce lessons that were applicable to my

students not just presentations full of bells and whistles. It was easier to let go and have

my students bring their real world experiences into new lessons.

ITT 535, Photographic Applications in Education and Training, took me from a

novice family photographer to someone who could use a 35-millimeter camera to take

effective color and black and white photographs. I overcame my fear of the chemical

smells and the darkroom to develop film and pictures. Dr. Lantz was very exacting in his

expectations for our project outcomes. His expertise crossed over the lines of cutting

edge technology into old photographic equipment and carousel slide projectors.

In ITT 536, Video Production for Multimedia, I was presented with correct

lighting, editing, presentation, and subject material for video production. I was carefully

taught about camera and tripod selection, video editing software, transitions, text, clips,

and audio insertion techniques. Many of the other students were experts in this field, so I

readily took their lead and advice. It was helpful to have experts come into the summer

class to offer experience and tips on creating real video projects.

I would have to value the course ITT 538, Imaging Technology, taught by Tracy

Snowman as life changing. Up until then, I wanted to learn how to manipulate digital

images, but I did not have any software to use that was sufficient. She showed me the

magic of Photoshop and how to tweak digital cameras and scanners to produce art. Using

Photoshop and Image Ready I can communicate, teach, and solve problems more

effectively. Before I took Mrs. Snowman’s class, I thought a scanner was for health

issues. My husband loves puzzles, but often, he somehow loses pieces. I can take the


puzzle box, scan it, change the graphic to the right size, and put it in the puzzle. It is

difficult to see the scanned one.

Mrs. Snowman was patient, demanding, firm, and kind in helping me, a

beginner basically, become efficient at picture manipulation. I had only had experience

with cheap, flimsy picture software before Photoshop. I now consider myself a graphics

and image enhancer. Mrs. Snowman gave me the desire to work with image compression,

GIF slicing, picture styles, and detailed photo manipulation.

An inexperienced graduate student was the instructor for ITT 540, Interactive

Multimedia Development. We were given a student sample of Director and an interactive

workbook. This was very difficult for me to complete because I felt the instructor was

more interested in describing his troubles and his work rather than helping me learn the

basics of this important application.

ITT 545, Instructional Web Development, gave me more skills in html

development. We used a set of Web production CD’s which provided the study

materials. I learned to design an effective, fast loading site. I was given advice on how to

place graphics, text, blank space, scroll bars, and banners. I learned to be selective in

adding animations and sounds. Proper copyright issues were addressed. It would have

been an advantage to have learned how to add commercial CGI’s that involved the

exchange of credit and debit cards to conduct business on the Internet, but this was not

brought up.

I signed up for ITT 565, Management of Instructional Technology without

knowing exactly what instructional technology management was. Now, the skills I

learned in that class are required for advancement in most school districts and technology


savvy corporations. Instructional project design, planning, rubrics, committee procedures,

flowcharts, group management, assessment, and evaluation are part of my mental toolkit

that I take into my workplace every day.

Progress and Professional Development

When I started at Western Illinois University, I was a music person. I earned a

Master’s Degree in Education. I now have exceptional background knowledge which was

greatly improved in Internet lessons for elementary aged children (Thornburg 1996), web

design and html authoring (Fahey 1995) and e-learning education (Shackelford 2002). I

have taken many graduate level courses with an emphasis on telecommunications and

distance learning from universities around our country. My next two goals are to become

facile in video processing and to learn how to use Web video streaming for instruction.

New Knowledge and Skills

Since coming to Western Illinois University, I have gained enormous knowledge

about digital photo manipulation. I have gone from teaching my students the names of the

components of an Apple 11G, to using Internet Inquiry, WebQuests, and Internet

workshops. Because I am more confident in the ways technology can enhance learning,

my students and I benefit.

Suggestions for ITT Department

I have profited from every class in the ITT department, except for two. I will not

say which two, other than to say that the problem was probably on my end. I do not

appreciate being handed a workbook on sprites and being expected to work on the

difficult, unfamiliar assignments while the part-time instructor talked to the really smart

ones in the class, leaving the rest of us behind. The second class was an online class,


which I usually grasp and do well in. However, in this one, the woman had just earned

her PhD, in my opinion, was more concerned in becoming head of the department than in

the progress of the students. She was caustic, unsympathetic, and inconsistent. My

suggestion for hiring teachers is to make sure the applicants are good at inspiring

students, not just degreed authors.

Reflections of ITT Experience

Before taking technology classes at Western Illinois University in 1993, my

experiences had been using Apple and Macintosh systems. At first, I took classes because

Illinois requires teachers to continue to take graduate classes to keep a teaching

certificate. After taking Computer Math 408 G, I was awakened to the possibilities that

technology could be used as a great teaching tool for helping students learn in non-

traditional ways.

The ITT classes that helped me the most were ITT 510 Principles of Instructional

Design, ITT 538 Imaging Technology, and ITT 565 Management of Instructional

Technology. ITT 510 required me to become more organized and taught me to think

about how to design lessons that were appropriate and appealing, while still maintaining

my district standards. ITT 538 gave me the opportunity to learn how to manipulate

images and multimedia elements in dramatic ways. ITT 565 led me through the

procedures of business-like training, which helps me make clear decisions in my

classroom structure.


Annotated Projects


Project One: Hyperstudio Projects for Third Graders

From skills developed in ITT 503, Microcomputer Applications in Instructional

Technology, I was inspired to create this activity for third graders. In 503, I learned how

to develop Hyperstudio elements that were appropriate to use in an elementary school

setting. ITT 503 introduced me to the skills of teaching multimedia and hypermedia

using microcomputers. In this class, I learned how to make and save stacks, add sound,

create buttons, add transitions, and incorporate animation. I learned how to manipulate

graphics and to format fonts for effective presentations. I created this activity

independently for my job to demonstrate the skills I learned ITT 503, Microcomputer

Applications in Instructional Technology. I taught the students how to use Hyperstudio

from the information I learned in ITT 503. Dr. Ward insisted that we became facile in

the terminology required in technology education. Because technology is always

changing, she required us to be flexible in determining our classroom instruction and how

to enhance all different types of students in their learning styles. I started working on the

idea in October of 2004. The project is an introductory lesson for third graders to do a

Hyperstudio stack. The students worked on the components during the 2005 spring

semester. The project was initiated as a work assignment to combine third grade science

and technology objectives. The criteria for the third graders were: how to make a new

stack and save the new stack, add new cards to a saved stack, edit/add a new background

to cards, create text and graphic objects, change font styles and colors, change colors in

objects, make the cards link forward, backward, and home, and add appropriate

animation. I taught the students how to use Hyperstudio from the information I learned


in ITT 503. ITT 503 introduced me to the skills of teaching multimedia and hypermedia

using microcomputers. I developed the idea of using Hyperstudio cards to chronicle the

third grade student’s interest in animal characteristics, life, habitat, and computers. They

began by choosing the animal they wanted to chronicle, the formatting of their cards, and

how to activate the stack. The project was implemented to introduce third graders to

Hyperstudio components. The project’s audience is world wide as the projects are

online. This project was completed May 21, 2005.

The main purpose for teaching my third graders about Hyperstudio was to

introduce them to an interesting multimedia application, Hyperstudio. I wanted them to

learn how to publish original works through multimedia. These students had computer

experience with word processing. They had little knowledge of doing research, either

with printed material or online material. I wanted them to feel ownership of the work, so

they chose the subjects. The projects were overall, sound. I would like more time to work

with them, but the schedule does not support this. A reward for excellent work was a spot

on the school webpage.

I have a vision of empowering children in grades K-4 with the best technological

skills possible. Executing this vision requires constant planning and practice. For this

project, I was responsible for every aspect: measuring student comfort and ability with

the hardware/software setup (interviews, informal surveys), developing appropriate

lessons and sets, making sure that Hyperstudio worked consistently on the Lan,

developing measuring tools, predicting the success of the targeted third graders, and

making a timeline for project completion. I reviewed the students’ performance criteria


from second grade and used a checklist to compile the components of the project that

were important.

The main goal of teaching my third graders about Hyperstudio was to introduce

them to the publication of multimedia cards and stacks. This goal would fit into the

district’s technology plan regarding implementing technology into elementary

classrooms, effectively, and overcoming curriculum boundaries. The goal provides

technology, writing, reading, social studies, and science integration. The goal is

attainable for this grade level. The goal is open-ended. The goal addresses many learning

levels.

The targeted third graders, approximately sixty students, have had class computer

instruction for three years in word processing, tutorials, drill/practice, simulations,

Internet site mining, and painting. The classes either met once or twice per week. Five

per cent of this group has individual Illinois Educational Plans, so that lessons and

content will have to be adaptable for many different ability levels. It was up to me to be

sure that learning theory was planned as well as hardware and software.

When planning a technology project, it is important to know what the needs of the

learning group are in order to integrate media into the instructional process successfully.

I talked to the classroom teachers who worked with me to disclose the students’ social

and developmental levels motivation, knowledge level, and learning style.

I have had a few experiences teaching Hyperstudio. I used my observations of

those learners using this application to initiate the project with these third graders. As I

worked with the students, I informally interviewed them on their perception of

Hyperstudio’s advantages and disadvantages. I reviewed Hyperstudio and found it to be


appropriate to use for the age of the students and project specifications. The third grade

students were expected to:

• Make a new stack and save the new stack

• Add new cards to a saved stack

• Edit/add a new background to cards

• Create text and graphic objects

• Change font styles and colors

• Change colors in objects

• Make the cards link forward, back, and home

• Add animation, if appropriate

Their assessment was a self-evaluation checklist, which included the criteria of

meeting the required performance objectives. My checklist consisted of whether or not

learning expectations occurred before, during, and following the instruction, for example,

adding a link to a card.

At the beginning of each third grade computer class, I presented a demonstration

lesson on Hyperstudio, on a large television. Then the students had a question and answer

time with me. The students then had ‘hands on’ time on the computers.

Overall, the third grade students completed their projects successfully. They used reading, writing, social studies, science, and technology skills to create a global multimedia product. I presented the lessons and modeled for the participating third graders. From then on, I acted as a coach, spending time with each student as a reactive observer.


See Appendix A for a sample of the Hyperstudio project. See Appendix B for the Hyperstudio lesson plan.


Project Two: Second grade Story Retelling from the Internet ITT 516, Internet Resources for Education and Training, was the key course in

my development of a simple writing lesson for second graders using the Internet and the

Student Writing and Publishing Center. Ms. Ruben was very thorough in providing the

resources, availability for communications between student and instructor and students

and students. We were required to use the web for electronic mail and for finding and

utilizing online resources. One of our responsibilities was to initiate a web page using

our particular area of study as the basis. Music is my area of emphasis, and through

online class work, I created a page containing music terms, symbols, composer

biographies, and links for further study. This class was very helpful in my job area

because we worked on cooperative projects with other technology graduate students who

all had different perspectives, areas of study, and ideas on how projects should be

conceived and fulfilled. Ms. Rubin constantly challenged us to productively integrate

Internet resources into our teaching situations.

I initiated this activity independently to fulfill a job assignment. Project two is a

literacy project for second graders away from traditional books. ITT 516’s Internet

projects inspired me to think about how young children use multimedia more than printed

media. I came up with an idea to introduce my second graders to the Internet by matching

their favorite stories to online versions. I used ITT’s emphasis on developing skills in the

correct use of online information to point my children in the direction of positive Internet

literature and writing. This project was begun in January 2005. It was completed in April

2005. I did all of the work on this project. This project was done with my principal’s

supervision as an assignment to include second graders in our technology plan. The


criteria that I developed for the 60 students to complete were: to be able to online to a

prescribed list of sites and choose a story to ‘retell in their own words, learn the basic

techniques of writing one or two paragraphs with correct grammar and language skills,

with their own intent as the focus, and gain publishing skills using the tools of the

program of the Student Writing and Publishing Center. I read about a similar project

while I was a student in ITT 516, which helped me integrate web resources with the

second graders. I developed the project to aid my second graders in mining the Internet

safely and successfully. I gave them step-by-step printed instructions on locating the

stories, and I provided in-class lessons on using the Student Writing and Publishing

Center and Internet Explorer. Netscape is not on our network. The purpose of this

project was to introduce my second graders to Internet story mining and writing. The

intended audience is global as the projects were published on the school website.

If you have worked with young children lately, you know that you have many

obstacles to deal with, including poverty, lack of parental involvement, lack of adequate

educational funding, and a video generation that does not like to read printed material. In

order to motivate my second graders to read stories that should have been read long ago, I

encouraged them to use the Internet to find appropriate stories to rewrite in their own

words. I taught introductory lessons on writing URL’s, searching, and using the four-

click rule. I showed them the basics of the menus in Navigator and Internet Explorer.

They had a fill in sheet to write notes and edit. The project was completed at the end of

the 2005 school year, but I am going to include it in the curriculum for the next school

year because of its popularity and learning benefits. I attempted to cover all of the steps

that they would need for this project. I left out information that they didn’t need repeated.


I used a survey to determine what computer writing skills the second grade

teachers wanted their students to develop. I questioned the curriculum specialist to

determine what type of training would improve writing performance in our Student

Improvement plan.

I interviewed a group of students to determine what program they wanted to train

with. The results led to the implementation of this project with Student Writing and

Publishing as the application. I used personal observations of former first, now second

graders to ascertain the probability of successful performance in a project such as this,

which combined writing, graphic manipulation, multimedia, and Internet searching skills.

The purpose of this project was to introduce second graders to the appropriate use of

Student Writing and Publishing and to use those skills to develop a rewrite of an Internet

story, which the students found Online. This project purpose addresses writing, higher

order thinking, artistic creativity, and Internet mining skills. I began the project by

teaching the basic techniques of the application Student Writing and Publishing Center.

The purpose enhanced learning by empowering the students by having them take control

of the topics. These young students have had limited positive life experiences and little

background knowledge. The project was approached in positive, interactive ways to

inspire writing samples that were individualized and more than a few imitative sentences.

The project was initiated and completed in a few weeks. I chose this project to enhance

the learning of the 7 and 8 year olds. They met in the computer lab once a week for thirty

minutes, so speed of sets and practice was imperative.

The targeted second graders had one year of using integrated math and language

arts applications that were based on the Illinois State Aptitude Test requirements. In


addition, they took Accelerated Reader tests on books they had read. Less than one per

cent had access to home computers or computers at a relative or friend’s house. The

public library across the street has four online computers that students can access after

school. Their keyboarding skills were slow but very deliberate. The students had two

computers in each classroom which were used primarily for the district’s reading

program CD’s.

I conducted an informal learner pre-test to be sure that I didn’t assume they knew

certain technological skills. The second graders were quite young and needed constant

teacher intervention and management. Their self-control was excellent, as they wanted to

have their projects published. They all could log on to the school network, which took at

least three steps. After a beginning lesson, each student approached this project at

different speeds and levels.

For this project, it was necessary to write down all of the steps and guides for

instruction, before presenting them to the second graders. I was sure of most of the

technology skills of this group, because I taught them. I concluded that it was necessary

to go over most steps with detailed instructions and examples. The second graders will:

• Go online to a prescribed list of sites and choose a story to ‘retell in their own

words.

• Learn the basic techniques of writing one or two paragraphs with correct grammar

and language skills, with their own intent as the focus.

• Gain skills using the tools of the program of Student Writing and Publishing

Center.


The students were interviewed individually to find out if the goals had been met. I

observed them as they worked on the project and filled that in an individual plan folder.

Everyone in the targeted group finished the assignment. Many students asked for more

writing templates to complete more stories. Some had as many as four. The works were

edited by the students and then placed on the Webpage. All project elements were

recorded as achieved or not achieved in their individual folders, as no grades are given

for Title 1 computing classes in our district. The project was completed in April 2005.

I organized the instruction in steps. Each class started with a teacher presentation,

then student-teacher discussion/question and answering session, and student practice

time. When a student was ready for an editing session, it was carried out individually

with positive comments and suggestions. The delivery was carried out through a

computer attached to a big screen television and teacher lecture. Appropriate note cards

were passed out before each class. The gleaning of the Internet story list was done as a

class and then individually. The assessment instruments were comments by students and

teacher.

The students used language, writing, and technology skills to complete the project

satisfactorily. Many students surpassed the requirements and researched several Internet

stories and retold several of them. The student’s skills and pride were abundant upon the

publication to the school website.

I found a similar activity on the Internet. It was meant for older students, but with

compromises it worked out well. I gained experience in standing back and not taking

over the students’ opportunities for creativity.


See Appendix C for a sample of the second grade-retelling project. See Appendix D for the second grade retelling lesson plan.


Project Three: Second Grade Kid Pix Introduction

ITT 529, Integration of Computer-Based Technology in Schools, prepared me for

developing a second grade project using a program that would teach young children how

to manipulate text and graphics. It was a challenge taking this class online, but the craft

that I developed through the patience and strong teaching skills of the instructor and input

from fellow graduate teachers was very positive. I reused prerequisites from ITT 515 and

ITT 503 to help students produce a composite project of multiple designs used in Kid Pix

Studio Deluxe. This class taught me to use the instructional design techniques and

instructional media skills the instructor had noted as important as functioning and not just

theory. We were shown how to evaluate programs and methods to help develop strong

curriculum planning for successful technology integration that would help students

succeed, no matter what level of development. I initiated this project to promote my

student’s proficiency in using a variety of media for learning activities.

I developed this independent project for a work assignment in February 2005.

This project is an introduction to the use of Kid Pix Studio Deluxe for second graders. I

learned to attract children to the constructive use of graphics and writing in ITT 529,

Integration of Computer-Based Technology in Schools. If children are interested and

motivated, they will follow through in producing a product that is thoughtful, relevant,

and useful in cross-curricular activities. ITT 529’s use of using developmentally

appropriate technology tools was the emphasis for this project. I created this project to

improve the work assignment of using technology as more than ‘playing’ on a computer.

The original criteria consisted of the following goals; I wanted my students to sharpen:

open Kid Pix Studio Deluxe without teacher intervention, ignore the other sections such


as Moopies, Digital Puppets, and TV Show, and go directly to Kid Pix, make an

appropriate background, save a new project and open a previously made project, become

facile in the toolbars using the pencil, paintbrush, paint bucket, color palette, undo guy,

and bottom menu looks for the screen, and combine the artistic actions to create a picture

suitable for the background of an elementary school computer screen. I worked

continuously to improve the quality of the children’s work by gently providing guidance.

The project was started in March 2005 and completed in May 2005. This was not a

group project, but one I had been thinking about for several years. Because of the

maturity level of the second graders, I had to help them develop their styles to create

pictures that were appropriate for the lab. The project’s purpose was to have my second

graders learn how to work with Kid Pix Studio Deluxe. The intended audience is youth in

first through fifth grades.

A few years ago, I visited a school with a very modern computer lab. On each

monitor was a picture that had been drawn by an elementary student. I thought this was

an excellent idea, however, our machines were so old, I was fearful that having the image

would slow the computer down too much. I waited until this year, for promised upgrades,

and began having the students draw in Kid Pix. It was wonderful, and I am going to do it

again next year. I wanted my second graders to learn how to use Kid Pix Studio Deluxe

independently and to learn how to create and save a drawing project that could be used on

the computers in the computer lab. My second graders love drawing and technology. I

showed them the basics of Kid Pix. They were given limits of holidays as picture

subjects, but they could choose any day that appealed to them. The only drawback is that

some students were clever enough to want more graphics and backgrounds. The problem


is that I only have six CD's. The students completed the works by November of 2004.

The pictures are alternated so that each student gets a time of having a computer drawing

appear for the other students who come into the lab. I learned a great deal of practical

teaching ideas about Kid Pix in ITT 529.

Through an informal observation, I decided that three groups of second graders

should learn the basics of Kid Pix. I expect them to learn how to use most of the tools in

Kid Pix. I anticipated that the second graders would become facile in manipulating color,

text, imported graphics, and cartoon-like pictures in order to make an acceptable

background for the computers in the third floor lab. There will be no extra cost to the

school or school district. The benefits will include: improved self-pride and confidence,

improved keyboard and mouse skills, and improved art appreciation.

The goal for this project was to immerse the selected second graders in the correct

use of Kid Pix Studio Deluxe. The results would be used as backgrounds, not

screensavers, on the Computer lab machines. Therefore, Wacky TV, Slideshow, Moopies,

Stampinator, and Digital Puppets would not be included at this time. The second graders

would show an improvement in their vision of what computers could accomplish

individually. The second graders should use their training to produce an effective,

successful product. As the teacher, part of my goal was to introduce them to the right

knowledge and skills in technological art manipulation. The students from Mexico could

switch to Spanish, if they wanted, which four students did. When presented correctly, the

second graders should be able to begin, open, and save their work. They should be able to

effectively use each of the Kid Pix tools, including color palette, line tool, pencil, shape,

wacky brush, paint bucket, eraser, section mover, eyedropper, undo guy, stamps, stamp


sets, stamp editing, and text manipulation. The sounds and animations were not presented

because the backgrounds are to be still on the PCs. With correct teacher intervention, the

student’s final projects will reflect the intent of the goal.

The 60 second graders, in this lesson, have had computer instruction for two years

in integrated math and reading applications, Accelerated Reader, and CD use. The classes

met once per week. The student’s abilities ranged from very low to above average,

according to local assessment tests. The lessons would have to be flexible for the

different learning styles. Informal oral surveys were taken to determine what skills were

present and what would need to be reinforced or introduced.

I discussed the project with the first and second grade teachers who had had these

students in their classes. I wanted to find out what reading, writing, and thinking skills

these children possessed. I developed a folder for each student, which included self-

checklists for project items, my expectations, and previous skills and abilities identified

in the subordinate skills and behaviors section. Each student’s work and contributions

were to be considered separately from the other second graders in the project

development. I was aware of the group’s cultural, language, experience, and

motivational characteristics.

The project would be to provide instruction on the components of Kid Pix Studio

Deluxe. The outcome would be individual artwork that would be the backgrounds on the

computers in the third floor lab. The steps in using this program would be taught

sequentially, as I thought best, to the second graders. The students were given a group

lesson, had time to ask questions, and then had time to work individually. I noted their

working behaviors in the lab. The second grade students will be able to:


• Open Kid Pix Studio Deluxe

• Ignore the other sections such as Moopies, Digital Puppets, and TV Show, and go

directly to Kid Pix.

• Make an appropriate background, rather than import a graphic

• Save a new project and open a previously made project.

• Become facile in the toolbars using the pencil, paintbrush, paint bucket, color

palette, undo guy, and bottom menu looks for the screen.

• Combine the artistic actions to create a picture suitable for the background of an

elementary school computer screen.

The assessment would be to record whether each expected performance objective was

attained. The students received a + or – for a completed monitor picture. Only two

students failed to fulfill the goal, one from mobility, and the other for not doing the work,

even with teacher intervention. All of the students were given a chance to show their

picture to the other class members.

Students of this age were motivated through group lessons; teacher

demonstrations, teacher-student discussions, directed practice, mentoring, and self

directed practice.

I love drawing and painting so this was a very important hands-on computer

activity that I thought was important for the children. I coordinated the activities, set up

the machines, and provided guided suggestions. I told the students that this is not a

contest between the second grade classes, but that it is a contest for each student to do

his\her best.

Ninety percent of the students finished the projects. The art examples were very


well-done and created positive student feedback when seen on the lab PCs. The project combined reading, art, technology, and creativity. See Appendix E for a sample of the Kid Pix Studio project. See Appendix F for the Kid Pix Studio lesson plan.


Project Four: Fourth Grade PowerPoint Presentations

Tracy Snowman was the inspiration for my introduction to improved multimedia

work in ITT 538, Imaging Technology. ITT 538 showed our class how to transfer our

knowledge of digital images, page links, sounds, and backgrounds into a classroom. Mrs.

Snowman showed us a multitude of intelligent, creative ways to use a scanner. She

showed us how to use as nonverbal messages on the screen, incorporation of electronic

images and videos, and creating slides that were appealing and discernable. This class

also gave me instructions on photographic compression, which is invaluable. Mrs.

Snowman showed the class how to balance and effectively design Powerpoint slides. I

independently initiated this project using some of the instructional skills from ITT 538.

This project is a fourth grade PowerPoint presentation based on a subject that the each of

the fourth graders chose. ITT 538’s innovative uses of PowerPoint provided many basic

lesson points that I adapted for my fourth graders. I initiated this project because a fourth

grade coworker wanted her students to present a multimedia lesson for a class unit. The

criteria for the fourth grade PowerPoint presentation included: begin, save, and open a

presentation, include the elements of Word art, coordinated backgrounds, appropriate

fonts, sounds, graphics, and text and graphic animations, and add timings and edit the

slideshow presentations for audience appeal. My contribution was the distribution of the

lessons, materials, and guidance required to get action on them from the fourth graders. I

independently developed it from the lessons I had learned in ITT 538. The purpose of

this project was to encourage my fourth graders to incorporate real life activities with a

multimedia tool. Its intended audience is other fourth graders around the world.


The purpose of this project was to teach children how to communicate with a

multimedia tool, PowerPoint. Publishing electronically helps students become successful

in creating real-world projects and helps children discover that using PowerPoint can

make writing more fun. I have had these students for five years in music class and four

years in technology class. They range in reading ability from six to fourteen years.

Because I see them infrequently, this project lagged on for too long (three months). I did

not get the results that I had anticipated. The projects were finally turned in June 2005.

Most of the fourth graders have transformed into adolescent rebel rousers and do not like

to listen very well. They do like technology, so that helped. They used the 2000 version,

which is sufficient, but does not have the advantages of 2003. Some of the projects were

never finished; but most were. When I do this again, I will provide more materials, more

lesson time, and have the classroom teacher help. I was given expert advice on

PowerPoint in ITT 538, especially in picture insertion and manipulation.

I believed that I had a last chance at preparing my fourth graders for junior high

computer classes by introducing them to PowerPoint. I informally interviewed the

students who indicated no knowledge of any of this component. Because I knew all of the

students, I constructed a timeline of one month to have the two classes to make a project

of a minimum of six slides. I came to the conclusion it would be beneficial for these

students to create a personal, real life project that would be presented to the other

audience members of the class. My goal for the targeted fourth graders was to present to

them a unit on PowerPoint that would introduce them to this powerful presentation tool,

so that they would successfully create a presentation based on student choice of subject

employing the manipulation of text, the insertion of animations, sounds, and graphics.


I expected the students to learn to make a new slide show, save ongoing work, choose an

appropriate topic, and present the work. The fourth graders used the computers

appropriately, held private discussions with me, edited the project, and looked at other

presentations. Having provided guided instruction, the fourth graders should have

completed the project with acceptable results. The goal was developed so that there

wouldn’t be any competition among the students. They could work alone or in small

groups. Most chose to work alone.

I have had these students for technology for three years. They have had

experiences in word processing, integrated math and reading applications, spreadsheets,

simulations, Internet projects, graphic manipulation, and animation. The classes met

twice per week. They knew how to use PCs, digital cameras, laserdiscs, CD’s, and

DVD’s. The majority of the students had access to multimedia, including Playstations

and Xboxes. Our school is a Title 1 school. The student population is comprised of

African American, Mexican, and Caucasian.

Because the students were important stakeholders in this educational exercise, it

was vital to make sure that the fourth graders were analyzed as to aptitudes and attitudes

toward this project, which was very positive to begin with. I asked their teachers about

their specific learning styles, social and achievement motivation. The lab environment

was positive. The students were made aware of their accountability for completing the

project requirements.

I had to work hard to motivate acceptable project behaviors. The fourth graders

seemed to have outside interests that precluded them from working up to standards on

this project. They enjoyed the multimedia elements of Powerpoint, but it was difficult to


guide them to working on an actual meaningful slideshow. The fourth grade students

were asked to:

• Choose an appropriate subject for their PowerPoint slideshow.

• Begin, save, and open a presentation.

• Include the elements of Word art, coordinated backgrounds, appropriate fonts,

sounds, graphics, and text and graphic animations.

• Add timings and edit the slideshow presentations for audience appeal.

I used a checklist for the students which was a + or- for each of the performance

objectives and if the project was completed. I observed classroom-learning styles, which

were also noted in the students’ folders.

During group instruction, we used the big screen television to look at online

presentations designed by students and teachers. Group discussions were held on the look

and feel of the better presentations. Students questioned how certain components were

accomplished, such as animated text, which led to learning moments. Generally, I

presented sets, there was a questioning opportunity for the students, and the students had

time for working on the projects during class and after school.

Eighty percent of the fourth graders finished the projects on time, with the required components in the project. They combined reading, writing, creativity, and technology skills to create the slideshows. See Appendix G for a sample of the project. See Appendix H for the lesson plan.


Project Five: Spreadsheet for Student Logins

I designed Project Five, a spreadsheet of student information at our school, as an

independent work activity. ITT 515, Telecommunications and Distance Learning and

ITT 503, Microcomputer Applications in Instructional Technology provided ideas for

putting teacher resources online. Dr. Baker taught us to used guided Internet orchestration

to determine how our students could benefit what we have learned. I used Excel

guidelines in ITT 503 to insert student passwords and information in spreadsheet cells

and rows. Future uses will be to produce a similar spreadsheet for students to log on to

my server to access programs from off-site. Because of the security pass code needs of

Harrison Primary School, it became apparent to me, in the early Fall of 2004, to create a

student information spreadsheet that would be available for faculty and staff. I used

Excel to create a simple spreadsheet that included student name, login, password, and

parental permission information for photos and Internet use. It was completed in August

2004. It will be used continuously. Because of personal safety issues that are addressed

in our school district, I thought it was necessary to make sure the entire staff followed our

policy of secure network and Internet logins. Because of the safety issues of children’s

identity, I thought it was necessary to make sure that pictures and names of our students

would be secure. The criteria included the passwords for the integrated, school-wide

math, reading, Accelerated Reader programs, and the Internet. The document is available

to our staff in one of my folders on the district server, but is read-only. I gathered the data

from our teachers’ attendance reports. The purpose is to provide faculty and staff with the

important information that the students use in computer activities at our school. The

intended audience is our school faculty.


See Appendix I for a spreadsheet sample.

To view the artifact online, go to the URL and login.

Username-hemphill

Password-professor


Project Six: Art Car

ITT 516, Internet Resources for Education and Training, provided the basis for

me to help my students learn how to integrate web resources into real-world uses.

Because this class strengthened my use of web research, I was able to transfer those skills

to my students. I found the idea on the Internet and refined it using methods from ITT

516 to formulate the lesson, outcomes, and goals. This included teaching the students to

use search engines to find samples of art car projects and developing a design that would

encourage students to paint a complimentary design on a car.

I stylized the Art Car Project as a work assignment. I developed the plan,

purchased the materials, drew the templates on the van, and promoted the community

service aspect of the children. The criteria for this project are to combine of Internet

information on unusual vehicles and art supplies for elementary students to use to create

an art piece. The project was started in May 2005 and completed in May 2005. I had

seen cars on the Internet that had unusual decorations. After some initial research, I found

that a project like this could be used as a cooperative learning project for our school. The

criteria for my student volunteers were: go online to learn about art cars and art car

lessons, take what they observed and use that information to create an acrylic and silicone

seascape mural, use and mix colors effectively, fill in and layer designs on metal, and

work with the art teacher and each other to complete the project. The project’s purpose

was to actively involve the third and fourth graders at our school in a community art

project, an art car, while providing charity for others. The project’s audience is all of the

children in central Illinois who have the opportunity to see the van on the streets of

central Illinois and globally on the school website.


I have always wanted to drive an unusual vehicle. I don’t mean my usual ones that

have 250,000 miles, rust, broken glass, and blue smoke. The Internet showed my

students and me something called “art cars.” The goal of this project was: using the

Internet to explore unknown vehicle restorations, students will create a visual art from

computer art. My third and fourth graders are competent in searching online. I gave them

certain parameters in the searches for “art cars.” They bookmarked pages and worked

together to choose the theme for the car. They suggested having the art teacher, Mrs.

Martin work with them to create our car. The discussions became a community project.

The students paid 50 cents to paint. It was decided this money would be donated to

cancer research. I drew the designs and they painted and glued during art class and before

and after school. They solved problems and worked cooperatively together. The

assessment is the “art car.” The car was the subject of the Peoria Journal Star and

Channel 31. A diorama showing the steps in the art car project was presented to the

Susan B. Komen Breast Cancer Foundation, who thought it was wonderful.

Mrs. Martin, the art teacher at our school, and I wanted our students to participate

in a larger art project than just ordinary elementary art designs. We wanted our students

to be a part of a complex activity that would ignite their imaginations and creative skills

and give something to the community needs. Our faculty and administration has been

surveyed, and the conclusion is that art is of great cultural value and should be

demonstrated in the public school setting. Harrison Primary School supports student

involvement in the arts, and the art car project had the support, although at first, warily,

of the staff and principal. Because of their income level, our students did not often have

the chance to give to others. It was decided that the price of a can of soda would be


appropriate as the donation for the artists. I provided the paint, markers, beads, and the

van. The art teacher provided the brushes and the smocks. We both provided the design

guidance and color scheme.

The goal of this project was to actively involve the third and fourth graders at our

school in a community art project, an art car, while providing charity for others. The third

and fourth grade students should learn new artistic and drawing skills. They will be

involved in cooperative learning. The students will assume the role of real community

artists with a project that can be viewed all over central Illinois. The third and fourth

graders will use their charitable donations and work go beyond their local environment to

become involved in the global culture. The targeted students will practice drawing and

painting within guidelines, using sand and shells as art objects, mixing colors and styles,

and making a sea mural. When the objectives of this goal are met, the desired results will

occur.

The cooperating students have had art and computer instruction in each of their

previous elementary years. They know how to use the Internet, word processing, and

graphic manipulation programs. They know how to use color, texture, brush techniques,

shading, and media selection, appropriately for this age level. There are students with

behavioral and learning disorders as well as regular division students in this project.

I used classroom teachers and my experiences with these groups to understand

their prior art, reading, and technology knowledge. I logged the individual learning styles

in their learning folders. I noted their age, grade level, and cultural background. All of

this information is private.


The behaviors critical to this task were:

• Getting children who could do an effective job

• Finding a place to do the work

• Observing the weather, as the work was done outside

• Making sure the art and technology teacher could dialog to make the

project successful

• Using acrylic, fast drying paint and a water based varnish for protection

• Making a design that was not too simple, nor too elaborate

The third and fourth graders were asked to:

• Go Online to learn about art cars and art car lessons.

• Take what they observed and use that information to create an acrylic and

silicone seascape mural.

• Use and mix colors effectively.

• Fill in and layer designs on metal.

• Work with the art teacher and each other to complete the project.

• Understand what it is like to give to others without recompense.

Working with the art teacher, our assessment was a checklist to see if the

performance objectives were met. The students were asked to evaluate the project.

Grades are not given in our Title situation.

The art teacher presented her lessons to the students before they began work on

the project. I discussed the use of the Internet to research art cars with the students.


I wanted our students to accomplish the following: aware that we now live, work, and learn in environments Instructional Objectives

• The student will practice searching the Internet to find out what an art

car is and how to use their creativity in designing one.

• Their world will be made bigger as they see other examples of art cars

on the Internet.

• They will become more attentive in recalling what they observed

online and improving those designs on their own art car.

• They will improve their self-discipline and learn to solve problems

alone.

• and in cooperative learning groups. They will paint, draw, and

decorate a vehicle with a marine mural. The students worked cooperatively and independently to produce a real world

product that combined art, technology, creativity, and community service. The product

was and is excellent, as I drive it everywhere with the notes and lesson plans on a

window for interested viewers to read.

See Appendix I for a view of the project. See Appendix J for the lesson plan.


Project Seven: Web pages For Customers

In ITT 516, Internet Resources for Education and Training, we learned about

basic html authoring. We learned about continuity, correct color palates, proper use of

graphics and animations, tables and frames, balance, and annoyances to avoid. I used

these guidelines when I began my work in web pages. We learned to design web pages

using html program demos. After some experience, it was easier to write the code to get

the desired result. The criteria for doing my web pages include: page organization,

correct graphic placement, size and alternate wording, careful use of bullets and

horizontal bar lines, visually proper backgrounds, working links, careful use of applets

and music, and customer input. These criteria come from the lessons in ITT 545,

Instructional Web Development. I learned that a school homepage makes a community of

students, parents, and faculty. A school homepage encourages teachers to develop

instructional resources for others to share. I update the pages weekly. I designed the

pages independently, because there was a need. Each site is created by interviewing the

customer and by using my previous experience. Each site ‘s purpose is customer

oriented. Each site’s audience is global through the Internet. I developed my web page

projects independently, after an acquaintance asked me to design one for her, which that I

initiated and currently maintain.

I know each of my customers personally, which makes it easier to determine the

extent and purpose of the Website. I began constructing web pages in 1996. I have just

enough customers to provide a personal service and not let these projects interfere with

my teaching position. I like to write html and use free add-ins from the Internet. The

purpose of the commercial sites is to attract customers for the client. The purpose of the


public sites is to provide information. I refined my html writing in ITT 545. These pages

are ongoing.

See Appendix K for a sample project.


Project Eight: Movies and Presentations I learned about good graphics development in ITT 538, Imaging Technology. ITT

538 emphasized that the structure and useful purpose of a PowerPoint presentation are

more important than too many bells and whistles. Mrs. Snowman stressed the correct text

choice and placement as well as complimentary colors as contrast between what you are

saying and the background. She taught us about background and font compatibility and

color balance. Independently, for a volunteer church assignment, I began to create

PowerPoint presentations and movies for church meetings. The criterion for the church

work was to highlight church activities in a visually simple but attractive way using

multimedia. These activities were begun in December 2004 and completed in February

2005. The movies were made to record church activities. I took the videos and saved

them with Quicktime. My principal then assigned me, to develop PowerPoint

presentations for parent displays. The criteria for this assignment were to highlight the

positive activities of our students and display them in a structured, meaningful way. I put

the PowerPoint presentations together and used Camtasia to get them ready for the

audiences. I took pictures of my students and staff and blended them into presentations.

Some were used on my church’s web site, and some were used at school assemblies. The

intended audiences were for friends, family, and work.

Each movie was taken as a personal reflection of an activity in which my family,

friends, or students participated. I used a Sony digital camcorder that I borrowed from my

school. I did not know that there was a program called Moviemaker on my computer, so I

downloaded the work into Quicktime, or saved it as a Windows file. I did not know how

to edit the movies taken from Christmas 2004 through May of 2005.


Using overhead projectors with computers is a great way to share multimedia with

large groups. The targeted audiences are family and friends. My design process was

experimental film making. I am learning to use it more creatively so that I can give my

students more empowerment in their use of PowerPoint. I learned that PowerPoint and

Camtasia could be utilized in lesson reinforcement, photo displays, and parent

presentations at assemblies.

See Appendix K for a sample of the project.


Project Nine: Discussion Board

ITT 516, Internet Resources for Education and Training, showed me the

importance of online communication and the importance of structure and maintenance of

sites that give access to children. I did not get a chance to do this until March of 2005. I

saw NiceNet on a Classroom Connect web site. I designed the discussion board activity

independently as an elective project for my job. ITT 516 noted that time is a constraint in

all classrooms in this century. Communication with students in other towns, states, or

countries, can help students think globally, but can lose importance for impatient children

when using traditional mail. Preparing students for the Internet and technology changes

was stressed in 516. In ITT 510, Principles of Instructional Design, Dr. Harris helped

me develop a design process for creating learning design approaches. I designed this

project as an independent activity after completing ITT 510. I was inspired by Dr. Harris'

instructional design guidelines to find a compatible quality product for my students. This

is a project for elementary students to safely find out about different languages, cultures,

literature, climates, and music of other places around the world through the use of a

monitored discussion board. It gave free access to educational institutions with me being

able to monitor exchanges. A Brazilian Montessori school that wanted to share

information with other elementary schools contacted me. The fourth grade teacher and I

worked out an arrangement. She wanted, however, to also have her children receive

written communication, so we compromised and did both. The purpose of this project

was to give my students a chance at practicing electronic communication and find out

about students in other countries. I, alone, maintain this ongoing project. The project’s


intended audience was a Brazilian elementary school and my middle elementary students.

The criteria were: to instruct students on the appropriate use of the Internet, to help

students understand different cultures, and to set up a place for fourth grade students to

use the Internet communication process safely

The goal of this project was developing a discussion board at our primary school.

Because of the skills required, I decided to include only third and fourth graders, at this

point.

An informal survey revealed that the major strength of our school lies in the

faculty that works like a fine tuned engine, with every part working separately to make

the (combined parts) engine run smoothly with the innovative and progressive education

of the students. A major weakness in the school is the limitation of being located on the

poor south side of a decaying inner city, with little outside stimulus for the students.

These statements can be supported by the improvement in the test scores, but in the

narrow views of the students’ writing. The third and fourth graders have difficulty in

defining state, city, country, and continent. There are three groups in our school:

Mexican, African American, Caucasian, and/with special education. The student

achievement has steadily risen, except for last year. Overall, classroom performance is

improving. The class sizes range from small (7) to huge (27). Parental involvement could

be improved. Professional development could be improved. Having looked at the limited

communication opportunities, I have decided to implement a safe, open discussion board

for the upper grades.

This goal was attainable via a free discussion board cgi form. The students were

able to match the performance objectives easily. The cooperating school in Brazil was


limited due to a lack of online computers. The teacher relied on her home computer to

transfer messages and used regular mail to communicate, which is not what was intended.

Our fourth graders knew how to log on to the district network and to the Internet, without

a password. Being able to use links correctly, being able to log on to the discussion

board, and being able to log off correctly combine physical and intellectual skills. The

upper grades’ prior knowledge of online activity was adequate. Their technology skills

were acceptable. There are many peer pressures outside of the computer lab. They ceased

when they began computer activities. They have various learning styles, which were

addressed with varied lesson presentations. They were highly motivated because they like

to use technology to learn. Because I know that many of my students have language

deficits, adapted the lessons to the students. The information will be repeated aurally and

visually. I wanted my fourth graders to be able to logon to the local area network and to

use the discussion board effectively by opening, reading, and composing messages. I

developed a checklist of activities for each student to accomplish. They should have

learned how to log on, log off, check messages, write messages, and start a new thread.

The students were 9 and 10. This material was not complex, so the initial lessons were

implemented and practiced from the beginning. The task of using the discussion board

will take up most of the time with the focus being hands on real-time communication.

The lab classes run 30 minutes, so careful planning of guidance, modeling, set, practice,

feedback, and review/assessment must take place. The students will be shown how to log

on, fill out forms, check messages, write messages, and start new threads.

I provided written guides (traditional) on the use of the NiceNet Website. At the

end of the semester, the guide will be reviewed for value and changes can be made.


Computers, cell phones, and Personal Digital Assistants can be used to access the

Website. This Website is already an established safe forum for student input. The

discussion board project was implemented in April of 2004. We began with a primary

school in Brazil. I monitor the safety of the site by reviewing all emails. We will

continue as long as there is interest.

See Appendix N for a sample of the project.


Closing Reflections

I have learned a great deal since I began taking technology classes at Western. I

have observed great teachers and very poor teachers. I have seen new staff hired and

older staff retired. I have heard stories about teachers rummaging through the trash to

find perfectly good photo equipment. I have seen heads of the department dematerialize

like magicians. I know of one teacher who assumed she could push everyone around just

because she was a bully. I have seen Apple GS’s replaced by Macs with OS 10. The

department is so progressive in securing global partners, that grants and bequests have

taken us into the wireless age with pride and success.

I have embraced Photoshop and developed a love-hate relationship with Director.

I have learned to go through the steps of instructional design without too much of a

struggle. I have regained my sense of smell after spending so much time in the darkroom

with the developer and mixer. I think the online classes are the best. What a way for

people across the globe to participate with partners in technology education. I did not

care for learning from the teaching CD’s in Web development.

What I have really gained from the ITT department is the skill of organization. I

feel comfortable teaching students, parents, and teachers with the ease that comes from

an excellent background. I continue to use applications that I studied. I recently set up

our home wireless network. My foundation in technology has prepared me for my current

job and my PhD pursuit in the future.


Conclusions

One of the students I met in an early ITT class at Western told me that describing

instructional technology was like herding cats. The ‘herding cats’ is an old saying, but it

applies very well to our chosen vocation. Students are so worldly in advanced

technology, they want to be in charge of their education, and that any attempt by more

experienced adults to teach technology falls by the wayside. The current trend is that

computer hardware and software changes every ninety days. I have traveled the circuit of

clearing paper jams on dot matrix printers to downloading drivers for Sandisk media on

Windows XP. It is difficult to keep up with that in school districts that take two years to

choose a textbook that took three to five years to produce. These premises seem to lead

to a negative situation for technology teachers. I see it as a challenge. Continuing to take

innovative classes from prepared graduate instructors leads me to the conclusion of

becoming an excellent technology teacher and not becoming lazy about what I know

today being adequate. I will continue to take instructional technology classes. I will

continue to plan, design, and implement strategies that will help my students and me

enjoy technology.

Because I am a diverse learner, I am more empathetic to those students who share

that trait. I want to maximize involvement, productivity, and the empowerment that

technology can stimulate. At Western Illinois University, the Instructional Technology

Department has the obligation of providing the best instructors available to continue the

graduate education of those who desire to enhance the profession of technology by

supporting educators, designers, and developers.


References

Fahey, M. (1995). Web Publisher’s Design Guide. Scottsdale: Coriolis.

Thornburg, D. (1996). Campfires in Cyberspace. San Carlos: Starsong.

Shackelford, B. (2002). E-Learning. Alexandria: ASTD.


Appendices


Appendix A

Project #1- Hyperstudio Projects for third graders


Appendix B Project #1- Hyperstudio Projects for third graders

Lesson Plan

Title: Using Hyperstudio to Create a Simple Book Subjects: • Third graders with some computer experience, none in Hyperstudio Instructional Objectives: • The student will learn to how to use Hyperstudio. • The student will learn how to publish original works through multimedia. • The student will learn how to take digital pictures and publish them through multimedia. • The student will learn how to insert clip art into writing. Materials: • Windows Computer Lab with networked Hyperstudio installed • The school’s digital camera • Index cards for preparing initial storyboard Timeline: • This project should be completed in eight weeks, as I see the students twice per week

for thirty minutes. The project was completed on June 3, 2005.

Set: • Ask the students to think about any real/world subject that they would like to write

about. Ask the students if it is exciting to see a story produced in multimedia.


Instruction: • Prepare a completed Hyperstudio stack ahead of time.

• With the students present, go through the steps in creating cards and stacks in

Hyperstudio; new cards, saving, duplicate cards, templates. text and graphic objects,

buttons, drawing, and backgrounds. Menu cards will be given attention.

• The students will be shown how to put a tripod on the digital camera, auto focusing the

digital camera, using auto flash, and downloading pictures to a computer. (Some children

have a parental slip denying having pictures taken of the students, so this must be

checked.)

Closure/Evaluation: • After the children have created stacks in groups or alone, the students will present the

stack to the other class members for critical but kind comments.

• The children/teacher will fill out an evaluation checklist to see if all of the objectives

were met. This list would include:

1. Now that you have had experience in Hyperstudio, would you do anything differently

next time?

2. What part(s) of your stack project were successful?

3. List the problems you had and how you might address them.

(I teach in a Title One program where letter grades are not given.)

The stacks are now posted on the school Website so that parents can view

the work.


Appendix C

Project #2- Second Grade Story Retelling from the Internet

Red Riding Hood by Adeshia

. There was a little girl named Little Red Riding Hood. She was walking in the forest with a basketful of treats for her grandma. Red Riding Hood saw a wolf. The wolf said, "Where are you going?" Red Riding Hood said, "I am going to my Grandma’s house." "What is in the basket?" asked the wolf. "Treats." said Red Riding Hood. The wolf ran to Red’s Grandma’s house. When he got there, he ate Grandma. When Red got there she said, "How big your teeth are. How big your eyes are." Then Grandma kicked the wolf from in the stomach. The wolf choked and Grandma jumped out.


Appendix D

Project #2- Second Grade Story Retelling from the Internet

Lesson Plan

Story Retelling Lesson Plan (The background for this project was obtained from ITT 516 Internet Resources for Education and Training.) Title: Using the Internet to find appropriate stories for children to rewrite in their own

words.

Subjects: • Second graders with some online experience, mostly for recreational gaming.

Instructional Objectives: • The student will learn to how to begin to search the Internet . • The student will learn how to use bookmarks. • The student will learn how to use interactive lessons online. • The student will learn how to work cooperatively while working online. • The student will learn how to rewrite, in his or her own words, traditional stories found

online.

Materials: • Windows Computer Lab with Internet Explorer, Netscape, and The Student Writing and Publishing Center installed • Headphones • A worksheet containing blanks for the students to fill in the title, homeroom teacher’s name, their name, and lines for writing the story.


Timeline: • This project should be completed in ten weeks, as I see the students once per week for

thirty minutes.

Set: • Talk with the students about the analogy of a library to the Internet. Ask them to think

what would happen if they went into the neighborhood library, and all of the books were

in a big pile in the middle of the room. How would they go about finding the book that

they wanted? Begin a discussion about how to use a simple, safe search tool, such as

Metacrawler, Yahooligans, or Google. Discuss where and what bookmarks for web pages

are located in both browsers.

Instruction: • Ahead of time, prepare a bookmark for a site containing appropriate stories for second

grade readers. (http://www.magicalkingdom.co.uk/story.htm)

Model how to go to the bookmarks

Explain about going only four clicks away from the original link, if they get lost.

Model how to move the mouse on a page, until it becomes a hand, which is the gateway

to a new link.

Discuss the writing expectations for this project. The students can be as creative as they

like, as long as good Language Arts techniques are adhered to.


Closure/Evaluation:

When each student has a story published to the school Website, it will be shared

and discussed with the class, with the other class members offering positive comments

and suggestions for improvement.

The children/teacher will fill out an evaluation checklist to see if all of the objectives

were met.

This list would include:

1. Were you able to go online and find the Website? 2. Was it enjoyable to listen to and read the stories at the same time? 3. Did you write your best work when retelling the online stories?

(I teach in a Title One program where letter grades are not given, but written evaluations are.)


Appendix E

Project #3- Second Grade Kid Pix Introduction


Appendix F Project #3- Second Grade Kid Pix Introduction Lesson Plan (The background for this project was inspired from ITT 529 Integration of Computer-Based Technology in Schools.) Title: Using Kid Pix to Design Backgrounds for the Computers in the Computer Lab. Subjects: • Second graders with some Kid Pix experience. Instructional Objectives: • To learn how to use Kid Pix Studio Deluxe, independently • To create and save a drawing project that could be used on the computers in the computer lab

Materials: • Windows Computer Lab with Kid Pix installed • Headphones Timeline: • This project should be completed in three weeks, as I see the students once per week for thirty minutes. Set: • The teacher will review the use of Kid Pix for the group. • The teacher will explain that almost everyone enjoys drawing, and using the computer to draw can offer many experiences not found with paper and traditional colors. Instruction:


The teacher will demonstrate the ‘look of the Kid Pix screen, describing the objects in the

menu, the tool bar, and the choices across the bottom of the screen.

The teacher will demonstrate the tools, how to erase, and how to save to the student’s

directory.

Closure/Evaluation: • The students will look at everyone else’s work and make constructive comments.

• If the background has used many of Kid Pix’s tools effectively, then the

student’s work will be the background during the first semester.

• The student will use a checklist that might include the following:

1. I used the pencil, rectangle, circle, paintbrush, mixer, eraser, text,

stamp pad, eyedropper tools correctly.

2. I used various sizes of objects on the screen. I used color combinations the way

our art teacher has explained.

3. I used the shift and control key to alter objects on the screen.

• The teacher will use a similar checklist to make sure the student understands the

mechanics of the application. No letter grades are given for Title One programs.


Appendix G

Project # 4- Fourth Grade PowerPoint Presentations


Flowers are important in are because they have color, lines, and curves Abre


Appendix H

Project # 4- Fourth Grade PowerPoint Presentations

Powerpoint Lesson Plan for Fourth Graders

Subjects: Fourth Graders with no Powerpoint experiences. Instructional Objectives: • To teach children how to communicate with a multimedia tool. • To help children work on higher order thinking skills. • To help children make decisions. • To help children become successful in creating real world projects. • To help children blend ideas from more than one subject area. • To help children discover that using PowerPoint can make writing more fun. Materials: • Windows Computer Lab with PowerPoint 2000, Internet Explorer, and Netscape installed • Headphones Timeline: • This project should be completed in nine weeks. I see the students twice per week for thirty minutes. Set: • I will use the big screen television to model the components in PowerPoint, a few at a

time, live. I expect the students to complete a simple paper and pencil storyboard of their

project. Included in the set will be slide preparation and duplication, text size and style

for audiences, animation, copying and pasting, and slide transitions.


• I will ask the students to pick a subject that has significance to them. Instruction: • The students are more than welcome to go online for tutorials, including http://www.actden.com/pp/. • The students are required to have a minimum of six slides. • The students will be shown and then choose color schemes and/or templates. • The students will be guided slowly in putting in titles, graphics, and text. • The students will be shown and then practice animations. • The students will participate in timings and rehearsals. Closure/Evaluation:

The students will demonstrate their presentations to each other and offer

constructive comments. Some presentations will be put on the school Website.

The classes will discuss how to complete projects on time and with care. The

children/teacher will fill out an evaluation checklist to see if all of the

objectives were met.


Appendix I

Project#5- Spreadsheet for Student Logins


Appendix J

Project #6– Art Car


Appendix K

Project #6– Art Car Lesson Plan

Lesson Plan: Art Car

Title: Using the Internet to explore unknown vehicle restorations, students will create a visual art from computer art. Subjects: • Third and fourth grade students who have had an art teacher during third and fourth grades. Materials: • Acrylic paint, paintbrushes, glaze, paper plates, water, paper towels, markers • Windows computers with Internet Explorer and Netscape installed • Network printer • A 1993 white Chevy Astro van Timeline: • This project should be completed in three weeks. They worked with me in the computer

lab, and with the art teacher, Mrs. Martin, in art class and out in the play

area.

Set: • Discuss the idea of discovering how to turn an ordinary car into something

extraordinary. Discuss what art cars are and how we could design one.

Be firm in the idea that only my van will be used as the design tool, not any other vehicle

anywhere. Discuss the possibility of combining art they


see online with their own creativity explored in Mrs. Martin’s art room.

Instruction: • Ahead of time, prepare a bookmark on Internet Explorer and Netscape for http://www.metacrawler.com • Remodel how to go to the bookmarks, set a bookmark, and searching on the Internet • Explain about going only four clicks away from the original link • Remodel how to move the mouse on a page, until it becomes a hand, which is the gateway to a new link. • Describe what to look for in looking for art cars designs. • Model how to look for outlining pages (coloring) by choosing appropriate subject matter. • Talk about working together on the outlining, and coloring of the designs. Ask them to work together and choose a theme for the art car. • Discuss what it means to donate to charity and how that can help others Closure/Evaluation:

• The children/teacher will fill out an evaluation checklist to see if all of the

objectives were met. This list would include:

• Were you able to go online and find the Websites?

• Was it enjoyable create designs on the art car after seeing other

examples online? • Did you do your best work while working with others on the art car or

individually?


Appendix L

Project #7- Web page Sample


Appendix M

Project #8-Movies and PowerPoint Presentations


Appendix N

Project #9-Discussion Board


Resume Objective Susan Jane Harper Reneau To become more knowledgeable in elementary

educational technology. 17042 North Reneau Road Lewistown, Il. 61542 (309) 785-5389 Employment History [email protected] General Music Teacher August 22, 1993-present Peoria District 150, Peoria, Illinois

• Acted as presenter in Peoria County Teacher’s Institute

• Who’s Who in America’s Teachers • Grant writer for Illinois Elementary Fine Arts

Instruction in technology and the arts • Active member of the Illinois I.S.A.T. Fine arts

committee • Active member of the Peoria District 150

Technology Planning Committee August 1982-1993 Monroe District 70, Bartonville, Illinois • Initiated Apple computer lab • Initiated the Online network • Developed music curricula which aided some

students in becoming professional musicians • Instructed students who became first place

winners in I.G. M. A.

Choir Director

August 1980-1986 Cuba United Methodist Church, Cuba, Illinois • Adult and Youth choir director

General Music Teacher

February 1977-August 1982 • Instituted Community Musicals


• Instituted Dinner Theatre Productions • Designed and initiated Swing choirs from

grades 1-12 • Directed Community Chorus

Education M.S. Instructional Technology and

Telecommunications, Western Illinois University May 2006 M.S., Elementary Education, Western Illinois University June 1996 B. S. Music Education, cum laude, Kansas State University June 1975

Profile Who’s Who In American Teachers Phi Kappa Phi Honor Society

Reference References are available on request


Read Me File

The disc contains the documents and files for Susan Jane Harper Reneau's ITT portfolio.

Operating requirements: The website is best viewed with Internet Explorer 6. The

website can be viewed with either Windows 98 and above or Macintosh 9 and above

operating systems. Folders and Files on disc: Below is a list of the rest of the files and

folders found on the disc. The files on the disc can be viewed in Windows with Internet

Explorer 6 or Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Hyperstudio, and

Kidpix Deluxe.

Read Me File

Portfolio Report Documentation

Defense Presentation File:

1. Start this presentation by launching Microsoft PowerPoint or launching with the

PowerPoint Viewer found on this disc.

2. Open the presentation called "Defense Presentation." Click on the slide show

menu and then click on view slideshow. This presentation contains a title slide,

introduction, projects, and project demonstrations with active links.

3. Each annotated project is in a file folder. Each project contains a text document

with instructions.


Defense Presentation

Susan Jane Reneau 1 Instructional Technology Portfolio A ... · Susan Jane Reneau 5...

Documents

Transcript of Susan Jane Reneau 1 Instructional Technology Portfolio A ... · Susan Jane Reneau 5...