Ellen+M

Hello all! As you peruse, please give feedback to help me better my plan. I'm pretty sure I will have to be changing my unit and content questions.



OK....where did my other response go????????

The use of the internet is an integral part of teaching now and teachers must learn to use this technology.
 * Response to 3.04: Brainstorm: How could you incorporate the Internet into your classroom to further enhance student learning in regards to research, communication, and collaboration?**
 * __Research:__** use "kid oriented" searches, teach students how to refine searches, use older students to help younger students, teach students how to decide if a site has good information, teach them not to use Wikipedia, explain about copyright and the use of pictures, they'll also need to know basic word processing skills
 * __Communication and Collaboration:__** use of a class wiki or blog to respond to or ask questions or to share information, use of voicethreads for younger students, There is also the capability of blogging through Gaggle which is made specifically for schools.

In this unit, the students will be directed to several different sites on the internet to collect their information for their project. Since this is the first "research" we've actually done, we'll also discuss the use of search engines and which ones are safe for them. At one point I had an excellent link to several safe links for students, but the site is under construction for right now. Anyway, for this unit, I don't plan on any internet communication or because the student's typing skills are extremely slow at 2nd grade level so I wouldn't use a wiki or blogging. I could use voicethreads, but I haven't had the time to delve into voicethreads to use that technology. The collaboration will be done via a WebQuest that I've created and will also be done by the students making a group Powerpoint which could be uploaded to a class wiki, but I usually put our projects in a shared student file so that all students can access the material.

- The largest set of skills would be communication and collaboration-which were demonstrated through the use of letters.- ICT-using digital technology, communication tools, communicating information - Social and Cross-Cultural Skills-helping to bridge and show cultural differences and similarities Through the writing of “The Flat Stanley Post,” the students are able to report on Flat Stanley by writing about the experiences Stanley had in other students’ communities. Not only did the students write about his excursions, but they also included what Stanley’s general life was like, such as what he ate, and what the environment and land were like in that part of the country. From including the information required, the writing of the post enabled them to answer all the unit and content questions and they then discussed the essential question and came to the conclusion that although we are different in some ways, we are similar in many. Students were able to effectively use the Internet to both communicate and do their research. Technology skills were used to create a newsletter reporting their findings and the post was venue of sharing those findings with others. They also practiced journal writing, developed word processing skills, and had to become proficient in reporting the information using technology skills, such as e-mail, desktop publishing, scanning, digital photography, and printing, Creativity may not have been emphasized, but was probably seen in how other students from around the world shared their lives with Stanley.
 * Responses to 4.04 Lesson: Flat Stanley. The students create a newsletter in which they shared letters and pictures they received from sending Flat Stanley around the world. **
 * 1. ** ** What 21st century skills does the student sample demonstrate?**
 * 2.** ** How does the student sample help to answer the Curriculum-Framing Questions?**
 * 3.** ** How does the chosen technology enable students to enhance their learning, increase productivity, and promote creativity?**