Technology Integration
Section I-A: Research
Artifact: Distance Learning Program Proposal for Web-Centered Instruction Program
In ET 631, we studied the various methods of presenting curriculum through online instruction. The research has shown that low-income students often do not have technology resources at home; in order for these students to remain at the same level as their classmates they must be offered the opportunity to complete technology assignments at school, and given a trained teacher to help them navigate the programs. If students are allowed to work at their own pace through an online program, repeating skills as needed, then they gain both confidence and knowledge.
As a group, we created a proposal for an online after school tutoring program that would increase the math skills of students in grades 3-5. The program’s target population was Title 1 students who lack the home environment and prior knowledge that prevents them from succeeding in math in school. In ED 608, Educational Innovations, we studied urban and lower income students and schools in depth. Many of these students are at-risk; these students need extra assistance in the early grades so that they do not fall behind and risk failure at the secondary level. Our program was targeted at the young, low-income students as a way to raise the math and technology levels of these students.
Our tutoring program would be coordinated through one teacher, who would create the lessons and monitor the students’ progress. Students must complete a pre-test at the beginning of the week and a post test at the end to measure student progress. The students would complete internet site lessons hosted on a Moodle and be required to pass an assessment before moving on to the next lesson. The lessons would include specific instructions for each day; students would also increase their language arts skills when reading the directions and writing explanations of how they solved selected problems. The Moodle allows for all communication, such as assignment directions and collecting student work, between the students and teacher. In this way, students at various sites can complete the program with on-site supervision.
Reeves, C., & North Central Regional Educational Lab., N. (2003). Implementing the No Child Left Behind Act: Implications for Rural Schools and Districts. Educational Policy Publications. Retrieved from ERIC database 06/26/2010.
Artifact: Diversity among Distance Learning Student Populations Paper
In ET631, I studied the effects of a distance-learning program on various socio-economic and ethnic backgrounds. It has been found that students from a lower socio-economic background are at a disadvantage when online learning technology is introduced in class. Most of the research has been done at the college level, but the cultural differences can also be applied to secondary classrooms.
Most research has found that online learning is beneficial to low income populations. They can work their classwork around their job and family obligations. It has also been found that students who are less likely to participate in class, such as lower performing students and culturally shy students, are more likely to participate in an online class. Students who have difficulty with English can take the extra time to formulate their thoughts when using a discussion board rather than live conversation. This research was used when creating the Distance Learning Proposal for Web Centered Instruction.
TF-II.B: Apply current research on teaching and learning with technology when planning learning environments and experiences
TF-III.A: Facilitate technology-enhanced experiences that address content standards and student technology standards
TF-III.E: Use current research and district/regional/state/national content and technology standards to build lessons and units of instruction
TF-IV.C: Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity
Section I-B: Integration of Technology into the Curriculum
Artifact- Chesapeake Bay Technology Unit
Seventh grade life science standards require students to study ecosystems and biodiversity. State of Maryland standards extend so that students apply these concepts to the Chesapeake Bay watershed. Seventh grade technology standards include research of information and producing documents in different forms. In ET 610, I created a technology-based unit on the MD standard focusing on the Chesapeake Bay watershed.
In this unit, students begin by researching and sharing information about biotic and abiotic factors in an ecosystem using Inspiration and excel. Students then have opportunity to explore organisms and their interactions in the Chesapeake Bay through a PBS interactive website. Using Inspiration, students create a food web of these organisms. Students further explore areas of the Bay, identifying activities with an environmental impact on the bay. Finally, students share their information with others by creating a website.
Artifact: ET605- Going Green Webquest
As a group we created a webquest for students to study and explore various ways to protect our environment, and create a newsletter to inform others of ways to make their community environmentally friendly. The unit was designed with the NETS Performance Indicators and the ultimate goal of the unit would be to assist schools in the process of receiving MD Green Schools certification.
During the Webquest lesson, students research either energy conservation, water conservation, planting for the environment, or recycling. Students then work together to design a project that will help their school become more energy-efficient. As a culminating activity, students create a newsletter to share their findings. A sample newsletter and rubric for grading were created in order to assist grading student work.
TF-II.A: Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners
TF-II.C: Identify and locate technology resources and evaluate them for accuracy and suitability
TF-III.A: Facilitate technology-enhanced experiences that address content standards and student technology standards
TF-III.C: Apply technology to demonstrate students' higher-order skills and creativity
TF-III.E: Use current research and district/regional/state/national content and technology standards to build lessons and units of instruction
Section I-C: Technology Resources
Artifact: Blog Assignment
My first blog explored various Web 2.0 tools for use in the classroom in ET 630. This was probably my favorite assignment in the entire graduate program; I spent hours and hours reviewing Web 2.0 tools, looking for different tools that could easily be adapted to my lessons and would be engaging for my students. I evaluated Google Docs, and found the Google gadgets that easily allow for creating and using electronic flash cards. I discovered Wordia, which is a new site for posting vocabulary videos. While finding the site less user-friendly, I am excited about the idea of student videos to define scientific vocabulary. Our blogs were created using Blogger, and all linked, so this led to my exploration and use of Google Reader to not only keep up with the other blogs but extend my reading to other sites that interest me. Through this, I discovered Edmodo, a social networking site created specifically for education. Once introducing this site in my own classroom, I discovered how students could improve their writing skills by working together to create thoughtful and insightful comments on information gathered in class. In an extension of the Chesapeake Bay food web creation, students shared the information they gathered on the bay organisms, in order to complete a more extensive food web. In another assignment, students wrote their conclusions to their hypothesis as a means of sharing ideas and data. My excitement about Edmodo has led me to conduct professional development sessions within Howard County.
Artifact- Grants Funding Paper
Technology costs are prohibitive and grants are one way to fund purchases for additional equipment. In ET680 I proposed applying for 3 grants for equipment that otherwise couldn’t be obtained. All 3 proposals would be beneficial for a middle school science classroom if awarded. As stated in my paper, you cannot be awarded the grant if you don’t apply.
One grant funds Vernier Labquest data collectors and probes used for physical sciences, chemistry, and biological sciences. All of the probes connect through the Labquest to electronically record and save data on the Labquest and/or the computer itself. Use of the Labquest engages students in the electronic collection of data, allowing students to develop skills in scientific processes, interpreting scientific graphs, and thinking critically about science. Students at all middle school levels have difficulty with these science process skills; Labquests would be one way to boost these skills through technology.
TF-II.C Identify and locate technology resources and evaluate them for accuracy and suitability.
Section I-D: Managing the Technology-Rich Classroom
Artifact: Math Learning Project and Lesson Plan
Students of all ages struggle with the concepts of mean, median, and mode. As a group in ET 605, we created a math lesson using online dice that teaches students how to gather data within excel.
In this lesson, the teacher demonstrates each new skill using an LCD projector and document camera or computer: using online dice, creating a flipbook, creating an Excel document and graph. The teacher moves around the computer lab to assist struggling students. Students are given clear instructions on how to use the data and allow Excel to make the calculations and then create a graph, and to turn in their work using the school server. Whenever students use technology, I demonstrate the site, activity object, or final product using these strategies to insure students remain on-task and are successful in their work.
TF-II.A Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
TF-II.D Plan for the management of technology resources within the context of learning activities.
TF-II.E Plan strategies to manage student learning in a technology-enhanced environment.
TF-III.D Manage student learning activities in a technology-enhanced environment.
Section I-E: Social, Legal, and Ethical Issues
Artifact: Acceptable Use Policy
At Harper’s Choice Middle School students were expected to follow the character building traits of Respect, Responsibility, and Relationships. In ET680, I created an acceptable use policy for student use of computers in the classroom based on the 3R’s known in the school. The standard county policy was long with tiny print, and not easily read by students or parents. This policy incorporates the main ideas of the county policy, but also adds in consequences for students who do not follow the policy. This helps teachers, parents, and students understand the guidelines in advance of using the technology. This policy was written for middle school students to read and understand that their use of technology in the classroom is a privilege. The guidelines to be followed will insure quality instruction with computer use in the classroom.
Artifact: Critical Literacy Project
Students in 7th grade need to know how to research information on the Internet, yet distinguish between sources and identify quality information for use in their own student work. Students need experience in identifying accurate information and specific direction in using technology to communicate, research, and create multimedia projects. Students also need instruction in using distance learning tools before they enroll in an online class. In ET 630, I created a critical literacy project that instructs students on the benefits and limitations of genetic variation among sexually reproducing organisms while analyzing Web sites for credibility.
The lesson begins with students researching a genetically altered organism, which is completely false. Students then review the organism’s Wikipedia entry, and discuss the accuracy of the sources. Students use Survey Monkey to give opinions of the accuracy of the sites. Students then use Wikipedia to define artificial selection and review the accuracy of those sources. Students then apply this knowledge to research their choice of organism while analyzing the Web sites for credibility. Students share their findings when contributing to a blog about their organism. During the unit students are guided to research, evaluate websites for credibility, compare textbook information to websites, and participate in online surveys and blogs. Students are evaluated on each website evaluation and contributions to a blog.
TF-VI.A Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
TF-VI.D Promote safe and healthy use of technology resources.
TF-VI.E Facilitate equitable access to technology resources for all students.
Section I-F: Technology for Diversity
Artifact: Participate Project
As a part of the genetics unit, students are excited to share and compare their genetic traits with others. In ET 630, I wrote a unit for students to gather their own genetic trait information and then share it with others on a global scale through the Human Genetics: Is the dominant trait most prevalent? project. This project is hosted by Stevens Institute of Technology, Center for Innovation in Engineering and Science Education (CIESE). I plan to continue to participate in this project each year. Middle school students love to communicate with their peers. To begin the project, students are instructed in the use of an interactive site, Edmodo, and use it to collectively write a description of their school. Edmodo allows all students to contribute ideas regardless of writing or speaking skills. Students then learn about genetic inheritance through age-appropriate web sites. The teacher then assists students in gathering their own information using excel and submitting class data to the global collection site. Students then evaluate their experiences using Edmodo and Survey Monkey. This unit allows students to share their own diverse traits and use different communication tools with each other as well as share their information with the others across the globe.
TF-VI.B Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
TF-VI.C Identify and use technology resources that affirm diversity.
Section I-G: Technology for Diverse and Special Needs
Artifact: Water Unit
In sixth grade science students need a deep understanding of the water cycle. Most classes include students who read, learn, and communicate at a variety of levels. In ET 640 I created a water unit that instructs students at 3 levels; grade level, learning disabled, and life skills students. By introducing unit organizers, interactive books, Inspiration graphic organizers, and vocabulary strategies, students of all levels are able to grasp a clear understanding of the concepts of evaporation, condensation and cloud formation.
The unit begins with a class introduction using ActiveInspire software to identify various bodies of water. Students are given daily guidance on the completion of a unit organizer to give structure to the unit and detailed review of vocabulary and concepts. Students view an interactive book as many times as they need, with optional narration and further explanation for those who need it. Students use their prior knowledge to define the water terms and then have a demonstration using the document camera to give a visual to the terms. Students create their own electronic graphic organizer to classify cloud types and are given a quiz at their own appropriate level.
TF-II.A Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
TF-III.B Use technology to support learner-centered strategies that address the diverse needs of students.
TF-VI.B Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
Section I-H: Instructional Design
Artifact: Storyboard and Human Body Review
Seventh grade students must know a tremendous amount of vocabulary during the study of the human body. In order to help them review, our group planned an interactive review to help students prepare for the unit assessment. We used Inspiration to create a storyboard for our review lesson plan. In it, we divided up the sections into the different body systems to focus the review on. Our storyboard included the objectives to cover for each system and planned the sections of the activity- review, identify a diagram, and self-quiz.
As a group, we divided our storyboard into 3 sections. The first section included review videos and activities for student review. The second section focused on identifying the parts of the 3 individual systems. The third section allows the student to practice their knowledge using a self-correcting quiz on the 3 body systems. Each group member used PowerPoint and VBA to create a section of an interactive student review, with self-quiz at the end. The 3 sections were then combined to form one review tool for students to use when reviewing for their quarterly assessment.
TF-II.F Identify and apply instructional design principals associated with the development of technology resources.
Artifact: Distance Learning Program Proposal for Web-Centered Instruction Program
In ET 631, we studied the various methods of presenting curriculum through online instruction. The research has shown that low-income students often do not have technology resources at home; in order for these students to remain at the same level as their classmates they must be offered the opportunity to complete technology assignments at school, and given a trained teacher to help them navigate the programs. If students are allowed to work at their own pace through an online program, repeating skills as needed, then they gain both confidence and knowledge.
As a group, we created a proposal for an online after school tutoring program that would increase the math skills of students in grades 3-5. The program’s target population was Title 1 students who lack the home environment and prior knowledge that prevents them from succeeding in math in school. In ED 608, Educational Innovations, we studied urban and lower income students and schools in depth. Many of these students are at-risk; these students need extra assistance in the early grades so that they do not fall behind and risk failure at the secondary level. Our program was targeted at the young, low-income students as a way to raise the math and technology levels of these students.
Our tutoring program would be coordinated through one teacher, who would create the lessons and monitor the students’ progress. Students must complete a pre-test at the beginning of the week and a post test at the end to measure student progress. The students would complete internet site lessons hosted on a Moodle and be required to pass an assessment before moving on to the next lesson. The lessons would include specific instructions for each day; students would also increase their language arts skills when reading the directions and writing explanations of how they solved selected problems. The Moodle allows for all communication, such as assignment directions and collecting student work, between the students and teacher. In this way, students at various sites can complete the program with on-site supervision.
Reeves, C., & North Central Regional Educational Lab., N. (2003). Implementing the No Child Left Behind Act: Implications for Rural Schools and Districts. Educational Policy Publications. Retrieved from ERIC database 06/26/2010.
Artifact: Diversity among Distance Learning Student Populations Paper
In ET631, I studied the effects of a distance-learning program on various socio-economic and ethnic backgrounds. It has been found that students from a lower socio-economic background are at a disadvantage when online learning technology is introduced in class. Most of the research has been done at the college level, but the cultural differences can also be applied to secondary classrooms.
Most research has found that online learning is beneficial to low income populations. They can work their classwork around their job and family obligations. It has also been found that students who are less likely to participate in class, such as lower performing students and culturally shy students, are more likely to participate in an online class. Students who have difficulty with English can take the extra time to formulate their thoughts when using a discussion board rather than live conversation. This research was used when creating the Distance Learning Proposal for Web Centered Instruction.
TF-II.B: Apply current research on teaching and learning with technology when planning learning environments and experiences
TF-III.A: Facilitate technology-enhanced experiences that address content standards and student technology standards
TF-III.E: Use current research and district/regional/state/national content and technology standards to build lessons and units of instruction
TF-IV.C: Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity
Section I-B: Integration of Technology into the Curriculum
Artifact- Chesapeake Bay Technology Unit
Seventh grade life science standards require students to study ecosystems and biodiversity. State of Maryland standards extend so that students apply these concepts to the Chesapeake Bay watershed. Seventh grade technology standards include research of information and producing documents in different forms. In ET 610, I created a technology-based unit on the MD standard focusing on the Chesapeake Bay watershed.
In this unit, students begin by researching and sharing information about biotic and abiotic factors in an ecosystem using Inspiration and excel. Students then have opportunity to explore organisms and their interactions in the Chesapeake Bay through a PBS interactive website. Using Inspiration, students create a food web of these organisms. Students further explore areas of the Bay, identifying activities with an environmental impact on the bay. Finally, students share their information with others by creating a website.
Artifact: ET605- Going Green Webquest
As a group we created a webquest for students to study and explore various ways to protect our environment, and create a newsletter to inform others of ways to make their community environmentally friendly. The unit was designed with the NETS Performance Indicators and the ultimate goal of the unit would be to assist schools in the process of receiving MD Green Schools certification.
During the Webquest lesson, students research either energy conservation, water conservation, planting for the environment, or recycling. Students then work together to design a project that will help their school become more energy-efficient. As a culminating activity, students create a newsletter to share their findings. A sample newsletter and rubric for grading were created in order to assist grading student work.
TF-II.A: Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners
TF-II.C: Identify and locate technology resources and evaluate them for accuracy and suitability
TF-III.A: Facilitate technology-enhanced experiences that address content standards and student technology standards
TF-III.C: Apply technology to demonstrate students' higher-order skills and creativity
TF-III.E: Use current research and district/regional/state/national content and technology standards to build lessons and units of instruction
Section I-C: Technology Resources
Artifact: Blog Assignment
My first blog explored various Web 2.0 tools for use in the classroom in ET 630. This was probably my favorite assignment in the entire graduate program; I spent hours and hours reviewing Web 2.0 tools, looking for different tools that could easily be adapted to my lessons and would be engaging for my students. I evaluated Google Docs, and found the Google gadgets that easily allow for creating and using electronic flash cards. I discovered Wordia, which is a new site for posting vocabulary videos. While finding the site less user-friendly, I am excited about the idea of student videos to define scientific vocabulary. Our blogs were created using Blogger, and all linked, so this led to my exploration and use of Google Reader to not only keep up with the other blogs but extend my reading to other sites that interest me. Through this, I discovered Edmodo, a social networking site created specifically for education. Once introducing this site in my own classroom, I discovered how students could improve their writing skills by working together to create thoughtful and insightful comments on information gathered in class. In an extension of the Chesapeake Bay food web creation, students shared the information they gathered on the bay organisms, in order to complete a more extensive food web. In another assignment, students wrote their conclusions to their hypothesis as a means of sharing ideas and data. My excitement about Edmodo has led me to conduct professional development sessions within Howard County.
Artifact- Grants Funding Paper
Technology costs are prohibitive and grants are one way to fund purchases for additional equipment. In ET680 I proposed applying for 3 grants for equipment that otherwise couldn’t be obtained. All 3 proposals would be beneficial for a middle school science classroom if awarded. As stated in my paper, you cannot be awarded the grant if you don’t apply.
One grant funds Vernier Labquest data collectors and probes used for physical sciences, chemistry, and biological sciences. All of the probes connect through the Labquest to electronically record and save data on the Labquest and/or the computer itself. Use of the Labquest engages students in the electronic collection of data, allowing students to develop skills in scientific processes, interpreting scientific graphs, and thinking critically about science. Students at all middle school levels have difficulty with these science process skills; Labquests would be one way to boost these skills through technology.
TF-II.C Identify and locate technology resources and evaluate them for accuracy and suitability.
Section I-D: Managing the Technology-Rich Classroom
Artifact: Math Learning Project and Lesson Plan
Students of all ages struggle with the concepts of mean, median, and mode. As a group in ET 605, we created a math lesson using online dice that teaches students how to gather data within excel.
In this lesson, the teacher demonstrates each new skill using an LCD projector and document camera or computer: using online dice, creating a flipbook, creating an Excel document and graph. The teacher moves around the computer lab to assist struggling students. Students are given clear instructions on how to use the data and allow Excel to make the calculations and then create a graph, and to turn in their work using the school server. Whenever students use technology, I demonstrate the site, activity object, or final product using these strategies to insure students remain on-task and are successful in their work.
TF-II.A Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
TF-II.D Plan for the management of technology resources within the context of learning activities.
TF-II.E Plan strategies to manage student learning in a technology-enhanced environment.
TF-III.D Manage student learning activities in a technology-enhanced environment.
Section I-E: Social, Legal, and Ethical Issues
Artifact: Acceptable Use Policy
At Harper’s Choice Middle School students were expected to follow the character building traits of Respect, Responsibility, and Relationships. In ET680, I created an acceptable use policy for student use of computers in the classroom based on the 3R’s known in the school. The standard county policy was long with tiny print, and not easily read by students or parents. This policy incorporates the main ideas of the county policy, but also adds in consequences for students who do not follow the policy. This helps teachers, parents, and students understand the guidelines in advance of using the technology. This policy was written for middle school students to read and understand that their use of technology in the classroom is a privilege. The guidelines to be followed will insure quality instruction with computer use in the classroom.
Artifact: Critical Literacy Project
Students in 7th grade need to know how to research information on the Internet, yet distinguish between sources and identify quality information for use in their own student work. Students need experience in identifying accurate information and specific direction in using technology to communicate, research, and create multimedia projects. Students also need instruction in using distance learning tools before they enroll in an online class. In ET 630, I created a critical literacy project that instructs students on the benefits and limitations of genetic variation among sexually reproducing organisms while analyzing Web sites for credibility.
The lesson begins with students researching a genetically altered organism, which is completely false. Students then review the organism’s Wikipedia entry, and discuss the accuracy of the sources. Students use Survey Monkey to give opinions of the accuracy of the sites. Students then use Wikipedia to define artificial selection and review the accuracy of those sources. Students then apply this knowledge to research their choice of organism while analyzing the Web sites for credibility. Students share their findings when contributing to a blog about their organism. During the unit students are guided to research, evaluate websites for credibility, compare textbook information to websites, and participate in online surveys and blogs. Students are evaluated on each website evaluation and contributions to a blog.
TF-VI.A Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
TF-VI.D Promote safe and healthy use of technology resources.
TF-VI.E Facilitate equitable access to technology resources for all students.
Section I-F: Technology for Diversity
Artifact: Participate Project
As a part of the genetics unit, students are excited to share and compare their genetic traits with others. In ET 630, I wrote a unit for students to gather their own genetic trait information and then share it with others on a global scale through the Human Genetics: Is the dominant trait most prevalent? project. This project is hosted by Stevens Institute of Technology, Center for Innovation in Engineering and Science Education (CIESE). I plan to continue to participate in this project each year. Middle school students love to communicate with their peers. To begin the project, students are instructed in the use of an interactive site, Edmodo, and use it to collectively write a description of their school. Edmodo allows all students to contribute ideas regardless of writing or speaking skills. Students then learn about genetic inheritance through age-appropriate web sites. The teacher then assists students in gathering their own information using excel and submitting class data to the global collection site. Students then evaluate their experiences using Edmodo and Survey Monkey. This unit allows students to share their own diverse traits and use different communication tools with each other as well as share their information with the others across the globe.
TF-VI.B Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
TF-VI.C Identify and use technology resources that affirm diversity.
Section I-G: Technology for Diverse and Special Needs
Artifact: Water Unit
In sixth grade science students need a deep understanding of the water cycle. Most classes include students who read, learn, and communicate at a variety of levels. In ET 640 I created a water unit that instructs students at 3 levels; grade level, learning disabled, and life skills students. By introducing unit organizers, interactive books, Inspiration graphic organizers, and vocabulary strategies, students of all levels are able to grasp a clear understanding of the concepts of evaporation, condensation and cloud formation.
The unit begins with a class introduction using ActiveInspire software to identify various bodies of water. Students are given daily guidance on the completion of a unit organizer to give structure to the unit and detailed review of vocabulary and concepts. Students view an interactive book as many times as they need, with optional narration and further explanation for those who need it. Students use their prior knowledge to define the water terms and then have a demonstration using the document camera to give a visual to the terms. Students create their own electronic graphic organizer to classify cloud types and are given a quiz at their own appropriate level.
TF-II.A Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
TF-III.B Use technology to support learner-centered strategies that address the diverse needs of students.
TF-VI.B Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
Section I-H: Instructional Design
Artifact: Storyboard and Human Body Review
Seventh grade students must know a tremendous amount of vocabulary during the study of the human body. In order to help them review, our group planned an interactive review to help students prepare for the unit assessment. We used Inspiration to create a storyboard for our review lesson plan. In it, we divided up the sections into the different body systems to focus the review on. Our storyboard included the objectives to cover for each system and planned the sections of the activity- review, identify a diagram, and self-quiz.
As a group, we divided our storyboard into 3 sections. The first section included review videos and activities for student review. The second section focused on identifying the parts of the 3 individual systems. The third section allows the student to practice their knowledge using a self-correcting quiz on the 3 body systems. Each group member used PowerPoint and VBA to create a section of an interactive student review, with self-quiz at the end. The 3 sections were then combined to form one review tool for students to use when reviewing for their quarterly assessment.
TF-II.F Identify and apply instructional design principals associated with the development of technology resources.