1. Email (djudd@valdosta.edu) using your Valdosta email account.  Let me know if you have another email address (in addition to your VSU account) that you want me to add to our class email data base.  You can access VSU's Web mail anywhere in the world.
     * If you have never used your VSU email account, you can find the information to begin at New Student Email Accounts

    * If you need help with your VSU account contact:
VSU Info Tech Helpdesk
Hours of Operation
8:00am - 5:30pm - Monday-Thursday
8:00am - 3:00pm - Friday
Ashley Hall, Room 114
Phone: 245-4357

2. Admission to Teacher Education Program
  * Show your Admission "Green Sticker" or 
   * Special Permission from Dr. Swank

Your class page should be special to share with your field classes during your Early Childhood Program.  Select a theme for your class page that elementary age children will enjoy (e.g., cats, school, sports, etc.). Select a personal theme for your home page that reflects you (e.g., flowers, dogs, country, school, etc.).  Links to clipart and backgrounds on Great Sites for Developing Web Pages.  If you need help copying or saving your images go to the "How To Table."   See examples of Home Pages and Teachers' Class Pages from ECED 7430, & Examples of School Class Pages.
 

1. Title for Class Page and Home Page
2. Large main theme picture for Class Page and Home Page (saved on disk).
3. At least 6 theme pictures for your Class Page and 6 theme pictures for your Home Page (saved on disk).
4. Plus a small icon or image for your email (saved on disk).
5. A background for your Class Page and Home Page (saved on disk).

Information for Home Page & Class Page and Evaluation for Class Page & Home Page

Bobby was created by the CAST, which was founded in 1984 as the Center for Applied Special Technology, CAST is a not-for-profit organization whose mission is to expand opportunities for people with disabilities through innovative uses of computer technology.

Once your Web site receives a Bobby Approved rating, you are entitled to use the Bobby Approved icon on your site. This icon identifies you as someone that is committed to inclusion.

1.    Don't forget to give your Bobby Approved icon an alternate text description.

2. Place the icon on approved pages with text "This page is Bobby Approved."

"Paint a Picture-Story Learning Activity"
Evaluation Page  for Paint a Picture-Story Learning Activity Assignment

1.Use the "Paint" program to draw a picture of your favorite book, story, or poem. 

2. To open Microsoft "Paint" program  go to:
 Start > Programs > Accessories > Paint
3.After you paint your picture and want to save it go to:
File > Save As 
Give picture a Name (be sure it is a name with no spaces) and Save 

When you are ready to publish your picture in the Paint program then:
4. Select > Copy your picture  (Example of Selecting a Picture)

5.Paste and Publish your "Paint Picture" on a Web page (paint.html)

6. Write the story to go with your picture (10 or more sentences)

7. Write a critical thinking question for your paint a picture-story activity.  It can be an alternative ending for the story or a creative way the students would change the story or poem by looking at the story through the eyes of one of the characters, e.g., If you were "Little Red Riding Hood" what would you do different in the story? or How would you have acted differently if you were the wolf in the story?  What if you could be a character in the story, how would you help Little Red Riding Hood?

8. Make links on your Paint a Picture-Story page to: your Home Page, Class Page & Email address

See examples of Paint a Picture-Story of previous students and  Magic School Bus at the Waterworks

1. Your name _________________

2. Name of your school __________________ and grade level ___________

3. Name of your teacher _____________

4. Is there a working computer in your classroom?  Yes or No   If your answer is no then:  Is there a working computer in your school that you can use?

5. Does the computer have Internet connection?

6. Does the computer have the Microsoft Paint program or any drawing program?

7. Will you have access to a printer?

Discuss with your mentor teacher the special students in your class.  Every class will has students with special needs.  This does not have to be a student that has been formally tested, but a student that needs any kind of special attention.

1. Select one of your students that needs special attention.  Describe your student's special needs. (Do not use the student's real name.  You could refer to the student by initials or as the special student.)

2. List the URL address of one Internet resource website, where you found information to assist you to work with your special needs student. Information for assisting special students:  Links for Accommodations for Special Students or you can do a search.

3. Explain what you could add to a lesson plan to accommodate your special student?

1. Paint Lesson Plan Format for your Paint Picture-Story lesson
2. Links to Lesson Plan Template from Georgia Learning Connection and basic Lesson Plan Format with information for developing lesson plans
3. Helpful sites from the Georgia Learning Connection to assist in the Accomdation area of the lesson plan

  * Accommodation: This is where you identify the needs of your special student and state the changes in the lesson for your special student. See website, Information Links for Accommodations for Special Students

  * Have your mentor teacher sign & approve your lesson plan several days before you teach the lesson
Evaluation for Paint Lesson Plan

* Have mentor teacher approve and initial your lesson plan
* Ask mentor teacher which computer would be best for you to use to teach your technology lesson
* Check out computer 
   * Open your Paint Picture and summary on the Internet
   * Open drawing program and see how it works 
   * If the drawing program is not MS Paint (like we used in class) then spend some time exploring the program, so you will be ready to present it to your students
* Discuss with your mentor teacher and set a date, time, and observer for your lesson
* Ask mentor teacher to identify the 2 students for your lesson 

 a. After teaching each of your lessons, add your reflections at the end of your lesson plan Web pages 
Evaluation Page for Paint Lesson Reflections
Reflections Should Include:
  1.Describe and give examples of how the students were engaged in learning and responded during your lesson. (Tell what the students did to show they were learning during the lesson, Give specific examples: e.g., students appeared to be engaged during the lesson when they discussed the different parts of the butterfly life cycle and asked questions about caterpillars and butterflies during the lesson.  )

  2. Describe and give examples of how the students achieved the assessment of your lesson. Give the achievement level (satisfactory or unsatisfactory) for each assessment for each of your students.  (Give specific examples that illustrate how your students did for each part of the lesson's assessment.)

3. Describe what you would change or do differently if you taught this lesson again.  (Give specific examples)

Turn in a copy of your paint lesson evaluation that you taught in your class.  This is the evaluation completed by your observer of you teaching your technology lesson.  Be sure it is a copy and not the original.

List the questions and title of book from Paint Lesson and descriptions of the students' products and comments made by your students. (Do not copy student's last name, can use student's initials.) 

VSU scanners are available in computer labs 120, 122, 240, & 244, when classes are not in session.  The computer next to the scanner is the one to use with the scanner.  Save your scanned pictures in jpg or gif format on your disk.  (Reminder: give your pictures names with one word no spaces, example: studentpaint1)

Entire group meet at the assistive technology lab in the Special Education Building during the week of (Grade will be given to everyone in the group that participated in the AT lab meeting, helped to develop PowerPoint, and participated in presentation.)

1. Select assistive technology equipment and become an expert with the equipment to report to our class.
2. Entire group develop a PowerPoint presentation with the information of the assistive technology equipment for class presentation.  Be sure to include in PowerPoint presentation:
  a. What is the purpose of the AT equipment?
  b. Why someone would use this AT equipment?
  c. How and where would someone use this AT equipment?
  d. Describe the AT equipment 
  e. Include a picture of the AT equipment (can take a picture or find a picture on the Internet to place on a PowerPoint page.

AT Lab Hours in the Special Education Building: (Lois is in charge of the AT Lab and will assist you, and the Department of Special Education has asked us to sign in for lab documentation)

Monday & Wednesday - 10:30 to 1:00 pm; 2:15 to 3:15; 4:30 to 5:30
T/Th - 10:30 to 1:00; 3:30 to 5:30
Fridays - 9:00 to 12:00 pm

* Description:The TopicQuest page that you will develop will be a fun and educational Web page with 10 connecting links and an activity for the students.  The activity and lesson plan will be related to two QCC's and integrate the linked Internet sites with two subject areas, such as science, math, social studies, language arts, music, and art. Examples of topics previously selected by teachers and developed by VSU preservice teachers.

Field Experience - First Lesson Presented in Schools
*Your first lesson will include working with 2 or more students at your school.  Be sure to have your lesson plan approved by your mentor teacher before teaching your technology integrated lesson.  Your first lesson will be developed around your "Paint a Picture-Story."   Save and bring the elementary students' writing and drawing products to the VSU class.  After teaching your lesson, add your reflections to your lesson plan Web page.

Field Experience - Second Lesson Presented in Schools
* You will share your TopicQuest Web Page with at least 2 students.  Be sure to have your lesson plan approved by your mentor teacher before teaching your technology integrated lesson.  After you explore your Internet related links on your TopicQuest Page with your students, then you will do the activities that you have developed with both students.  Bring the students' work from the activities back to VSU and scan their work and add them to your web site.  The elementary students will be able to see their work on the Internet.

    Your editor wants you to tell about your trip and report on 2 dinosaur time periods for your article.  You will need to describe the 2 dinosaur periods and compare their types of dinosaurs and environments. 

     In addition, your editor wants you to draw a picture of each of the dinosaur periods to put with your article in The National Weekly Reader. 

       The Topic Page has some links you might want to stop at in your Time Capsule for dinosaur information. The Walking with Dinosaurs website tells about dinosaurs during different periods of time. (Be sure to include the link or links that will provide the information for the students to complete the scenario.)

Have a Good Trip!

The elementary students' Scenario Mission activities should be scanned and placed in tables after your evaluation on your Topic Lesson Plan Web Page.

Give the  descriptions of the students' products and comments made by your students. (Do not copy student's last name, can use student's initials.) 

VSU scanners are available in computer labs 120, 122, 240, & 244, when classes are not in session.  The computer next to the scanner is the one to use with the scanner.  Save your scanned pictures in jpg or gif format on your disk.  (Reminder: give your pictures names with one word no spaces, example: topicstudent1)

Collaborative Topic Website (in-class assignment)-  Teaching Reflections

1. Entire group to work on digital camera group activity

2. Design E-Book learning activity

3. Use digital camera to take 8-12 pictures for your E-Book pages

4. See example at:  Andy Makes a Puzzle E-Book & Page Story Also the E-Book Library by preservice teachers

1. Select any two cities in the world, just make sure the cities are on different continents.

2. Do a search using search engines and online encyclopedias.  Gather information about both cities, such as country, continent, the history, the culture, the people, and special attractions, etc. 

3. Give a description of your city and/or country in 3or more sentences.

4. Add a picture for each of your cities to your information table.

5. Gather 3 days of weather information listing highs and lows for your two cities from AccuWeather.com.  Develop a comparison weather graph in Excel for your two cities to add to your Cities Around the World Web page.  (Have weather information ready and we will develop the Excel graph in class.)

1. If I was teaching  _________________ [Include grade level, subject, and topic (Example: kindergarten reading, the sounds of letters)].  I would implement  ________________ (name of software)software to ___________ (introduce, reinforce, review, conclusion, etc.)the topic.

2. The activity I would use with this software is ____________________________ (Describe your software integrated activity, see example below). 

(Example: Students could use the software program, "A to ZAP!," for a review of beginning letter sounds.  The computer could be used as a center and students could take turns working in pairs at the center.  After the students complete their computer center time, they will be asked to select and write two letters on two pieces of paper and draw three pictures for each letter sound.  All the students in the class could display their letter sheets on the wall in the hall to form a picture and letter sound alphabet.)

Software Evaluation
EvaluTech  lists evaluation criteria for a variety of teaching materials.  Guidelines cover evaluation of audiovisual, CDRom, computer courseware, online courses, videodisks, and web sites.  EvaluTech is a searchable database of instructional materials specifically designed for use in kindergarten through grade 12. 

Evaluation Criteria (Developed by EvaluTech)
1. Accuracy
2. Text (writing style or narration, clarity, comprehensive, balanced)
3. Organization (scope, format, sequence, page layout)
4. Visuals (illustrations, graphics, photographs, film, use of color and white space)
5. Strengths
6. Weaknesses
7. Special features or ancillary resources included (teacher guide, study sheets, bibliography, index, blackline masters, lamination, etc.)
8. "Selectors should note ... " (alerts educators to potential controversy)

To be completed in Electronic Portfolios
1. Portfolio Main Page - Include your name & a selected picture 
2. Philosophy- Write three or more paragraphs about your philosophy of education
3. Subject Matter - Develop links to: Topic Page; Paint-Story; E-Book; &Electronic Reading File Format
4. Instructional Strategies - Develop links to: TopicQuest Page; Paint-Story; & E-Book
5. Instructional Planning - Develop links to: Lesson Plans for Topic Page & Paint-Story
6. To be added to Class Information Table & Home Page
    a. Add Electronic Portfolio link to Class Information Table& Home Page with a description of your Electronic Portfolio, such as: (My Electronic Portfolio includes lesson plans and projects that I developed in my Early Childhood Program.)

*Three ring notebook divided into sections of How-To Directions, Class Notes, Georgia QCC Standards of Technology Integration (grades K-5), lesson plans, copies of your Web pages and projects.

    Your editor wants you to tell about your trip and report on 2 dinosaur time periods for your article.  You will need to describe the 2 dinosaur periods and compare their types of dinosaurs and environments. 

     In addition, your editor wants you to draw a picture of each of the dinosaur periods to put with your article in The National Weekly Reader. 

       The Topic Page has some links you might want to stop at in your Time Capsule for dinosaur information. The Walking with Dinosaurs website tells about dinosaurs during different periods of time. (Be sure to include the link or links that will provide the information for the students to complete the scenario.)

Have a Good Trip!