Education and Technology by Anais Mercado

Sistema Universitario Ana G. Méndez School for Professional Studies Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo

EDUC 214

Computers In Education Uso de la Computadora en la Educación

EDUC 214 Computers in Education 2

TABLA DE CONTENIDO/TABLE OF CONTENTS Pรกgina/Page Prontuario .................................................................................................................................... 3 Study Guide ............................................................................................................................... 10 Workshop One .......................................................................................................................... 17 Taller Dos ................................................................................................................................... 22 Workshop Three ....................................................................................................................... 28 Taller Cuatro .............................................................................................................................. 31 Workshop Five/Taller Cinco .................................................................................................. 34 Anejo A/Appendix A ................................................................................................................ 37 Anejo B/Appendix B ................................................................................................................ 38 Anejo C/Appendix C ................................................................................................................ 40 Anejo D/Appendix D ................................................................................................................ 42 Anejo E/Appendix E................................................................................................................. 45 Anejo F/Appendix F ................................................................................................................. 46 Anejo G/Appendix G ................................................................................................................ 47 Anejo H/Appendix H ................................................................................................................ 49 Anejo I/Appendix I .................................................................................................................... 51 Anejo J/Appendix J ................................................................................................................. 53 Anejo K/Appendix K ................................................................................................................ 54 Anejo L/Appendix L ................................................................................................................. 55 Anejo M/Appendix M ............................................................................................................... 56 Anejo N/Appendix N ................................................................................................................ 58 Anejo O/Appendix O ................................................................................................................ 59 Anejo P/Appendix P................................................................................................................. 60

Prep. 2004. Noridis Medina Fernรกndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 3

PRONTUARIO Título del Curso:

Uso de la Computadora en la Educación

Codificación:

EDUC 214

Duración:

Cinco Semanas

Prerrequisito:

Ninguno

Descripción del Curso: El curso EDUC 214, cubre el estudio de los orígenes, desarrollo, conceptos básicos, descripción, manejo de implicaciones, rol y aplicaciones de la computadora desde una perspectiva pedagógica. Las aplicaciones de las computadoras y su impacto en nuestras vidas así como la utilización de material didáctico diseñado para la misma. Se hace uso de la computadora, cuyo laboratorio es básico como práctica en el mismo utilizando programas, procesador de palabras y otras aplicaciones de diferentes programas educativos.

Objetivos Generales: 1. Desarrollar los conceptos básicos del uso y manejo de las aplicaciones de una computadora a la sala de clases 2. Integrar las aplicaciones de la computadora como una herramienta administrativa a los procesos de planificación diaria del facilitador 3. Demostrar actitud y aptitud favorable hacia las herramientas tecnológicas que se adquieran en la escuela. Texto Requerido: Shelly, G. B., Cashman, T.J., & Vermaat, M. E.( 2000). Discovering Computers 2001Concepts for a Connected World. Course Technology. Hirshbuhl, H. & Kelley, J. (2006). Annual Editions: Computers in Education (12 ed.). McGraw-Hill/Dushkin Referencias Beekman,G. (1995). Computación & Informatica Hoy, Addison Wesley Iberoamericana. Hofstetter, F.T. (2nd edition). Multimedia Literacy, New York: McGraw-Hill Co, Inc. ISBN: 0139743871

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 4

Roblyer M.D.,& Edwards, J. (2000). Integrating Educational Technology into Teaching. 2nd Ed. Prentice Hall-ISBN: 0-13-974387-1 Shelly, G. B., Cashman, T.J., Vermaat, M. E. (1999). Discovering Computers 2000Concepts for a Connected World, 1ra. Ed., Course Technology. Shelly, Gary B., & Cashman, T.J. (1998). Discovering Computers 98 โ a Link to the Future, 1ra. Ed., Course Technology Evaluaciรณn El estudiante serรก evaluado de acuerdo a los siguientes criterios: Criterios

Puntos

1. Asistencia

2. Participaciรณn en clase y en foro de discusiรณn en Internet

3. Portafolio

100 Distribuciรณn por

Taller 5

Taller 4

Taller 3

Taller 2

Otros Criterios

Taller 1

taller

280

4. Asignaciones y tareas para entregar a. Resumen de referencia electrรณnica b. Ensayo: Historia de la computadora y eventos histรณricos

Puntos

c. Definiciรณn de computadora y justificaciรณn de la efectividad de integrar la computadora en una de las materias educativas. d. Ensayo sobre los beneficios y ventajas del software. e. Definiciรณn de software y ejemplo de un software educativo y su

Prep. 2004. Noridis Medina Fernรกndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 5

Distribuciรณn por

Taller 5

Taller 4

Taller 3

Taller 1

Otros Criterios

Taller 2

taller Puntos

integraciรณn en por lo menos una de las materias educativas. f. Presentaciรณn sobre dispositivos de entrada y salida para la poblaciรณn

con necesidades especiales. g. Ensayo sobre las ventajas y

desventajas de la comunicaciรณn

usando la computadora. 5. Proyecto

100

6. Presentaciรณn de proyecto

100

7. Examen final

100

Total

780

Escala de Evaluaciรณn 100-90 A

89-80 B

79-70 C

69-60 D

59-00 F

Los anejos incluidos en el mรณdulo, incluye las matrices de valoraciรณn para la evaluaciรณn de cada tarea. Utilice estas para guiar la preparaciรณn de cada tarea. El facilitador y el estudiante pueden modificar, aรฑadir y/o eliminar criterios.

Prep. 2004. Noridis Medina Fernรกndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 6

Descripción de las Normas del Curso 1. Este curso sigue el programa “Discipline-Based Dual-Language Immersion Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el idioma propio todo en inglés o todo en español según aplique. 2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10) horas de preparación y en ocasiones requiere más. 3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto. Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El facilitador ajustará la nota de las tareas repuestas. 4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes opciones:

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 7

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la nota existente. b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos por debajo de la nota existente. 5. La asistencia y participación en clase de actividades y presentaciones orales es extremadamente importante pues no se pueden reponer. Si el estudiante provee una excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes del lenguaje como la presentación oral o actividad a ser repuesta. 6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo, cada miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero recibirán una calificación individual. 7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero (vea la política de honestidad académica). 8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar copia a los estudiantes por escrito al principio del primer taller. 9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su correo electrónico, teléfonos, y el horario disponibles. 10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad, deberá permanecer en vibración o en silencio. 11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de clases. 12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que rigen al SUAGM y el curso.

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 8

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada. Entre ellas están: •

www.google.com

•

www.altavista.com

•

www.ask.com

•

www.excite.com

•

www.pregunta.com

•

www.findarticles.com

•

www.telemundo.yahoo.com

•

www.bibliotecavirtualut.suagm.edu

•

www.eric.ed.gov/

•

www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser necesario.

Filosofía y Metodología Educativa Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que vivimos. Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 9

nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir información. Existen varios principios para el constructivismo, entre los cuales están: 1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar con situaciones en las cuales los estudiantes estén buscando activamente construir un significado. 2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios, no en hechos aislados. 3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos. 4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo provea a los estudiantes con la información sobre la calidad de su aprendizaje. 5. La evaluación debe servir como una herramienta de auto-análisis. 6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples perspectivas que existen en el mundo. 7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 10

STUDY GUIDE Course Title:

Computers in Education

Code:

EDUC 214

Time Length:

Five weeks

Prerequisite:

None

Description: The course EDUC 214 covers the study of the origins, development, basic concepts, description, and implications of usage, role, and computer applications from a pedagogical perspective. The application of computers and their impact in our lives as well as the usage of didactic materials designed by computers. Computers and computer laboratory are used for basic practice by using different software, word processor and other computer applications. General Objectives: 1. Develop the basic concepts on the use and management of computer applications in a classroom. 2. Integrate computer applications for administrative processes in the facilitator’s/teacher’s daily planning. 3. Demonstrate favorable attitude and aptitude toward the technological tools acquired by schools. Required Textbook: (most recent edition) Gary B. Shelly, Thomas J. Cashman, Misty E. Vermaat. Discovering Computers 2001- Concepts for a Connected World. Course Technology, 2000 Hirshbuhl, H. & Kelley, J. (2006). Annual Editions: Computers in Education (12 ed.). McGraw-Hill/Dushkin References Beekman,G. (1995). Computación & Informatica Hoy, Addison Wesley Iberoamericana. Hofstetter, F.T. (2nd edition). Multimedia Literacy, New York: McGraw-Hill Co, Inc. ISBN: 0139743871 Shelly, Gary B., & Cashman, T.J. (1998). Discovering Computers 98 – a Link to the Future, 1ra. Ed., Course Technology

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 11

Evaluacion The student will be assessed according to this criteria: Criteria

Points

1. Attendance

2. Participation in the classroom and Internet forum

3. Portfolio

100 Distribution by

b. Essay: History of the computer and historical events

Points

280

4. Assignments a. Summary of electronic reference

Workshop 5

Workshop 4

Workshop 3

Workshop 2

Other Criteria

Workshop 1

workshop

c. Computer definition and the justification of how effective is integrating computers to a subject area. d. Essay about benefits and advantages of the software

e. Software definition and an example of an educational software and its integration in the curriculum f.

PowerPoint presentation about output and input devices for the handicapped population.

g. Essay about the computer and communications types.

Prep. 2004. Noridis Medina Fernรกndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 12

Distribution by

Workshop 5

Workshop 4

Workshop 3

Points

5. Project

100

6. Project presentation

100

7. Final Test

100

Other Criteria

Workshop 2

Workshop 1

workshop

Total

750

Scale 100-90 A

89-80 B

79-70 C

69-60 D

59-00 F

Appendix is included in the module, include evaluation rubrics for each task or assignment. Use these to guide you as you prepare each assignment. The facilitator and students may agree on modifying, adding, and/or eliminating criteria.

Description of course policies 1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual-Language Immersion Model® designed to promote each student’s development as a Dual Language Professional. Workshops will be facilitated in English and Spanish, strictly using the 50/50 model. This means that each workshop will be conducted entirely in the language specified. The language used in the workshops will alternate to insure that 50% of the course will be conducted in English and 50% in Spanish. To maintain this balance, the course module may specify that both languages will be used during the fifth workshop, dividing that workshop’s time and activities between the two languages. If students have difficulty with asking a question in the target language in which the activity is being conducted, students may choose to use their preferred language for that particular

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 13

question. However, the facilitator must answer in the language assigned for that particular day. This should only be an exception as it is important for students to use the assigned language. The 50/50 model does not apply to language courses where the delivery of instruction must be conducted in the language taught (Spanish or English only). 2. The course is conducted in an accelerated format and requires that students prepare in advance for each workshop according to the course module. Each workshop requires an average ten hours of preparation but could require more. 3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is justified and decide how the student will make up the missing work, if applicable. The facilitator will decide on the following: allow the student to make up the work, or allow the student to make up the work and assign extra work to compensate for the missing class time. Assignments required prior to the workshop must be completed and turned in on the assigned date. The facilitator may decide to adjust the grade given for late assignments and make-up work. 4. If a student is absent to more than one workshop the facilitator will have the following options: a.

If a student misses two workshops, the facilitator may lower one grade based on the students existing grade.

If the student misses three workshops, the facilitator may lower two grades based on the students existing grade.

5. Student attendance and participation in oral presentations and special class activities are extremely important as it is not possible to assure that they can be made up. If the student provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation activity if he/she understands that an equivalent activity is possible. This activity must include the same content and language components as the oral presentation or special activity that was missed.

Prep. 2004. Noridis Medina Fernรกndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 14

6. In cooperative activities the group will be assessed for their final work. However, each member will have to collaborate to assure the success of the group and the assessment will be done collectively as well as individually. 7. It is expected that all written work will be solely that of the student and should not be plagiarized. That is, the student must be the author of all work submitted. All quoted or paraphrased material must be properly cited, with credit given to its author or publisher. It should be noted that plagiarized writings are easily detectable and students should not risk losing credit for material that is clearly not their own (see Academic Honesty Policy). 8. If the Facilitator makes changes to the study guide, such changes should be discussed with and given to students in writing at the beginning of the first workshop. 9. The facilitator will establish a means of contacting students by providing an email address, phone number, hours to be contacted and days. 10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must be on vibrate or silent mode during class session. 11. Children or family members that are not registered in the course are not allowed to the classrooms. 12. All students are subject to the policies regarding behavior in the university community established by the institution and in this course. Note: If for any reason you cannot access the URL’s presented in the module, do not stop your investigation. There are many search engines and other links you can use to search for information. These are some examples: •

www.google.com

•

www.altavista.com

•

www.ask.com

•

www.excite.com

•

www.pregunta.com

•

www.findarticles.com

•

www.telemundo.yahoo.com

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 15

•

www.bibliotecavirtualut.suagm.edu

•

www.eric.ed.gov/

•

www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed necessary.

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 16

Teaching Philosophy and Methodology This course is grounded in the learning theory of Constructivism. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world in which we live. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. As teachers, our focus is on making connections between facts and fostering new understanding in students. We will also attempt to tailor our teaching strategies to student responses and encourage students to analyze, interpret and predict information. There are several guiding principles of constructivism: 1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning. 2. Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts. 3. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models. 4. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning. 5. Evaluation should serve as a self-analysis tool. 6. Provide tools and environments that help learners interpret the multiple perspectives of the world. 7. Learning should be internally controlled and mediated by the learner.

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 17

Workshop One Specific Content Objectives At the end of Workshop One, the student will: 1. Discuss the background and history of computers. 2. Identify basic concepts and computer parts and their functions. 3. Classify the parts of a computer. 4. Relate the parts of a computer 5. Distinguish the purpose of computer parts: communication, peripherals, among others. Language Objectives: The student will: 1. Use the reading process effectively. 2. Write an expository essay using appropriate vocabulary, grammar and style after researching information. 3. Express their ideas in spoken English effectively using electronic presentations. Electronic Links (URLs): The History of Computers http://inventors.about.com/library/blcoindex.htm http://tdi.uregina.ca/~complit/comphist.htm Basic & Advanced Computer Concepts http://www.bedford.lib.nh.us/Basics.htm Computer parts and functions http://www.fayette.k12.il.us/99/Intro2Comp/parts.html http://oregonstate.edu/instruct/ch490/lessons/lesson1_files/chap1.html http://www.articlesender.com/Computers-Internet/Hardware-Tips/Parts-Functions-of-a-Computer.htm Components of a Computer System http://old.ma.is/kenn/andy/Bradleycourse/Notes/chap01/ch01_3.html http://agg3333.ifas.ufl.edu/components.htm http://www2.krellinst.org/AiS/textbook/unit6/introcomp6.1.html

Prep. 2004. Noridis Medina Fernรกndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 18

Laptop and Desktop Computer System http://www.circuitprotection.com/applications/laptop.asp?lcd=1 http://www.circuitprotection.com/applications/desktop.asp?lcd=1 Association for the Advancement of Computing in Education http://www.aace.org/ Assignments before Workshop One: 1. Read the recommended URLâ&#x20AC;&#x2122;s, textbooks and other reference materials. Pay close attention to the rubrics in the Appendix section. These rubrics will be used to assess your knowledge. Note: Assignments should be word processed, double space and stapled. Do not use a folder, instead create a title page. Appendix A displays an example of a title page. Use APA format for essays at all times. 2. Access the following URL and present a written brief description. http://www.tekxam.com/StudyGuide/concepts/GeneralConcepts/Computer_Components.html

3. Read about computers and their historical background. Select the historical events that were vital. Write an essay about the computer history and its historical events. 4. Define the term computer and justify the effectiveness of integrating computers to a subject area (select a subject area: Math, Science, History, and English). Write your justification on the area you selected. 5. Final Project to present in Workshop Five. See Appendix F for directions. Activities: 1. The facilitator and the students will introduced themselves by engaging in an icebreaking activity suggested by the facilitator. 2. Students should submit their essays and summaries at the beginning of the workshop. 3. Introduction of the course: a. Make sure that students are registered in the course and received the course module.

Prep. 2004. Noridis Medina FernĂĄndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 19

b. Election of the student representative. c. Discussion of the course rules. d. Presentation of the course objectives, teaching strategies or methods, and evaluation criteria. 4. Play video “Education today and tomorrow” http://www.youtube.com/watch?v=Fnh9q_cQcUE 5. The facilitator will ask the students to group by assigned numbers. Once the groups are formed, each group will be assigned a topic. a. Group #1 - Advantages of understanding the functions of a computer based on the content of the video and how important is it to be updated or have knowledge about the continuous development of computers and their applications? b. Group #2 - List and define computer categories and how are computers used? Explain. c. Group #3 - Different types of memory. Definition and functions of a Motherboard: CPU, ALU, system watch? d. Group #4 - Definition and functions of Central Processing Unit and Expansion Slots e. Group #5 - Definition and functions of Communication Ports and Peripherals 6. Once the topic is assigned, each group will search for the information and prepare an oral report that presents the definitions, the relationship with other parts, applications and its evolution. The group will have 15 minutes to present the findings.

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 20

7. Describe the evolution and computer history populating the following table. Conduct a search on the topic or refer to the URLâ&#x20AC;&#x2122;s provided in page 17 of this module to complete this exercise. First

Second

Third

Fourth

Fifth

Generation

Prep. 2004. Noridis Medina FernĂĄndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 21

8. The facilitator may create and explain how to access a discussion board area for the students in Blackboard. The purpose of establishing this area is to create synchronous and asynchronous communication on issues related to the class. Also the facilitator will track the studentsâ&#x20AC;&#x2122; participation in the message board. 9. The instructor will discuss next workshop assignments. Assessment: 1. Immediate critical reaction in English (5 min). a. How does the computer impact the teaching-learning process? 2. Provide enough time for students to complete their reflective journals in English (See Appendix B). 3. Students should insert both written documents in their portfolios (See Appendix C).

Prep. 2004. Noridis Medina FernĂĄndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Taller Dos Objetivos Específicos: Al finalizar la secuencia instruccional de actividades, el estudiante estará capacitado para: 1. Identificar la función del software. 2. Señalar el propósito y la evolución de un software. 3. Identificar las categorías principales de los sistemas operativos. 4. Reconocer la función de los sistemas operativos. Objetivos del Lenguaje: 1. El estudiante resumirá las ideas principales usando adecuadamente la gramática y la ortografía después de leer una amplia variedad de recursos impresos. 2. El estudiante utilizará estrategias efectivas para llevar a cabo discusiones formales e informales incluyendo actividades de reflexión y análisis, respetando los diversos puntos de vista de otros. 3. El estudiante escribirá un ensayo expositivo usando gramática, vocabulario y estilo adecuados después de analizar e interpretar la información. Enlaces Electrónicos: Función del software http://www.cosaslibres.com/software.html http://www.geocities.com/sfraul2003/definicion.html http://canalhanoi.iespana.es/informatica/software.htm Sistema Operativo http://www.masadelante.com/faq-sistema-operativo.htm http://es.kioskea.net/contents/systemes/sysintro.php3 Computadoras en la educación http://terry-freedman.org.uk/artman/publish/Computers_in_Classrooms.php http://www.intel.com/education/ http://computersforlearning.gov/ Software educativo http://www.kidware.com/mobius/17gropsspa.htm

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http://www.pergaminovirtual.com.ar/categorias/Internet_y_Computacion_Softwar e_Educativo.shtml Asignaciones antes del Taller: 1. Busca información y escribe un ensayo contestando la siguiente pregunta: ¿Qué ventajas o beneficios, si alguno, proveen los programas de Word, Excel y PowerPoint a las tareas administrativas y educativas? 2. Localiza la siguiente dirección electrónica y describa cada uno de los sistemas operativos mencionados en la tabla. http://www.tau.org.ar/base/lara.pue.udlap.mx/sistoper/ Sistema

Descripción

Operativo DOS

Windows 3x

Windows 95/98

Windows 2000

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Sistema

Descripción

Operativo Windows Vista

Windows NT

MAC

Unix

Linux

3. Busca la definición del término software e identifica un ejemplo de un software educativo y cómo podría integrarse en el currículo. Selecciona una materia (lenguaje, matemáticas, ciencias, etc.) y el nivel de enseñanza. 4. Continúe trabajando con su portafolio (ver Anejos I al O). Actividades: 1. Discusión de la asignación tres. 2. El facilitador guiará una discusión acerca del software y sus diferentes tipos.

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3. Desde la perspectiva de herramientas educativas y que fortalecen la experiencia de aprendizaje, describa con al menos cinco palabras la función de Internet, Software y Tutorial. Software

Tutorial

4. Los estudiantes presentarán la relación y diferencias entre Tutoriales y Software. 5. Para esta actividad los estudiantes trabajarán en dos grupos. Un grupo discutirá la información relacionada con el software y el otro acerca del tutorial. 6. Los estudiantes realizarán una búsqueda en Internet acerca de los tipos de tutoriales. Seleccionarán un ejemplo y presentarán y discutirán la información con sus compañeros. 6. Localice en la Internet los siguientes recursos educativos y/o referencias educacionales: URL

Descripción

http://www.nationalgeographic.com

http://www.loc.gov

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URL

Descripción

http://www.travlang.com/languages

http://www.cbc4kids.ca/

http://www.wvpubcast.org/

7. Laboratorio: Localice el programado de Word, Transcriba los datos que corresponden al ejercicio de Matricula y ponga en función los siguientes comandos: a. Doble espacio b. Letra: Arial 12 c. Márgenes a 1 pulgada d. Justificado e. Título en Bold f. Transcriba el contenido en dos párrafos g. Integre tablas h. Desarrolle el texto en al menos dos párrafos i. Una vez ejecute los comandos transcriba el siguiente contenido:

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Ejercicio de Matricula Estamos ubicados en la Calle Redondo #77 Urb. Cuadrado. La escuela sirve a una matricula de 407 estudiantes de kindergarten a Sexto grado en una organización sencilla de primero a sexto grado y una doble para kindergarten. Inmersos en esta matricula tenemos a 17 estudiantes de educación especial en el salón contenido y 54 estudiantes PEA. El desglose de la matricula consiste de kindergarten 27 masculinos y 21 femeninos para un total de 48. Primer grado tiene 30 masculinos y femeninos 24 = 54. Segundo grado 27 masculinos y femeninos 21 = 48. Tercer grado 28 masculinos y femeninos 26 = 54. Cuarto grado con 29 masculinos y femeninos 26 = 55. Quinto grado con 35 masculinos y femeninos 26 = 61. Sexto grado con 40 masculinos y femeninos 30=70. Educación Especial con 14 masculinos y 3 femeninos =17.

8. El facilitador discutirá los trabajos que son para entregar el próximo taller. Avalúo 1. Reacción Inmediata en español (5 minutos). El estudiante deberá reflexionar sobre estas preguntas: a. ¿Qué fue lo más retante e interesante en el taller de hoy? 2. El tiempo para completar el Diario Reflexivo es de 5 minutos (en español) (Vea el Anejo B). Ambos documentos deberán colocarse en su portafolio. 3. Matriz valorativa de trabajos escritos (ver Anejo C). 4. Matriz valorativa de participación en clase (ver Anejo G).

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Workshop Three Specific Objectives: At the end of the instructional sequence, the learner will be able to: 1. Research assistive technology for the handicapped population. 2. Define and identify the computer hardware. 3. Identify ports from a computer 4. Recognize the input and output devices in a computer system. 5. Recognize differences between different storage systems. 6. Use PowerPoint to create educational materials beside an electronic presentation. Language Objectives: The student will: 1. Summarize the main ideas using correct grammar and spelling in English after reading a selection. 2. Use cooperative learning strategies to analyze and discuss a topic. 3. Develop ideas to solve problems in an effective way. 4. Write a reflective journal using appropriate vocabulary, grammar, and style. Electronic Links (URLs): Computers and Special Education http://www.atarimagazines.com/creative/v10n10/96_Computers_make_special_ed.php http://www.ericdigests.org/pre-927/software.htm http://www.dmoz.org/Computers/Software/Educational/Special_Education/ http://www.bedu.com/Newsletterarticle/SpecialEd.html http://www.dinf.ne.jp/doc/english/Us_Eu/conf/csun_97/csun97_116.html

Computer hardware http://www.coolnerds.com/Newbies/Hardware/hardware.htm http://www.ehow.com/information_1013-computer-hardware.html

Computer ports http://www.tech-faq.com/computer-port.shtml http://www.directron.com/ports.html http://www.helium.com/items/449619-computer-ports-explained

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Storage systems http://en.wikipedia.org/wiki/Computer_storage http://searchnetworking.techtarget.com/searchNetworking/Downloads/IncidentResponseChapte r10.pdf http://www.technewsworld.com/story/59980.html?wlc=1227110328 http://www.technewsworld.com/story/59839.html

Input and output devices http://cil.usu.edu/htm/cs/iodevices http://www.britannica.com/EBchecked/topic/288883/inputoutput-device http://old.ma.is/kenn/andy/Bradleycourse/Notes/chap01/ch01_7.html

Assignments before Workshop Three: 1. Conduct a research about input and output devices specifically to assist the handicapped population. Choose one device and prepare a PowerPoint presentation explaining how this device can help a handicapped student to accomplish the learning objective. At least provide with a minimum of five benefits. 2. Access the following URL and present a written brief description. http://www.huascaran.gob.pe/estudiantes/educacion_especial/articulo4.htm 3. Watch the following video: http://www.youtube.com/watch?v=hxIKsD0_X8c&feature=related Write a brief description of the technology mentioned and their uses. 4. Continue working with your portfolio. Activities: 1. The facilitator will start the class with a short review. 2. Students presentation of assignment one. 3. The facilitator will guide a discussion about hardware, input and output devices, and methods and media used for data storage. 4. The facilitator will use the Jeopardy game prepared in PowerPoint to review the concepts. For this activity the students will work in two groups. Before conducting the activity explain the game rules and practice with an example.

Prep. 2004. Noridis Medina Fernรกndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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5. Students will discuss the description they made about the assistive technology video. 6. Lab: The students will create, with the facilitator guidance, a memory game with PowerPoint. See Appendix D for instructions. 7. The facilitator will discuss the assignments for the next workshop. Assessment: 1. Immediate critical reaction in English (5 min). a. How does the computer impact the teaching-learning process? 2. Provide enough time for students to complete their reflective journals in English (See Appendix B). 3. Students should insert both documents in their portfolios.

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Taller Cuatro Objetivos Específicos: Al finalizar la secuencia instruccional de actividades, el aprendiz adulto estará capacitado para: 1. Definir el término Internet. 2. Identificar los elementos que dan acceso al Internet. 3. Experimentar con los componentes de conexión de un navegador. 4. Desarrollar y fortalecer las destrezas básicas de navegación. 5. Aplicar el proceso de búsqueda de información en la Internet. 4. Definir los componentes requeridos para una comunicación efectiva 5. Diferenciar entre un LAN y un WAN 6. Reconocer las funciones de las bases de datos. Objetivos del Lenguaje: 1. El estudiante resumirá las ideas principales usando adecuadamente la gramática y la ortografía después de leer una amplia variedad de recursos impresos. 2. El estudiante utilizará estrategias efectivas para llevar a cabo discusiones formales e informales incluyendo actividades de reflexión y análisis, respetando los diversos puntos de vista de otros. 3. El estudiante escribirá un ensayo expositivo usando gramática, vocabulario y estilo adecuados después de analizar e interpretar la información. Enlaces Electrónicos: Internet http://www.aulaclic.es/internet/f_internet.htm http://www.masadelante.com/faq-internet.htm http://www.angelfire.com/ak5/internet0/ http://definicion.de/internet/ El navegador o browser http://www.enplenitud.com/nota.asp?articuloID=8121 https://ws003.juntadeandalucia.es/pls/intersas/servicios.configura_navegador http://www.ordenadores-y-portatiles.com/navegador-web.html

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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¿Cómo navegar en la Internet? http://www.prteducativo.com/ninos/comonavegar.htm http://pedagogie.ac-toulouse.fr/espagnol/htm/tecnica/util_int.htm http://www.aarp.org/espanol/dinero/search_engine_es.html Comunicación y Redes http://www.argo.es/medios/ponencia.html http://uva.anahuac.mx/content/site/contenido/0a11_notas_03.htm http://www.slideshare.net/latino/la-computadora-y-la-comunicacin-presentation/ http://www.geocities.com/Athens/Olympus/7428/red1.html http://html.rincondelvago.com/red-de-computadoras.html Excel Formulas http://tlt.its.psu.edu/suggestions/gradebook/appendix.html#letter Asignaciones antes del Taller: 1. Busca información sobre la comunicación y sus tipos usando la computadora. Escribe un ensayo comparando ventajas y desventajas de ésta. 2. Localiza la siguiente dirección electrónica y escribe un resumen del contenido. http://www.learnthenet.com 3. Defina redes y establezca la diferencia entre LAN y WAN. 4. Continúe trabajando con su portafolio. Actividades: 1. El facilitador comenzará la clase con un breve repaso. 2. Discusión de asignación uno. 3. El facilitador presentará el tema de las redes de computadora. 4. Los estudiantes trabajarán la siguiente actividad en grupos asignados por el facilitador. El facilitador asignará a cada grupo diferentes tipos de red. Los estudiantes utilizarán sus asignaciones y búsqueda adicional para presentar el concepto en la clase creando un mapa conceptual. 5. En los mismos grupos los estudiantes buscarán información sobre base de datos y participarán en discusión guiada por el facilitador.

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6. Laboratorio: El facilitador guiará al estudiante a crear un registro de notas en Excel. Incluyendo las fórmulas para sacar promedio. El estudiante va a seguir las instrucciones en el Anejo G para preparar el ejercicio. El instructor debe guiar al estudiante en los pasos para sacar promedio y aplicarlo al programa de Excel con las respectivas fórmulas. 7. El facilitador discutirá las asignaciones antes del próximo taller. Avalúo 1. Reacción Inmediata en español (5 minutos). El estudiante deberá reflexionar sobre estas preguntas: a. ¿Qué fue lo más retante e interesante en el taller de hoy? 2. El tiempo para completar el Diario Reflexivo es de 5 minutos (en español) (Vea el Anejo H). Ambos documentos deberán colocarse en su portafolio. 3. Matriz valorativa de trabajos escritos. 4. Matriz valorativa de participación en clase. 5. Matriz valorativa de presentaciones orales.

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto, NOTE: This is a bilingual workshop. el Facilitador como los estudiantes,

Both the facilitator and student

deberán utilizar el idioma asignado

should use the language assigned

para cada tarea y actividad.

for each homework and activity.

Specific Objectives: 1. Submit the portfolio with assignments completed during this course. 2. Demonstrate the proper use of computers in the implementation of a lesson. Language Objectives: 1. The student will use effective strategies to develop formal and informal discussions, including analysis and reflection activities, considering others’ points of view. 2. The student will develop ideas to solve problems effectively. 3. The student will write a reflective essay, using proper grammar, vocabulary, and style. Assignments before Workshop Five: 1. Continue working on the project and PowerPoint presentation. 2. Study for the final test. 3. Complete your portfolio to be submitted during workshop #5 (see Appendixes I O). a.) In the portfolio, you should include the following: i. Immediate written responses (in English and Spanish) ii. Reflective diaries annotated by your facilitator (in English and Spanish) iii. Comparative table iv. Outlines, drafts (in English and Spanish) v. Others (in English and Spanish)

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Activities: 1. The facilitator will start the class with a short review (in Spanish). 2. The facilitator will present Workshop Five objectives to the class (in Spanish). 3. Ask participants to submit the assignments required in Workshop Five. 4. Prepare the classroom and students to take the test (in Spanish). 5. Prepare the classroom and participants to conduct the presentations (in English). 6. Provide some free time to complete the end of course evaluation (in English). 7. Students will hand in the Portfolio (English and Spanish). 8. Closing activity – to be determined by the facilitator. Assessment: 1. The student will complete the final test (in Spanish). 2. The student will present the final project (in English) – see Appendix H. 3. The students will submit their completed portfolios for final evaluation (see Appendixes I to O).

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Anejos/Appendixes

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Anejo A/Appendix A Title Page/Página de Título

Title Using Capital and Lowercase Letter

by Juan Rivera

A Description of the Requisite For Example: A Research Project Submitted to the Ana G. Mendez University System in Partial Fullfillment of the Requirements for EDUC 214

Florida Campuses (Date)

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Anejo B/Appendix B Reflective Journals/Diarios Reflexivos Reflection Complete the sentences and place it in the portfolio. Name: ______________________________

Date: _____________________

During Workshop ____ I feltâ&#x20AC;Ś

How would you apply what you have learned?

Comments: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Prep. 2004. Noridis Medina FernĂĄndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Reflección Completa las oraciones y coloque en su portafolio. Nombre: _____________________________

Durante el taller ____ me sentí…

Hasta hoy he logrado…

Fecha: ____________________

Comentarios: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Anejo C/Appendix C RUBRIC TO EVALUATE WRITTEN WORK Student Name: ______________________ Criteria

Date: _______________ Value Points

Student Score

Content The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper Presentation of ideas is organized, coherent and can be easily followed The paper properly explains content. The presentation of ideas and arguments are based in sources presented, consulted or discussed in class. The paper demonstrates substance, logic and originality. The author presents his point of view in a clear, convincing and well based manner. Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension. Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas). Uses grammar appropriately and correctly. Manages and uses verbs appropriately and correctly. Total Points

10 10

Language 10

10 10 100 (70% content and 30% language)

Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________

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MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS Nombre del Estudiante: ______________________ Criterio

Fecha: _______________

Puntos

Puntuación

Contenido Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad. La presentación de ideas es coherente y puede ser seguida fácilmente. El documento explica propiamente el contenido. La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase. El documento demuestra substancia, lógica y originalidad. El autor presenta su punto de vista en una manera clara, convincente y bien estructurada. Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento. Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas). Usa gramática apropiada y correctamente. Maneja verbos y acentuación apropiada y correctamente. Total Puntos

10 10

Lenguaje 10

10 10 100 (70% contenido y 30% lenguaje)

Puntuación Total: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Anejo D/Appendix D PowerPoint Exercise/Workshop Three Objective: To use power point to develop an educational activity to use in the classroom. Create a Memory game using PowerPoint Topic Blank Slide

Steps 1. Select the “Blank” slide on the test layouts panel on the right side.

Screen Image Image A

Image B

Drawing Shapes

2. Draw four rectangles, simulating a poker card. a.) Select “Insert” b.) Click on “Picture” c.) Click on ‘Auto shapes” d.) Select “Basic shapes”

Image C

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Changing Shapes Colors

3. Change the cards color to a different color. a.) Click on the shape b.) Click on the “fill color” c.) Select “More colors” for more variety. d.) Select the “Standard” tab. e.) Click on the desire color and then select “OK”. f.) Repeat steps A - E for each shape.

Image D

Image E

Creating a Text Box

4. Select the “textbox” tool and create a text box for each card and place it over each one. a.) Number each cards (14). 5. Make each textbox’s background transparent and invisible lines.

Image F

Creating a background

6. Select “format” then” background” 7. Click on the arrow and choose a background color. 8. Click “Apply to all”.

Image G

Creating new slides

9. Add 10-new slides. 10. Repeat steps 1 - 2 for each slide. 11. In slide 2 insert the image of an apple in the first card. a.) Continue the same step following the drawing below.

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Slide 1

Slide 2

Slide 4

Slide 3

Apple

Slide 5

Apple

Slide 6

Apple

Pear

Slide 8

Slide 7

Slide 9

Apple

Pear

Apple

Pear

Slide 10

Pear

Slide 11

3 Pear

Pear

Prep. 2004. Noridis Medina Fernรกndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Anejo E/Appendix E Ejercicio de registro de notas en Excel

Use la siguiente información para crear un registro de notas con el programa MS Excel. Usted es maestro(o) de matemáticas para un grupo de tercer grado. Los estudiante serán evaluados con 10 notas. Una nota por asistencia, una nota es combinando los puntos de 5 pruebas cortas, una nota por el cuaderno de trabajo, seis notas de exámenes parcial, y el examen final. El grupo se compone de 25 estudiantes: a. b. c. d. e. f. g. h. i. j. k. l. m.

Minerva Ocasio Jose Centeno Cesar Ruiz Carolina Irizarry Dwight Howard Tyler McDowell Daniel Rivera Christopher Fernandez Jason Goodman Amelia Cruz Xiomara Martinez Mia Hall Danielle Harris

n. o. p. q. r. s. t. u. v. w. x. y.

Rebeca Reynolds Brian Solano Terrie Acevedo Cristina Maldonado Gabriela Soto Omar Figueroa Jim Butler Janis Rudolph Carole Smith Kara Campbell Marla Owen Joe Cook

1. Todos los nombres deben ser escritos en la columna A. 2. Organice los nombres en orden alfabético. 3. Asigne títulos a cada columna. a. Títulos en la columna B a la K deben de ser los nombres de los exámenes y actividades. 4. Totalice las notas siguiendo el método de curva que se utilice en educación. a. La columna L debe tener la nota en puntos. b. La columna M debe tener la nota en letra.

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Anejo F/Appendix F Final project The school principal selected you to design, develop and conduct training to the school faculty. The training consists on the computer use and integration in the subject areas.

Steps: 1. Select the subject area (language, math, science, etc.) 2. Select the grade level. 3. Select the concept. 4. Remember the objective of this project/training is to prepare faculty how to integrate the computers in the classroom using subject area, level concepts, and activities as examples. 5. The written project should have: a. Title page b. Title of the concept c. Population to be addressed by the lesson d. Lesson goal(s) e. Activities - clear and specific f. Assessment g. URLâ&#x20AC;&#x2122;s 6. Prepare a PowerPoint with a minimum of 5 slides to present the training idea to the class.

Prep. 2004. Noridis Medina FernĂĄndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

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Anejo G/Appendix G MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO

Nombre del Estudiante: _____________________

Fecha: _______________

Grupo: ________ Nombre del estudiante evaluador: _____________________ Criterio

Puntos

Asistió a las reuniones o actividades del grupo. Colaboró en la planificación y organización de las reuniones o actividades de grupo. Demostró disposición para cooperar con el grupo. Contribuyó frecuentemente a las discusiones del grupo Participó activamente en las reuniones y actividades. Demostró interés en las discusiones y actividades del grupo. Vino preparado(a) a las reuniones, actividades y discusiones del grupo. Demostró atención y apertura a los puntos y argumentos de sus compañeros. Contribuyó al grupo con material e información adicional. Contribuyó significativamente al trabajo que presentó el grupo. Totals

Puntuación del estudiante

10 10 10 10 10 10

10 10 100

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RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIES Students name: _________________________ Group: ________

Date: _______________

Name of evaluating student: ______________________

Criteria

Points

Attended all the meetings and activities of the group. Collaborated with the planning and organization of activities of the group. Demonstrated cooperation and team work with the group.

Contributed frequently with the discussions of the group. Participated actively in the meetings and activities. Demonstrated interest in the discussions and activities of the group. Came prepared to meetings, activities and discussions of the group. Demonstrated attention to the arguments within the group. Contributed to the group with additional information. Contributed significantly with the work that presented the group. Totals

Students Points

10 10

10 10 10 10 100

Prep. 2004. Noridis Medina Fernรกndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 49

Anejo H/Appendix H MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVIDUAL/GRUPAL ORAL Nombre del estudiante: _______________________Fecha:_________________ Criterio

Puntos

Contenido Realiza una introducción efectiva del tema 10 identificando el propósito, objetivo e ideas principales que se incluyen en la presentación. La presentación es organizada y coherente y 10 puede seguirse con facilidad. El presentador demuestra dominio del tema 10 o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores. Las ideas y argumentos de la presentación 10 están bien fundamentados en los recursos presentados, consultados o discutidos en clase. Capta la atención e interés de la audiencia 10 y/o promueve su participación, según aplique. Proyección efectiva, postura corporal 10 adecuada, manejo de la audiencia, manejo del tiempo asignado. Usa varias estrategias para hablar o definir 10 conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso. Lenguaje Pronunciación de las palabras es clara y de 10 manera correcta para que se entienda el lenguaje utilizado. Uso correcto de la gramática y conjugación 10 de verbos en el idioma asignado. Uso correcto del vocabulario para expresar 10 el mensaje adecuadamente. Total de Puntos 100 (70% de contenido y 30% Lenguaje)

Puntuación del estudiante

Puntuación del Estudiante: ________

Firma del Estudiante: _________________ Firma del Facilitador: ____________________ Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 50

RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION Student Name:____________________________Date:___________________ Criteria

Value Points

Student Total Score

Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation. The presentation is organized and coherent, and could be easily followed The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class Capture of the attention and interest of the audience and/or promote their participation, as applicable Effective personal projection, corporal posture and manage of the audience; Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.

10 10

Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others. Correct use of grammar and verb conjugation. Use of correct use of vocabulary words to express message. Total Points

10 10 100 (70% of content and 30% of language)

Student’s Total Score: ________

Student’s signature: __________________Facilitator’s Signature: __________________

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 51

Anejo I/Appendix I PORTFOLIO

Guidelines to prepare the portfolio 1. Determination of sources of content 2. The following, but not limited to, documentation will be included: a. Projects, surveys, and reports. b. Oral presentations c. Essays: dated writing samples to show progress d. Research papers: dated unedited and edited first drafts to show progress e. Written pieces that illustrate critical thinking about readings: response or reaction papers. f. Class notes, interesting thoughts to remember, etc. g. Learning journals, reflexive diaries. h. Self assessments, peer assessments, facilitator assessments. i. Notes from student-facilitator conferences. 3. Organization of documentation Documentation will be organized by workshop, and by type of assignment within workshops. Workshops will be separated from one another using construction paper or paper of different colors, with tabs indicating the workshop number. 4. Presentation of the portfolio •

Documentation will be posted in a binder or in a digital version (e-portfolio).

•

The cover page will follow exactly APA guidelines applied to a cover page of research papers submitted at Metro Orlando Campus. This cover page will be placed at the beginning of the portfolio (Appendix A).

•

The entire portfolio will follow APA style: Courier or Times New Roman font, size 12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth Edition”

•

A log of entries that can be expanded with each new entry properly numbered. The table, which should be located at the beginning, should include a brief description, date produced, date submitted, and date evaluated (Appendix K). Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 52

•

Introduction and conclusion of the income and outcome of the portfolio.

•

A list of references and appendixes of all assignments included will be added to the end of the portfolio.

•

The Portfolio Informational Sheet will be placed in the transparent front pocket of the binder for identification purposes (Appendix J).

5. Student-Facilitator Feedback Template: Progression follow-up The final step in implementing portfolios, before returning them to the student or school life, is sharing feedback with each student to review the contents, student reflections, and your evaluations of individual items and all of the work together as related to learning targets (Banks, 2005). Facilitators will e-mail a feedback template to all students. This template will contain information pertaining to weaknesses and strengths found in students’ portfolios (Appendix N). Facilitators will focus their attention on showing students what is possible and their progress rather than what is wrong; however, this does not mean that facilitators will not cover weaknesses and areas for improvement during the conference. Facilitators will send this feedback template upon completion of workshop one. Students will also have the opportunity to respond to the facilitator’s feedback and write their own comments and/or ideas of how to improve the quality of their portfolios, and how to become better metacognitive learners on the feedback template. Students will e-mail the template with their comments back to the facilitator after every workshop. 6. Portfolio storage: •

Portfolio samples will be safely stored for a six-month term on campus.

•

Students will sign an official document empowering Ana G. Mendez University System with rights to use their portfolios with educational or accreditation purposes during this term (Appendix O).

•

After this term, and if their authors authorize Ana G. Mendez University System to discard their portfolios by signing an official document, portfolio samples will be destroyed; otherwise, they will be returned to their original authors (Appendix P). Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 53

Anejo J/Appendix J PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Check one: Universidad del Este Universidad Metropolitana Universidad del Turabo Check one: Undergraduate Graduate Concentration Student’s Name Facilitator’s Name Course: Portfolio rated as Reason of this rate

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 54

Anejo K/Appendix K Log of Entries

Entry Description

Date of Entry

Date Submitted

Date Evaluated

Prep. 2004. Noridis Medina Fernรกndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

Page #

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Anejo L/Appendix L Checklist for Portfolio Assessment Has the student set academic goals? Does the portfolio include enough entries in each area to make valid judgments? Does the portfolio include evidence of complex learning in realistic setting? Does the portfolio provide evidence of various types of student learning? Does the portfolio include studentsâ&#x20AC;&#x2122; self-evaluations and reflections on what was learned? Does the portfolio enable one to determine learning progress and current level of learning? Does the portfolio provide clear evidence of learning to users of the portfolio? Does the portfolio provide for student participation and responsibility? Does the portfolio present entries in a well-organized and useful manner? Does the portfolio include assessments based on clearly stated criteria of successful performance? Does the portfolio provide for greater interaction between instruction and assessment? Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education, Inc.

Prep. 2004. Noridis Medina FernĂĄndez Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 56

Anejo M/Appendix M Portfolio Rubric

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

Content: Are all required entries included in the portfolio? Are entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and abilities?

Growth/Development: Do samples provide thorough understanding of growth and development related to their field of concentration? Do items show what the student has learned?

Collaboration: Do items show examples of both individual and group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning? Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 57

Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

Professional Conduct: Do items show clear understanding of ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding

3 = Very good

2 = Good

1 = Needs improvement

Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 58

Anejo N/Appendix N Portfolio Assessment Feedback Template

Strengths

Weaknesses

Improvement Ideas

Facilitator’s comments

Student’s response and comments

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 59

Anejo O/Appendix O Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of Assessment and Placement of the Ana G. Méndez University System, to keep in their records a copy of my portfolio. I understand that the portfolio is going to be used for accreditation or educational purposes only, and that is not going to be disclosed without my consent. By signing this document I authorize the office of Assessment and Placement to keep a copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ Student’s Name (print)

_______________________________ Student’s Signature

___________ Date

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed

EDUC 214 Computers in Education 60

Anejo P/Appendix P Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of Assessment and Placement of the Ana G. Méndez University System to keep in their records a copy of my portfolio. I understand that the portfolio is going to be used for accreditation or educational purposes only, and that is not going to be disclosed without my consent. By signing this document I authorize the Office of Placement and Assessment to keep a copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ Student’s Name (print)

_______________________________ Student’s Signature

___________ Date

Prep. 2004. Noridis Medina Fernández Rev. 2004. Carmen L. Lamboy, Ed.D, Rev. 2008. Ariadna Rivera Crawford, MA.Ed