|
Factors |
Description |
Advantage or Constraint |
Initial Ideas for Maximizing Positive
Factors or Minimizing Negative Factors |
| Age / Academic Range |
15-16 |
 |
- |
Create authentic roles for students to
assume as they collaborate and construct the knowledge needed
to do their broadcast |
| Sex Distribution |
M/F |
|
- |
The topics of the Revolution include
issues of liberty, equality and human rights, which should
appeal to both sexes. |
| Racial, Ethnic Diversity |
Caucasian,
Hispanic and African
American |
|
- |
The research will address issues for
all cultures |
| Educational Level |
10th grade |
+ |
|
Students have skills in using the
Internet for research and some prior skill in using multimedia |
| Disability or Impairment |
Visual Impairment, learning
disabilities |
|
- |
Use screen magnifiers, cooperative
grouping and multiple instructional tasks for different skill
levels and interests |
| Developmentally Appropriate |
Consistent with age |
|
- |
Careful monitoring of research for
increased time on task. The computers are arranged around the
perimeter of the room so teacher can see all screens. Students
may work in collaborative groups in the middle of the room. |
| Prerequisite Knowledge |
Word Processing Internet Research Multimedia production
tools
Documenting Sources
|
+ |
|
Collect research findings, including
sources, in a Word document.
Use multimedia tools to produce their broadcast
|
| Related Experience |
Prior knowledge of Government,
Citizenship, History and Geography |
+ |
|
Draw on what they already know in
order to guide them to develop goals of the research. This
promotes motivation and buy-in to the lessons. |
| Perception of Role as Student |
Willing Learner |
+ |
|
Authentic roles of the WebQuest add to
motivation |
| Motivation for Learning |
Authentic roles and use of technology |
+ |
|
Maximize on the roles of the WebQuest
to promote motivation |
| Attitude Toward Subject |
so-so to eager |
+ |
- |
Focus on the issues of the Revolution
may promote student interest in government. Use of Internet
for research improves attitude |
| Expectations for unit |
Use Internet
Use Multimedia
|
+ |
|
Students create the "What we want
to know" in the KWL exercise |
| Competitiveness |
Somewhat competitive |
+ |
|
Address issue of of cooperative groups
where everyone contributes to the goal of the group and the
issue of accepting diverse ideas and approaches to solving
problems |
Environment factors that may impact learner-centered
instruction.
Analyzing the environment is a means to identify the issues
that will impact the (a) process of the design and production,
(b) implementation, and (c) outcomes of the learning
experience |
| Factors |
Description |
Advantage or Constraint |
Initial Ideas
for Maximizing Positive Factors or Minimizing Negative Factors
|
Design and Production
Factors:
|
Budget Available
|
NA |
+ |
|
No budget is required. |
Materials Required
|
WebQuest, Computers in the classroom, Rubrics, Poster
board, map pencils, Digital video cameras, DV tapes |
+ |
|
The lab is in the classroom. All other
materials are readily available |
Production Equipment Available
|
Windows 2000 computers with
Inspiration, MS Office, Internet connection, DV cameras and
tapes, Mutimedia software |
+ |
|
All class work will occur in the
classroom lab and at home. |
Time for Design and
Production
|
4 weeks |
+ |
|
This WebQuest covers the same amount
of time that a similar traditional unit would cover. |
Department Technology Requirements
|
Expectation that teachers develop
lessons using technology |
+ |
|
The department is willing to develop
and share technology integration ideas |
| Implementation
Factors: |
Class Size
|
25 |
|
- |
Students will have assigned seating
when they use the computers and will be in assigned groups. |
Class Period Length
|
Ten-90 minute class periods |
+ |
|
They will be enough time for KWL,
research, collaboration, production and delivery |
Location
|
Classroom |
+ |
|
Everything can be completed in this
classroom |
Seating Arrangement
|
Computers are arranged around the
perimeter of the room |
+ |
|
Increased monitoring of computer
screens, and plenty of collaborative room in the center. |
Lighting
|
NA |
+ |
|
NA |
Temperature
|
NA |
+ |
|
NA |
Noise
|
NA |
+ |
|
NA |
Equipment
|
12 computers with Internet
access, MS Office, Inspiration, and multimedia software |
+ |
|
All required materials are availabe in
the classroom |
| Technology Support |
Educational Technology Specialist is
available on campus. Teacher Network folder for class work |
+ |
|
Teacher and Educational Technology
Specialist have developed a supportive Mentor-Teacher
relationship |
| Outcome
Factors: |
| State Requirements |
TA TEKS 6-8
TEKS for Social Studies 8-10
|
+ |
|
Students are informed of the TEKS for
both technology and social studies |
Employer Needs
|
Technology integration for increased
learning. |
+ |
|
It is expected that teachers integrate
technology according to the standards |
Co-worker Needs
|
Technology Instruction |
+ |
|
Co-workers develop and share
technology integrated lessons |
Student Needs
|
Apply technology skills in completing
the lesson |
+ |
|
Students enjoy and have come to expect
to be able to utilize technology to complete their lessons |
| Other Factors: |
|
|
|
|
