Talk:Technology integration

message: -as a basic introduction to the topic  Fewhite (talk) 21:36, 4 December 2008 (UTC)
thread_title:  Definition 

message: -with a concentration of purpose/goals of integrationFewhite (talk) 21:36, 4 December 2008 (UTC)
thread_title:  Philosophy 

message: -providing ways teachers can/should interact with students  	
=== Constructivist model  ===
--Long44 (talk) 03:43, 5 December 2008 (UTC)
thread_title:  Pedagogy 

message: --Long44 (talk) 03:43, 5 December 2008 (UTC)
thread_title:  Constructivist model  

message: I'll take Project-Based learning 96.238.163.27 (talk) 00:03, 9 December 2008 (UTC)
thread_title:  Project-Based learning 

message: === Hardware  ===
==== video beam  ====
==== interactive whiteboards  ====
I would like to work on interactive white boards. I do not have one, but the topic interests me. Jdodwyer (talk) 22:59, 7 December 2008 (UTC)
thread_title:  Tools  

message: ==== video beam  ====
==== interactive whiteboards  ====
I would like to work on interactive white boards. I do not have one, but the topic interests me. Jdodwyer (talk) 22:59, 7 December 2008 (UTC)
thread_title:  Hardware  

message: I would like to work on interactive white boards. I do not have one, but the topic interests me. Jdodwyer (talk) 22:59, 7 December 2008 (UTC)
thread_title:  interactive whiteboards  

message: A scanner, or an image scanner is a device often used to create digital pictures from written and drawn two-dimensional images, as well as some three-dimensional items.  This allows the image to be easily manipulated on a computer using other programs like Photoshop.
Student work can be scanned into the computer to create portfolios and enhance student computer projects.  Students can draw a picture, scan it into the computer, and then color it and add it to a presentation.
Cmfutrell (talk) 03:27, 10 December 2008 (UTC)
thread_title:  scanner  

message: ===== digital camera  =====
===== web camera =====
A web camera is a useful tool to improve a student's ability to learn from observation.Teachnshare (talk) 00:09, 16 December 2008 (UTC)
thread_title:  digital cameras  

message: A web camera is a useful tool to improve a student's ability to learn from observation.Teachnshare (talk) 00:09, 16 December 2008 (UTC)
thread_title:  web camera 

message: ===== speaker  =====
===== headphones  =====
Headphones have proven to be useful tools in the classroom. They can be used along with the following applications:
iMovies and podcasts can be difficult when there is a classroom full of students who are listening and editing material at once. If each student is assigned to a set of headphones they can all stay in the same room to complete the editing on their projects without bothering their neighbors. 
Streamed Video can be difficult to time if you have students who work at different paces. Headphones are useful in this situations because teachers can assign students to view videos while other students are silently working in the same space.
Kthostetler (talk) 00:36, 10 December 2008 (UTC)
thread_title:  sound output  

message: Headphones have proven to be useful tools in the classroom. They can be used along with the following applications:
iMovies and podcasts can be difficult when there is a classroom full of students who are listening and editing material at once. If each student is assigned to a set of headphones they can all stay in the same room to complete the editing on their projects without bothering their neighbors. 
Streamed Video can be difficult to time if you have students who work at different paces. Headphones are useful in this situations because teachers can assign students to view videos while other students are silently working in the same space.
Kthostetler (talk) 00:36, 10 December 2008 (UTC)
thread_title:  headphones  

message: === word processing ===
I think going into the specific benefits of word processing would be very beneficial for our article. Such as helping with speeding up editing and design of essays, illustrations, and more.  — Preceding unsigned comment added by Armagadda (talk • contribs) 19:36, 11 April 2023 (UTC)
replies: text: That's a great idea!  FabiolaUNO (talk) 23:39, 17 April 2023 (UTC)
thread_title:  Installed Application  

message: I think going into the specific benefits of word processing would be very beneficial for our article. Such as helping with speeding up editing and design of essays, illustrations, and more.  — Preceding unsigned comment added by Armagadda (talk • contribs) 19:36, 11 April 2023 (UTC)
replies: text: That's a great idea!  FabiolaUNO (talk) 23:39, 17 April 2023 (UTC)
thread_title:  word processing 

message: I'll work on this.  Jbrittle (talk) 19:25, 6 December 2008 (UTC)
thread_title:  presentation  

message: Jdstacy8076 (talk) 15:34, 4 December 2008 
Video production is a powerful tool to engage, motivate, and peak the interests of students in their classroom curriculum.  It is a tool that can incorporate curriculum from virtually any subject.  If the following questions that are listed at Enhancing Education  are addressed when creating a video production, then the tool is extremely effective.  Video production is created when camera footage is downloaded to a computer and then edited with proper software like iMovie .  A few examples in which video production enhances classroom learning include morning announcements, and newscasts.  Students can produce and write the morning announcements and film them for their school.  This makes the announcements more entertaining for the students and staff.  By allowing the students to record and edit the announcements they can add individual perspective, which in turn creates a sense of ownership over the information.  An example of a newscast in a 4th grade social studies class could show reenactments of battles or interviews with a colonial and Indians.   
Sample projects [http://www.redgie.ca/ictmentorship/imovie.htm
]  —Preceding unsigned comment added by Jdstacy8076 (talk • contribs) 01:38, 10 December 2008 (UTC)
thread_title:  video production  

message: Pholley and Dross 
Web Page Development for Students and Teachers
By Pamela Holley (Students) and Debbie Ross (Teachers)
The Advanced Research Projects Agency (ARPA) of the U.S. Department of Defense developed the first html page as a government site.  In 1962, the ARPA developed to what is now known as the Internet.  By 1992, the Internet has developed into the Internet as we know now with a multitude of sites, faster searches that is a globally entity.  (http://www.computerhistory.org/internet_history/)
Traditionally, web pages have been used as sources for students to collect information.  Web page design by the students incorporate technology skills within the content area and allow students to achieve higher level learning skills.  In our society today, students need to be able to meet the 21st century skills not only to use the Internet as a tool for information but also to learn how to organize, assess and display information.  
Students should be exposed to basic HTML (Hypertext Markup Language) so they will understand how a web page works in the background.  Web Pages may be taught or as simple as showing the source (View/Source) or by learning the basics of HTML using notepad.   
Regardless of the type of web page used, students can develop a lesson that consists of collecting and organizing information, pictures and then learn how to display the information using simple pages by utilizing software such as Microsoft Front Page, Microsoft Word, Microsoft Publisher, Adobe Dreamweaver, Blackboards or iWeb.
A typical web page consists of basic concepts:  What is the purpose of the site, what visitors will be visiting the site, what information is needed for the visitors?  http://library.albany.edu/imc/webdesign/index.html
Once the information is collected and a basic plan is developed for the page, students can create a basic page.  In addition, they could learn how to add Flash Animation, Videos, Blogs, Calendars and many other dynamic items to enhance the page.
http://www.grantasticdesigns.com/5rules.html
http://webdesign.about.com/cs/beginninghtml/ht/htbasicwebpage.htm
Once the students complete the web page, peers may reflect and evaluate the web page design and assess whether each student completed the requirements designing the web page.  Teacher and peer assessments will help the student reflect on and improve their web page design and content
The Internet has many web pages where students may learn how to design a web page or receive a web quest or cyber hunt from their teachers to search the Internet for tutorials and then design their own page. 
Links:
Purpose of Web Page:
http://library.albany.edu/imc/webdesign/index.html
History of Computers
http://www.computerhistory.org/
Using the 21st Century Skills with Technology:
http://www.21stcenturyskills.org/route21/index.php?option=com_content&view=article&id=2&Itemid=8
Creating Web Pages by Teachers:
By Debbie Ross
Start your web page design based on your objectives for your classroom. The web page can be a communication tool for students, parents, and colleagues. Think about how your web page can benefit each group and in turn, your classroom. The best way to determine your design is to look at other classroom web pages created by teachers.
 
Elementary: 
 http://www.emints.org/ethemes/resources/S00000705.shtml 
Secondary: http://www.wmich.edu/teachenglish/subpages/technology/classwebsite.htm#samples
 Students will be able to view the class syllabus, calendar, and homework assignments. It can also provide links to resources for class projects and text book companion sites for practice quizzes and flashcards. Students will be able to access the web page from school or home which helps facilitate student centered learning.
Using your web page to publish student work can motivate them to submit quality work that can be shared with others.
Parents can view your web page to monitor student progress and upcoming events. It can provide classroom policies and learning objectives. Link your website to the school website for important communications such as school calendar, grades, and guidance counselors. Provide information for parents that want to volunteer in your classroom or school.
Ideas to involve parents:
http://www.educationworld.com/a_curr/curr200.shtml
Classroom web pages can foster collaboration with other teachers and connect classrooms. Provide links to lesson plans that you have created or professional organizations that you participate in for professional development. Collaborate with other teachers on classroom projects that reinforce learning objectives across the curriculum.
Design features: 
Follow some simple guidelines that will help you design a professional website:
http://www.urlsinternetcafe.com/classroom/features/index.html
Determine the structure of your webpage to include a home page, student page, parent page, and a teacher page to discuss your teaching philosophies and professional background. Follow with a design program then add backgrounds and images to make your web page appealing.
Structure and Guide:
http://www.wmich.edu/teachenglish/subpages/technology/classwebsite.htm#online
Links:
Web Design: Examples of Elementary Classroom Sites
http://www.emints.org/ethemes/resources/S00000705.shtml
Teaching with Technology
http://www.wmich.edu/teachenglish/subpages/technology/classwebsite.htm#samples
Education World
http://www.educationworld.com/a_curr/curr200.shtml
Url’s Internet Café Classroom
http://www.urlsinternetcafe.com/classroom/features/index.html
Pam Holley and Debbie Ross Final Project151.199.195.173 (talk) 13:39, 12 December 2008 (UTC)
thread_title:  web-development

message: === book-marking  ===
=== wikis  ===
swardAvsward (talk) 01:29, 11 December 2008
A wiki (or wiki page) is a web page, or group of linked web pages, that can be edited by any number of users. Users of the wiki can add to, modify, or delete a page’s contents, using only a web browser. Wiki pages are similar to, although less structured, than web logs (blogs) and represent an even more powerful collaborative tool in that all users have equal access to the content. Wikipedia, the collaborative web-based encyclopedia is the most well-known and frequently used wiki.
As a tool that facilitates collaboration, the wiki can support many progressive pedagogical approaches. It is obviously an ideal tool for collaborative learning and group project work, as students can work together in class as well as outside the classroom and receive immediate feedback from each other. It provides a forum for information-sharing and for the establishment of a knowledge repository that is both created and owned by the students. Wikis provide a forum for student-centered learning and exploration, and for the development of skills in consensus building and compromise.  
As students engage each other in creating the actual content of the wiki, they develop both autonomy and interdependence among themselves, which are significant foci of constructivist learning approaches. Constructivist theory asserts that processing, rather than absorbing, information creates effective learning, and the wiki has the potential to engage students in genuine problem-solving while enabling them to build their own knowledge base and compile research through collaboration and peer review.  Rather than absorb knowledge and ideas passively, students engage actively in processing ideas, developing research questions and strategies, gathering information, and drawing conclusions. By their nature, these types of learning activities engage students at the higher levels of Bloom’s taxonomy, as students must continually synthesize and evaluate information, think critically, develop their own analytical questions, and apply their knowledge.
Problem-based and inquiry learning models, which emphasize real-life problem solving and student-centered discovery, are also well-served by wikis. Students have the advantage of being able to work closely with others at great distances, accessing input from different cultures, environments, and perspectives, as well as input and critiques from business, government, and academia. Wikis can serve as a platform for a virtual classroom that is not just local, but global. 
Among the more significant concerns regarding wiki use in classrooms are protecting students from online predators and ensuring that student posts are appropriate and nonthreatening to others. A number of sites, such as wetpaint, offer easy instructions for  creating wikis, along with security protections whereby teachers can limit access to only their own students and block anonymous posts. Students who know that their identity will be connected to their posts will be responsible for any inappropriate use of the wiki, and generally this serves to ensure accountability and a degree of protection. However, because student security and bullying are important community issues, teachers should consult school administrators to find out the school’s policy before using wikis in the classroom.
Examples of potential uses for wiki pages in the classroom include group projects; class-created letters or editorials; student-created collections of resource materials, globally connected projects, community service projects, teacher collaboration, presentation tools, mock debates among political candidates, community collaboration, collaborative writing, collaborative critiques of student work, processing writing revisions, compiling research and resources, facilitating brainstorming, or creating an online newspaper. 
 
References and External Links
You tube video on wikis http://www.youtube.com/watch?v=ZmByB0sIPog
Wikipedia http://en.wikipedia.org/wiki/List_of_wiki_farms/
Pbwiki  http://pbwiki.com/academic.wiki
Wetpaint  http://www.wetpaint.com/category/education
Wikispaces for educators  http://www.wikispaces.com/site/for/teachers
Wikia  http://www.wikia.com/wiki/Education
Wiki wiki web http://c2.com/cgi/wiki/
Wikibooks http://en.wikibooks.org/wiki/Main_Page
Avsward (talk) 17:33, 12 December 2008 (UTC)
thread_title:  Web-based Applications/sites 

message: swardAvsward (talk) 01:29, 11 December 2008
A wiki (or wiki page) is a web page, or group of linked web pages, that can be edited by any number of users. Users of the wiki can add to, modify, or delete a page’s contents, using only a web browser. Wiki pages are similar to, although less structured, than web logs (blogs) and represent an even more powerful collaborative tool in that all users have equal access to the content. Wikipedia, the collaborative web-based encyclopedia is the most well-known and frequently used wiki.
As a tool that facilitates collaboration, the wiki can support many progressive pedagogical approaches. It is obviously an ideal tool for collaborative learning and group project work, as students can work together in class as well as outside the classroom and receive immediate feedback from each other. It provides a forum for information-sharing and for the establishment of a knowledge repository that is both created and owned by the students. Wikis provide a forum for student-centered learning and exploration, and for the development of skills in consensus building and compromise.  
As students engage each other in creating the actual content of the wiki, they develop both autonomy and interdependence among themselves, which are significant foci of constructivist learning approaches. Constructivist theory asserts that processing, rather than absorbing, information creates effective learning, and the wiki has the potential to engage students in genuine problem-solving while enabling them to build their own knowledge base and compile research through collaboration and peer review.  Rather than absorb knowledge and ideas passively, students engage actively in processing ideas, developing research questions and strategies, gathering information, and drawing conclusions. By their nature, these types of learning activities engage students at the higher levels of Bloom’s taxonomy, as students must continually synthesize and evaluate information, think critically, develop their own analytical questions, and apply their knowledge.
Problem-based and inquiry learning models, which emphasize real-life problem solving and student-centered discovery, are also well-served by wikis. Students have the advantage of being able to work closely with others at great distances, accessing input from different cultures, environments, and perspectives, as well as input and critiques from business, government, and academia. Wikis can serve as a platform for a virtual classroom that is not just local, but global. 
Among the more significant concerns regarding wiki use in classrooms are protecting students from online predators and ensuring that student posts are appropriate and nonthreatening to others. A number of sites, such as wetpaint, offer easy instructions for  creating wikis, along with security protections whereby teachers can limit access to only their own students and block anonymous posts. Students who know that their identity will be connected to their posts will be responsible for any inappropriate use of the wiki, and generally this serves to ensure accountability and a degree of protection. However, because student security and bullying are important community issues, teachers should consult school administrators to find out the school’s policy before using wikis in the classroom.
Examples of potential uses for wiki pages in the classroom include group projects; class-created letters or editorials; student-created collections of resource materials, globally connected projects, community service projects, teacher collaboration, presentation tools, mock debates among political candidates, community collaboration, collaborative writing, collaborative critiques of student work, processing writing revisions, compiling research and resources, facilitating brainstorming, or creating an online newspaper. 
 
References and External Links
You tube video on wikis http://www.youtube.com/watch?v=ZmByB0sIPog
Wikipedia http://en.wikipedia.org/wiki/List_of_wiki_farms/
Pbwiki  http://pbwiki.com/academic.wiki
Wetpaint  http://www.wetpaint.com/category/education
Wikispaces for educators  http://www.wikispaces.com/site/for/teachers
Wikia  http://www.wikia.com/wiki/Education
Wiki wiki web http://c2.com/cgi/wiki/
Wikibooks http://en.wikibooks.org/wiki/Main_Page
Avsward (talk) 17:33, 12 December 2008 (UTC)
thread_title:  wikis  

message: Sabesque09 (talk) 23:29, 4 December 2008 (UTC)
thread_title:  blogs 

message: Online classroom management tools give the instructor and student a secure, direct connection to their learning inside and outside the classroom.  It is a tool that gives students experience using the computer in a manner that prepares them for real-world uses and problems.   
Blackboard
Blackboard is a classroom management tool that allows teachers and students to interact and communicate outside of the classroom.  In many cases, it allows classes to be delivered by the teacher and completed by the student online without direct classroom instruction.  Blackboard is used primarily in the high school and college educational settings.  Students access the site with a username and password assigned by their educational institution.
Blackboard is a “one stop shop” for all classroom needs.  The teacher posts assignments, course documents, review materials, and grades.  In turn, students communicate with their classmates and teachers using discussion forums, email, and a digital drop-box to turn in completed assignments.  
To learn more about Blackboard, its functions, and services see their website. Blackboard Home Page
School Space
School Space is a classroom management tool that is very similar in nature to Blackboard.  It allows students and teachers to interact inside and outside the classroom.  The student gains access to classwork, homework, and review assignments without having to store and retrieve material through a local server connection that is not accessible outside the school building.  School Space can be used in the college setting but is geared more toward grades K-12.
To learn more about School Space, visit the Henrico County Public Schools website. 
Jpkube (talk) 02:24, 10 December 2008 (UTC)
thread_title: Online Class Management Tools

message: Stonecf (talk) 18:56, 4 December 2008 (UTC)
thread_title:  ePortfolios 

message: === cyberhunts ===
Jpkube and hclib (talk) 03:56, 5 December 2008 (UTC)
thread_title:  Project Based Activities 

message: Jpkube and hclib (talk) 03:56, 5 December 2008 (UTC)
thread_title:  cyberhunts 

message: Mullinmj (talk) 21:05, 4 December 2008 (UTC)
thread_title:  webquest 

message: Fjfitzpatrick (talk) 03:00, 4 December 2008 (UTC)
thread_title:  virtual field trips 

message: Jcdeyo (talk) 13:26, 5 December 2008 (UTC)
thread_title:  podcast 

message: === Plagiarism  ===
=== Copyright  ===
Sbmayo18 (talk) 03:28, 8 December 2008 (UTC)
thread_title:  Issues 

message: Sbmayo18 (talk) 03:28, 8 December 2008 (UTC)
thread_title:  Copyright  

message: The Need for Web Site Evaluations
I am going to work on this section, as many of the other sections have been covered.  The internet has many resources, but it takes time to decipher which resources are worthwhile.  Also, at the elementary level, finding sites that are appropriate for this level can be challenging.--Wsdebordenave (talk) 01:09, 11 December 2008 (UTC)
thread_title:  Partnership for 21st Century skills  

message: Is this being edited as part of a class project? ------ Astrokey44 12:51, 3 December 2005 (UTC)
thread_title:  Future Technology 

message: The article could start with a definition for Technology Integration.  Possible subtopics include:
Constructivism,
Technology Integration Tools for the Classroom (break this into subtopics) 
   Internet: Cyberhunt, Webquests, Online Databases, Podcasts, Web 2.0 ex: Blogs
   Interactive Whiteboards and Student Response Systems
   Copyright/ Plagarism
   Characteristics of a Good Technology Integration Lesson -- 
       subtopics to include rubric sites as well as sites that have quality lesson plans
hclibHclib (talk) 21:28, 30 November 2008 (UTC)
thread_title:  Possible Subtopics 

message: I agree that we can divide the topics into Issues and Tools.  This is a solid idea; I would recommend that the Promise and Challenge section be improved as this is the core of the concept of Technology Integration. Jdodwyer (talk) 22:13, 7 December 2008 (UTC)
thread_title:  Organization of Topics 

message: The organization of the technology integration article should begin with the first subtopic, "Promise and Challenge".  It belongs up front, the promise of technology integration should be discussed up front and then the challenge(s) of technology integration should be highlighted.  I would then follow the "New Teaching Methodologies are Needed", followed by "Consructivism" and "Paradigms".  I would then go with "Interacting Themes" and the "Interactive White Boards" and "Student Response Systems". Finally, there should be some type of conclusion. Jdodwyer (talk) 22:21, 7 December 2008 (UTC)
thread_title:  Suggestions for Organizing Technology Integration Article 

message: I think that the topics need to be organized, and they are not the way they are.  The first should be Philosophy/Pedagogy/Theory, this explains the topic.  I think that the next should be tools used to accomplish the integration of technology.  This could include links to helpful sites, and could be divided by hardware, software, etc.  Next should be troubleshooting, and problems; the negative, if there is, about integrating technology.  Finally, the last topic should be about the future needs and/or directions of tech integration.  This would close the article nicely and leave the reader with something to think about, as well as possibly inspire them to do more to help the integration of technology along.
cmfutrell (talk) 21:18, 2 December 2008 (UTC)
thread_title:  Topics organization 

message: I think the article needs to begin with instructional technology defined.  This should then be followed by a Pedagogy section with subtopics of paradigms, constructivism, and understanding by design since these are all instructional methods.
I also agree that there should be a tools section with the following subtopics:  interactive whiteboards, digital cameras, podcasts, blogs, cyberhunts, and Web Quests.  I'd then suggest a "culminating projects"section that would include Virtual field trips, Wikipedia and ePortfolios as subtopics.
An issues topic with subtopics of plagiarism and copyright should come next followed by a References section with the Web Site Evaluation and Online Information subtopics. These are just my preliminary thoughts.
--Stonecf (talk) 22:16, 2 December 2008 (UTC)
thread_title:  Topics Organization 

message: I am just trying to give an outline that may be easier to edit and create a map for our final project.  These are my thoughts, with some recent additions based on other suggestions above. 
1. Definition-as a basic introduction to the topic   Fewhite (talk) 21:36, 4 December 2008 (UTC)
thread_title:  Topic Organization 

message: 1. There needs to be a clear definition of what technology integration is at the very beginning of the article.
2. I think that the list that Mike created above is outstanding!  
   a. When adding the links to pedagogy section, case studies could be linked with the various theories
   b. The problem solving method should also be clearly listed subtopic of this section
   c. When listing and explaining hardware, remember that Promethean and Smart boards are brand names, steer clear of using hardware brand names.
3. We should add a section that includes online education through the use of mediums such as Blackboard and SchoolSpace.  Jpkube (talk) 02:22, 3 December 2008 (UTC)
thread_title:  Topic Organization cont... 

message: I like Mike's List as well. It covers everything and is organized nicely. My vote is to go with his list so we can get started and get finished!
Fewhite (talk) 02:32, 3 December 2008 (UTC)
thread_title:  Mike's List 

message: I like the outline presented. It cuts the number of subtopics.  When looking at the 27 subtopics, my first thought was that some of the subtopics needed to be combined or deleted.  My thoughts were something like: 1. the basics of using technology, 2. using technology to support instruction, 3. integrating new technology into the classroom, 4. designing projects that combine multiple technologies, 5.  Focus on collaboration and inquiry based learning activities that allows the students to have a say in their learning.  Lsgulick (talk) 02:53, 3 December 2008 (UTC)
thread_title:  Technology Integration 

message: I also like Mike's list.  I think the article needs to start off with a good definition of what technology integration (in the classroom) is as a leader for the rest of the article.  Then we could organize our ideas about philosophy and pedagogy by discussing the contructivist and problem-based learning approaches to technology and education (subtopics).  Then get into the specific types of lessons that are involved -- I guess this would be tools as a topic and then each type could be a subtopic. Overall, three main topics - 1. philosophy/pedagogy, 2. types of instruction, and 3. issues -- I think this would best address the article as a whole.  Actually, looking back I'd add a fourth topic that Charles pointed out - 4. future needs -- as he suggested I think this would allow the reader to do further researching and editing to address those needs.Jbrittle (talk) 19:06, 6 December 2008 (UTC)
thread_title: Article Organization

message: I agree that the editing would be a lot easier if the topics and subtopics were better define I like Mike’s outline. Don’t we also need to include Partnership for  21st Century skills since many states are working to incorporate these skills into their instructional models to ensure our students are ready to functions in today’s work environment.
 Sbmayo18 (talk) 15:53, 3 December 2008 (UTC)
thread_title:  Topic Organization 

message: What is the difference between tools and hardware?  I am trying to decide which subtopic I want to work on.  I think I want to I think I want to research TI definition along with the philosophy as a subtopic.
Fewhite (talk) 22:36, 3 December 2008 (UTC)
thread_title:  Question about Mike's List 

message: I too like the list that Mike created.  Should we have sub topics under tools to keep hardware and software separate. The tools section looks rather long to me.  The list is great and appears to very comprehensive, but do we need to include printers under hardware?lhpreski (talk) 20:58, 4 December 2008 (UTC)
thread_title: Subtopic Suggestion

message: I also agree that  Communication Tools  and Internet Safety need to be added as topics to the outline.  I would like to work with someone on Cyberhunts or Promethean Boards. --Pine3needles (talk) 01:19, 5 December 2008 (UTC)
thread_title: Stevens Thoughts

message: A clear definition of technology for all people, not just educators needs to be first and foremost. Obviously, many people outside of education and even educators are not familiar with the "buzz words". In defining everything, we need to be careful that we do not assume anyone has prior knowledge. So the article should be clear and concise and use terms all can understand. Do you know how long it took me how to figure out how to do the --Long44 (talk) 03:31, 5 December 2008 (UTC)
thread_title:  Organization 

message: I will take on inquiry-based learning.--Long44 (talk) 03:45, 5 December 2008 (UTC)
thread_title:  Topic 

message: With three of us working on this information, I thought I would put out the following information for which we can begin editing.  The current technology article does not have a cyberhunt section, however, there is one in wikipedia.  Is our goal to edit the current cyberhunt article or to create a section in technology integration?  Please feel free to edit, change, whatever you want to.  I have provided two links (which relate to elementary school students) and will be glad to provide more.
I have no previous knowledge on posting an wikipedia article.  I will be working on trying to learn how to make links, etc as the day goes on.  Our completed subtopic is due 12/9. Do either one of you have previous know how to edit, link, etc?  
A Cyberhunt is a project based activity that can be integrated into classrooms of all levels.  It is a teacher directed activity that incorporates the Internet into the student discovery process.  It is an excellent way for beginning internet users (elementary) to explore worthwhile educational sites.  This teacher controlled activity assures that students connect to and view  reliable and informational internet sites that relate to the curriculum  topic.  Students  are not responsible for searching the internet for applicable websites.  A cyberhunt may ask students to interact with the site (ie: play a game or watch a video), record short answers to teacher questions, as well as read and write about a topic in depth.  A cyberhunt differs from a web quest.  Participating in the cyberhunt is the project based activity.  
  
Cyberhunt, also known as Online Scavenger Hunts, helps students gain experience in exploring and browsing the internet.  It is one example of how teachers can teach an academic subject and teach computer skills as well. 
Two types of cyberhunts:
1.  The teacher develops a series of questions and gives the students a hypertext link to the URL that will give the answer. This type is ideal for younger students and ones not very experienced in internet exploration.
2.  The focus is on computer skills.  To increase and improve student internet search skills, teacher develops questions for students to answer using a search engine with appropriate search techniques to locate the information. This type of cyberhunt is for the more experienced computer user. While there are cyberhunts that deal mainly with factual knowledge gathering, a  cyberhunt that is well developed can require higher order thinking skills in order to get students to use the information found at the web sites. For example, teachers may ask students to react to information gathered and to apply it to other scenarios. http://www.ccsdedtech.com/cc/projects/scavenger.htmLsgulick (talk) 23:03, 7 December 2008 (UTC)
thread_title:  Cyberhunt information for Article 

message: The topics that should exist in this article are few in number. They are:
*One "Promise and Challenge" should remain, it is a great title, but is poorly written and screams for revision.
*Two "Paradigms" should remain.
*Three "Consructivism" is excellent and should remain.
*Four "Interacive White Boards" should be edited and I would remoe the second half of the topic. 
*Five "Student Response Systems" is well written and should remain.
*Six "New Teaching Methodologies are Needed" is well written and should move near the top of the aricle. 
*Seven "Interactin Themes" should remain. It highlights some crucial points on the concepts necessary to succeed with the integration of technology into the classroom. 
Most topics should be removed. Specifics on the types of technology to be used in the classroom, such as digital cameras, podcasts, etc., should be referenced but not detailed in the article. Same with the topics of plagiarism, information literacy, etc., they can be referenced but do not belong in the article.  —Preceding unsigned comment added by Jdodwyer (talk • contribs) 22:38, 7 December 2008 (UTC)
thread_title:  TOPICS ORGANIZATION 

message: The topics that should be in the article are small in number. The introduction is fine, but I would get rid of everything after "The amount of information..". The topics that would remain would be organized as follows:
#One "Promise and Challenge" 
#Two "Paradigms"
#Three "Constuctivism"
#Five "Interactive White Boards"
#Six "Student Response Systems" 
#Seven "New Teaching Methodologies are Needed"
#Eight "Interacting Themes"  
Most topics should be removed.  Specifics on the types of technology to be used in the classroom, such as digital cameras, shoud be referenced byt not detailed in the article.  The topics that deal with information literacy and plagiaiism should be referenced and not included. 
Jdodwyer (talk) 22:47, 7 December 2008 (UTC)
thread_title:  TOPIC ORGANIZATION 

message: The blog section of this article will be modified/updated to include blogging as it relates to the benefits of integrating this particular technology in the classroom.
Sabesque09 (talk) 18:21, 8 December 2008 (UTC)
thread_title:  blogs 

message: should also be linked here
212.183.134.208 (talk) 09:21, 14 February 2009 (UTC)
thread_title: blended learning

message: I'm currently doing a project about integrated technology on Textiles and there is absolutely nothing about this technology in Textiles yet it still applies... If someone could put in something that would be useful for future people.
Becky62.252.145.179 (talk) 12:53, 17 April 2015 (UTC)
thread_title:  Textiles 

message: I've been working for months on this https://en.wikipedia.org/wiki/Draft:Digital_literacy_coach article, I'm wondering if it would be better to integrate it into this article than to pursue getting it published separately, although I feel it would probably be better to link to it from this article? 
It's entitled DLC, but there are many terms for this role and 'Instructional Technology Coach' is as good as any. 
MisterMcHugh (talk) 02:27, 2 September 2017 (UTC)
thread_title:  Related article - tech coaches 

message: — Assignment last updated by Vrwebre (talk) 00:44, 17 May 2023 (UTC)
thread_title: Wiki Education assignment: Information Literacy and Scholarly Discourse

message: — Assignment last updated by Phrynefisher (talk) 00:14, 27 May 2023 (UTC)
thread_title: Wiki Education assignment: CALIFORNIA DREAMING, THE GOLDEN STATE'S RHETORICAL APPEALS

message: Hello,
I wanted to let everyone know that I will be working on editing this page for the next few weeks. I'm planning on editing to create an encyclopedic tone, rather than an essay-like tone in some sections. I will be focusing on the page's organization and structure, as well as copyediting for any grammatical errors.
Tamu2024 (talk) 18:14, 20 February 2024 (UTC)
thread_title:  Editing