Download LTA summary

LTAs provides instructors an insight to
whether their learning group is willing
and able to accept Web-based learning
environments.
 My hypothetical LTA is focused on the
Explore Africa webquest and on the
demographics of my previous students
from 2008-09 school year.
 LTA split into two parts and a conclusion.
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
Goal:
› To accurately begin this assessment, I need
to establish a goal to see if Web-based
learning is the correct choice.

My goal is to have the students work in
small groups to research an African tribe,
create a mask of that tribe, and deliver
an oral presentation in the Griot style.

YES!
› The Web is a necessary component for
research.
› Most thorough and up-to-date information
› Can find pictures, video, audio, etc.
› Some research could be done via libraries

YES!
› Much required information will be available
via the Web.
› Faster
› More extensive
› Example of Griot presentations?

YES!
› Currently taught as an individual research
project
› Can be modified to incorporate
independent and collaborative aspects
› More Web-based with guided research
through the webquest and other sites like
Classzone.com, SchoolWires.net, and
Web2.0 servers
› Includes multiple intelligences and learning
styles even while being Web-based

YES!
› New skills can be practiced
 Art of researching
 Proper web searching
 Filtering and Reading Comprehension
 Recognizing credible vs. non-credible sources
 Preparing research notes and Works Cited
 Interactive Africa Map Quiz for knowledge of
political geography of Africa

YES!
› Rubric to assess student participation and
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demonstration of gained knowledge
Multiple Intelligences and Learning Styles
Individual and Collaborative aspects
Interactive online and off
Teamwork and Organization
Research is foundational to completing and
understanding the project
For this next section, I will continue to use
my previous 7th grade class as my group
of learners, sometimes referred to as
“employees” by Beer.
Diverse teaching and learning
 Sundry of strategies and activities, often
simultaneously:

Smart Board
Computers on Wheels
Website creation
Power Point presentations
Multiple Intelligences
Think Like A…
Tools/Themes of History
Interest Inventories
Tiered assignments
Flexible/Cooperative groups
Depth and Complexity
Content Imperatives
EVERYONE! Administrators, parents,
students, faculty
 Affluent district  competitive
 Technology is motivating and engaging

› Helps provide Authentic Learning
Experiences (OPUSD Moral Imperative and
Teaching and Learning Goal)
› Lessons become customizable and more
enjoyable
Detailed in Part 1
 Use for school-home-school
communication
 Helps students be more responsible for
assignments and schedules
 Less physical storage space needed in
classroom for projects


YES!
› Students use technology and the Web every
day a hundred times over!
 Communication, Entertainment,
Work/Learning, Research, File storing/sharing,
etc.
› Their knowledge is helpful in the classroom
 Trouble shooting
 Peer tutoring
 Collaborative Cooperative Groups
 Opportunity to help others and come out of

YES!
› Technology is most students’ way of life!
› Some lack of enthusiasm with “old”
technologies
› Students still used to seeing, interacting with,
and learning with technology
OPUSD Mission Statement:
“The mission of the Oak Park Unified School
District is to provide students with a strong
foundation for learning which meets the
challenge of the present and of the FUTURE
through a balanced education which
includes academic achievement, personal
growth, and social responsibility”
(http://www.oakparkusd.org/).


OPUSD Moral Imperatives and Goals for
Teaching and Learning:
› Authentic Learning
 “Technology is a tool that will be used to optimize
authentic learning experiences.”
 Goal: develop a “practical art program” in
technology

Technology is CORNERSTONE to authentic
learning and meeting present and future
challenges.

Lots of funding and SUPPORT for technology
in OPUSD
› Lots of exciting hardware and software for
classroom use
However, MCMS is NOT a technology
school! Still have the same subject matter
content standards to cover like every other
public school in California.
 Need to continually strive to be innovative
to effectively integrate tech into an already
full program


YES!
› By updating the project requirements and
altering it to fit a web-based learning
experience, the students can work
cooperatively and still produce an authentic
product.

List is too long to enumerate!
› Website creation in class period
› Research-based power points
› Computer/online review game creation
› Classzone.com and SchoolWires.net to study
for tests, complete assignments, access
schedules, emails
› Web 2.0 server to access files

Internet is part of their daily lives!
Schools have to run to keep up with
ever-changing technology and student
familiarity with it.
 For my seasoned 7th graders, technology
and Web learning is second nature.


IMPACT:
› Comfort level of virtual world and reality
› Educators have supreme responsibility to
utilize technology and the Web effectively
and creatively. Show it’s more valuable than
Facebook and gaming.
› Effective integration of of the Web and
technology is critical to the 21st Century
student and teacher.

The LTA fuels me with enough
confidence to continue to stretch out
into the realm of Web-based learning.
› My learners can handle it.
› My learners can contribute.

It continues to be my responsibility to
provide my students with these types of
authentic learning opportunities.