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Magdala D. Norton
Integrating Technology: Global Perspectives
Professor: Dr. Joseph Wieczorek
EDTC 645
Spring 2015
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Introduction:
This Global Classroom Module is a collaborative project in which one of my 11th grade
economics class (16-17 years old), will work with students from schools which they have been
assigned a country to complete a dream vacation assignment. Students will be paired into groups
of threes. The classes will work together to learn more about each others countries. Students will
create a presentation that will display the dream vacation location, expenses accrued traveling to
that location and while in that location. Both classes will collaborate to create a website that
combines the dream destinations of each group.
At the conclusion of this module, students will be able to:
1. Evaluate and select information sources and digital tools
2. Use various forms of technology effectively to communicate with others.
3. Practice research, writing, and collaborative skills.
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Proposed Topic and Rationale: Dream Vacation. The rationale behind this project is for
students to learn economics and be exposed to another culture. The partnering school will
practice their learning of the English language with the students that are communicating with
them from the United States. The idea is to partner with a teacher from another school in another
country who is teaching English and the students in my class would communicate with his or her
students in English. Both would learn and benefit from their communications.
Global Network You Plan to Use: epals.com
Key Challenges: The most challenging for me would be finding English teachers in a variety of
locations. Some students may be assigned the same country or I may have to make it a group
assignment
Prior Knowledge: This builds on students research knowledge, communication knowledge,
writing knowledge. I will assess if they have prior knowledge by surveying them in class. I
would ask them if theyve ever traveled outside of the U.S, how much do they think that vacation
cost, and if theyve ever communicated with a person on another part of the globe. Most of their
knowledge on this project will be introduced to them. Some students may not know how to use
the internet for research, how to type, how to look up travel cost and they may not know about
any other parts of the globe besides the U.S.
Standards and Key Concepts
Content Standards:
National Education Technology Standards for Students NET (S):
2. Communication and collaboration
c. Develop cultural understanding and global awareness by engaging with learners of other
cultures
3. Research and information fluency
c. Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks.
P21 Standards:
1. Content Knowledge and 21st Century Themes
3. Information, Media and Technology Skills
4. Life and Career Skills
National Education Technology Standard for Students NETS (S): see content standards
Pre-Lesson Steps:
1. Obtain parents consent for their child to participate in this project.
2. Connect with teachers from other countries and discuss the project with them.
3. Allow them time to get approval from the parents of their students should they choose to
partner with me on this project.
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4. Conduct research on the countries myself so that I may have information that may assist the
students and so I may know what would populate in their search.
5. Type up the project so that I could hand it out to the students when Im assigning it to them.
6. Communicate with travel agencies or look up online travel sites to provide students with a list
of research options.
Technology Use: Students will use technology to complete their research and communicate
with their epals. Lab times will be scheduled.
Essential Question (s): I want my students to be able to answer what they learned about the
country they were assigned? I also want them to answer what sources they used to book their
travel? Would they travel to that destination? Do they believe that travel to that destination is
feasible in their current economic status? Overall I want to learn from them if they knew that
traveling would cost so much.
Starting Activity or Module: I will hook my students by sharing with them my experiences; I
will share with them the locations Ive traveled to and what Ive experienced through traveling. I
will open it up by saying I am a global citizen!
Lesson Plans:
Summary of Two Lesson Plans: The first lesson will focus on economics. Students will learn to
budget and manage finances. They would calculate every expense and journal it; they are
expected to stay within budget. The second lesson will teach students communication. They may
have to correct any spelling of the students from the partnering school since their objective
would be to communicate in the English language.
Summative Assessment: Briefly Final assessment would be a presentation, preferably digital
but students may create a poster board containing the information learned from their research.
Their presentation will include a chart which list the cost of their travels, important and fun facts
of the location they are traveling and photos of that location (postcards, internet photos, photos
their epal may have sent them, etc.)
References:
International Society for Technology in Education. (2007). National educational technology
standards for students. Retrieved 14 October 2015, from http://www.iste.org/docs/pdfs/2014_iste_standards-s_PDF.pdf
Administrator. (n.d.). Framework for 21st Century Learning. Retrieved 14 October 2015, from
http://www.p21.org/our-work/p21-framework
Changes/Revisions to the GCM Proposal: After reviewing my proposal for the module, I have
decided to make several changes. I decided to create two separate lessons that will tie in to the
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overarching theme of economics. The second lesson plan is a new lesson plan. I also decided to
add to project 1 a task which would involve all students, foreign and local, inputting their
completed projects onto a weebly website that would be created specifically for this project. The
time frame has been changed to six weeks as opposed to one semester.
Dream Vacation
Concept/Topic:
Length of Lesson:
This project will run over the course of four weeks. Two weeks will be
dedicated to research and the third week to compiling their research into a
multimedia presentation. Monday through Thursday students will go to the lab
to conduct research on their locations and work on their presentations. Friday
students will work collaborate with students from the other schools to share
the information that they have learned and to ask any questions they believe
would be pertinent to their research. The fourth week will be inputting their
multimedia presentations into the classroom website.
Curriculum Standards:
P21 Standards:
1. Content Knowledge and 21st Century Themes
3. Information, Media and Technology Skills
4. Life and Career Skills
Lesson Goals:
The goal of the lessons is for students, in groups of four, to research and
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Introduction:
Students would be placed into groups 4 and assigned a country for their dream
vacation. Once assigned their dream vacation location there will be an in class
discussion about vacations and budgeting for vacations. The discussion will be
used to assess students prior knowledge into budgeting for vacations, which
essentially is economics. Students will create an excel spreadsheet so that
they can keep track of the expenses that would be accrued en route to
and while at their dream vacation location. Students will also save, in a
word document, information learned from their research and from the
communication with their epals (taking notes is an alternative). Students
will then compile the information gained from their research and their
epals into a multimedia presentation to present to the class. The
multimedia presentation will then be placed on the classs weebly
website for the collaborating school to view and provide feedback on.
Step-By-Step Procedures:
Day 1:
Students will be informed about the global classroom module and what
will be expected of them throughout the completion of each project.
Students will be assigned their dream vacation locations and assigned
into groups. The classroom will change seats so that they would be at
the same table with their group mates. An in class discussion will be
held to learn what students may know about the destination they were
assigned.
Day 2 - 4:
Students will report to the lab so that they can continue researching their
dream vacation locations. Students will be provided with handouts of
preferred sites to visit for their research. By the end of day four students
should have information on the cost of travel to and from their dream
vacation location, location and cost of their lodging, car rental if needed,
information on whether a passport will be required for their travels, if
so, the cost of a passport and any other fees associated with acquiring a
passport. Students will add the cost of all listed items above to the excel
spreadsheet that they will create for purposes of tracking their expenses.
Day 5:
Students will communicate with their epals. They will use this time to
communicate with their epals about their country. This communication is an
opportunity to learn more about the local attractions in that area, activities the
students there believe would be fun to do, nice restaurants to eat at, must haves
for their travels. Their epals will in turn inquire of them the same information.
Week 2: The schedule listed above will be followed for week 2
Week 3:
Day 1: Students will make final revisions to multimedia presentation. They
will determine who will lead the presentation and speaking points for each
member of the group. Students will conclude their research by the end of class
time.
Day 2-3:
Students will create and work on their multimedia presentations. Students will
input the data collected from their research into the multimedia presentation as
well as the excel spreadsheet that displays their expected expenses.
Day 4-5:
Presentation day! Students will present their multimedia presentations to the
class.
Week 4:
Day 1: Students will work in groups along with their epals to input their
multimedia presentations into the classrooms weebly website
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http://dreamvacationcollaboration.weebly.com
Day 2: Review the presentations of their epals and provide feedback on
their presentations.
Day 3: Students will complete an online survey as an assessment of the
project.
Technology Requirements:
Resources:
www.epals.com
Assessment Based on
Objectives:
Follow-Up:
Following the lesson and activities, students from each class will provide
feedback on each others project. They will evaluate whether the information
presented is an accurate account as to how much a vacation to the dream
vacation location would cost.
Classroom Management:
The teacher will monitor all computer usage to ensure students are
working on the task at hand. The teacher will also help guide the
communication between the students to ensure they are asking questions
that would be beneficial to their research. The teacher will be available
to answer any questions students may have while completing their
research.
Differentiated instruction for students who need scaffolding on
searching websites. Students that have hearing and vision disabilities
will be given a transcript of the presentations. Subtitles can be added to
the multimedia presentation should a student have a speech impediment
of difficulty speaking. Gifted and talented students will have the liberty
to be more creative with their dream vacation. Their challenge would be
to travel to multiple locations on the provided $10,000.00 budget. They
could select to take a multi country vacation, cruise to various locations;
they will have more creative freedom. Their intentions must be
communicated with the teacher to ensure that an epal in their chosen
locations can be located. If no epal in their chosen location they can
research vacation reviews of that destination.
Teacher must ensure that the lab is available and reserved for the time
frame needed to complete this project.
Accommodations:
(Special needs / gifted &
talented)
Comments / Notes:
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Concept/Topic:
The concept/topic of this lesson is for students to learn what goods and
services are provided to the citizens residing in their dream vacation location.
Students will first learn the definitions of goods, public goods, and the role of
the government, services and taxes.
Length of Lesson:
This project will run over the course of two weeks. The first week will involve
discussing and learning the terms goods, public goods, services and taxes.
Students will share what they believe the role of the government is and the
teacher will conduct a mini lesson explaining what the usual role of the
government is. Students will begin their research during the first week of the
project. Students will have two days in week two to complete their research.
The latter part of week two will consist of students creating an infographic that
list what goods and services are provided to the citizens by the government and
what goods and services are provided by private businesses. Their infographic
will also list the amount of taxes collected by the government from the people.
Curriculum Standards:
Standard 4 ECONOMICS
Students will develop economic reasoning to understand the historical
development and current status of economic principles, institutions, and
processes needed to be effective citizens, consumers, and workers
participating in local communities, the nation, and the world.
Expectation
1. The student will demonstrate an understanding of economic
principles, institutions and processes required to formulate government
policy.
TOPIC
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Lesson Goals:
Step-By-Step Procedures:
Day 1:
Students will be provided with details about the assignment and a
handout that details what is expected and due dates. There will be an in
class discussion in which the teacher will inquire of her students their
current knowledge on the role of government, what are goods and
services and taxes.
Day 2 - 3:
Students will be provided with a list that includes recommended sites
for purposes of their research.
Students will break into groups and begin their research for the assigned
project.
Day 4:
Students will be provided with the opportunity to communicate with
their epals for purposes of research. They may ask their epals questions
they believe would be relevant to their research. A good question would
be, do you pay for school at your location? In the U.S school is paid
by taxes collected by government but that may not be the case in other
locations
Day 5:
Teacher will demonstrate to students how to create their infographics.
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Resources:
https://www.richmondfed.org/~/media/richmondfedorg/publications/education/
concepts_posters/pdf/2010_taxes.pdf
Assessment Based on
Objectives:
Students will to create an infographic that details the role of government, what
goods and services are provided by the government in the countries that they
were assigned, why taxes are collected and what they are used for by the
government and what goods and services, if not provided by the government,
are provided by private businesses. Their infographics will be published in the
classrooms collaboration website.
Follow-Up:
Classroom Management:
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Comments / Notes:
Attractiveness
Requirements
Content
Includes essential
knowledge about the
topic. Subject
knowledge appears to
be good.
Includes essential
information about the
topic but there are 1-2
factual errors.
Content is minimal OR
there are several factual
errors.
Organization
Content is well
organized using
headings or bulleted
lists to group related
material.
Uses headings or
Content is logically
bulleted lists to
organized for the most
organize, but the
part.
overall organization of
topics appears flawed.
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Originality
Product shows a
large amount of
original thought.
Ideas are creative
and inventive.
Mechanics
No misspellings or
grammatical errors.
Three or fewer
misspellings and/or
mechanical errors.
Four misspellings
and/or grammatical
errors.
Presentation
Well-rehearsed with
smooth delivery that
holds audience
attention.
Infographic Rubric:
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Permission Form:
Student _______________________________ has been chosen to work on a global
collaborative project with a school in ______________________. The students final project will
be a multimedia presentation which will be inputted into a weebly website which was created for
this project in particular.
During this project students will be collaborating with students from their assigned country.
Communications will be conducted via epals.
This form grants Mrs. Norton permission to grant the above listed student access to the epals
account which will be used to communicate with their epals form their assigned dream vacation
location. Permission is also granted to have students works added to the online website created
for this project.
If you have any questions or concerns, please email Mrs. Norton at magdala2006@aol.com
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References:
ISTE. (2007). Educational technology standards for students. Retrieved October 15, 2012 from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2
MSDE. (2010). World history standards. Retrieved October 15, 2012 from
ftp://ftp3.ccboe.com/Instruction/High/SocialStudies/WorldHistory/
P21. (2010). Framework for 21st Century Learning. Retrieved 14 October 2015, from
http://www.p21.org/our-work/p21-framework
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