Final presentation

Debra LindnerWilkes University

December 5, 2010

Class: World History

Grade level: 11th grade

Goal: Increase student engagement in through the integration, teacher modeling and student utilization of technology.

Rationale: Research shows that technology integration can enhance student engagement which in turn can increase student achievement.

Technology integration will be scaffolded, integrated and modeled throughout this project as follows.

1.On-line discussions via Moodle2.Webquest on the U.S. Constitution3.Teacher-created Age of Exploration

multimedia presentation4.Student multimedia project creation on

Personalities of the Enlightenment Period

Student-centered – students will utilize technology tools for research, discussions, and creation of multimedia projects.

Learning and doing – Students will apply knowledge through on-line discussions and multimedia project creation

Using information – students will use information in their on-line discussions, webquests, and projects.

Facilitator – I will act as a facilitator to guide students in their learning activities.

Flexible groupings & Addressing all learning styles –

surveys will be used to assess technology skills, learning styles, and interests. This will allow me to group students based on learning styles and interests while ensuring that each group has a technologically savvy member.

Higher-order thinking – scaffolded use of technology to lead to more thoughtful project creation requiring analysis, synthesis and creation.

Collaboration – discussions, webquests and projects will all require teamwork and collaboration.

Performance-based assessments – rubrics will be used to assess student performance for each activity.

Multiple sources of information – textbook, web resources, teacher-created media and student research will all be required.

Technology fully integrated – discussions, resources and projects will all require technology utilization on a regular basis.

Learning how to learn – I will model the technology strategies and then the students will utilize these same strategies.

Authentic projects – students must assess their chosen person in the context of history and the present.

Professional in the discipline – students will be writing and presenting their projects in a professional manner

Week one – Feudalism administer surveys on technology skills, learning

styles, & student engagement

Start– on-line discussions

Week two - Feudalism & the CrusadesWebquest on the ConstitutionOn-line discussion

Week three– Medieval life & the InquisitionOn-line discussion

Week four– Middle Ages & the Black DeathVideo clips & on-line discussion

Week five – Age of ExplorationTeacher-created Multimedia

presentation

Week six – Enlightenment Introvideo intro, internet scavenger

hunt

Weeks seven through nine

Multimedia project on the great personalities of the Enlightenment and Scientific Revolution Period.

Students will research, create, and present projects that highlight the importance of their scientist, musician or philosopher historically and at present.

As anticipated, student engagement improved based on the re-taking of the student engagement survey at the end of the final project.

Students participated much more fully in the on-line discussions than they have done in traditional in-class discussions.

Students were more engaged in the technology-infused activities that in traditional worksheet and textbook activities.

Although not the stated purpose of the study, student attitude improved.

Students were much more interested in World History.

Students came to class with a more positive attitude and were ready to get started when they walked into class.

This project summary refers to many elements. The details of this project can be found at the following website:

http://lindnerwiki.wikispaces.com/