Appendix D Exploring Projects for Global Communication and Collaboration Modif

Posted: December 8th, 2022

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Appendix D

Exploring Projects for Global Communication and Collaboration
Modified:
Dear Class,
It was brought to my attention that some of the weblinks may ask you to pay for them, please don’t. To make this assignment easier…select a Virtual Field Trip, WebQuest, Scavenger Hunt or Collaboration Project. Google the one you selected and add the Subject Area, Topic and Grade Level. Then answer the questions below and submit creating by video, Prezi or PowerPoint.
The type of project it is (Virtual Field Trip, WebQuest, Scavenger Hunt or CollaborationProject);
The subjects and grade levels addressed;
What is it about?;
How do students collaborate?;
What technology tools do students use?; and
Why did you find it interesting?

Description:
In this assignment, you will explore collaborative projects used in classrooms globally to communicate and collaborate in the 21st Century. First, explore the resources above that can be used to enrich learning by collaborating with others and/or working effectively in teams locally and globally. Next, you will create a screencast or presentation that creates awareness of the selected project. Finally, you will submit your assignment to the drop box.
Directions:
Explore the projects found in the websites below. Then, select a project from one of the categories for the lesson. There are many amazing experiences available, so be sure to check them out! Record a 2 – 5 minute screen capture video or create a 10 slide Power Point or Prezi that discusses the project you selected. Let us know:
The type of project it is (Virtual Field Trip, Web-Quest, Scavenger Hunt, or Collaboration Project);
The subjects and grade levels addressed;
What is it about?;
How do students collaborate?;
What technology tools do students use?; and
Why did you find it interesting?
Project Websites:
Center for Interactive Learning and Collaboration
The Center for Interactive Learning and Collaboration (CILC) is a nonprofit dedicated to advancing learning in various subjects through collaborative technologies. https://www.cilc.org/Interactive-Learning/Find-Programs.aspxLinks to an external site.
iEARN Teacher’s Guide to Online Collaboration & Global Projects
The iEARN Teacher’s Guide to Online Collaboration & Global Projects is a resource designed to guide educators through the steps of planning and conducting an online, collaborative project with classrooms around the world. https://collaborate.iearn.org/collaborationLinks to an external site.
The Center for Innovation in Engineering and Science Education (CIESE)
CIESE has been involved in K-12 science and mathematics education via the Internet since 1993. Since then, teachers and students worldwide have benefited from CIESE’s collaborative online projects. Specializing in quantitative, inquiry-based science and mathematics web-based curricula, CIESE uses the interactive nature of the Internet for their projects. http://ciese.org/materials/k12/Links to an external site.
Empatico
Empatico is a free tool that empowers teachers and students to explore the world through experiences that spark curiosity, kindness, and empathy. We combine live video with activities designed to foster meaningful connections among students aged 6-11. https://empatico.org/activitiesLinks to an external site.
Flipgrid Virtual Field Trip
Flipgrid brings the class on a journey to meet with designers, engineers, authors, scientists, humanitarians, and fellow celebrated guests. https://www.microsoft.com/en-us/store/workshops-training-and-events/flipgridLinks to an external site.
FieldTripZoom offers educators live and interactive, curriculum based educational programs on a one-on-one basis. One classroom connects directly to the museum with two-way video conferencing. https://www.fieldtripzoom.com/Links to an external site.
Links to an external site.
VFT: https://surfaquarium.com/IT/vft.htmLinks to an external site.
WebQuests: https://www.educationworld.com/a_tech/archives/webquest.shtmlLinks to an external site.
Discovery Education PuzzleMaker: https://puzzlemaker.discoveryeducation.com/Links to an external site.
Scavenger Hunt: 40 Ingenious School Scavenger Hunts For Students – Teaching ExpertiseLinks to an external site.
42 Best Virtual Field Trips: https://www.goodhousekeeping.com/life/parenting/a32403098/virtual-field-trips-for-kids/Links to an external site.
Teachnology: https://www.teach-nology.com/Links to an external site.

You can use any screen capture tool or create a 10 slide Power Point or Prezi . Here is a list of some tools you may want to use: https://store.hp.com/us/en/tech-takes/best-screencasting-software-for-teachersLinks to an external site.
or Microsoft Power Point, Prezi: www.prezi.com
If you recorded your screen capture, embed your video to the discussion forum below. Here is a video that demonstrates how to embed a video in a discussion board: https://www.youtube.com/watch?v=qJBsy7Ou4WULinks to an external site.
If you decided to do Power Point or Prezi then submit it to the drop box.
Finally, Submit Exploring Projects for Global Communication and Collaboration to the drop box.
Rubric
Lesson Plan (SOE Assgn 4)
Lesson Plan (SOE Assgn 4)
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeIdentify Technology Deficient Lesson Plan
5 ptsMastered
Mastered performance is evidenced by identification of a technology deficient lesson plan. Includes all of the required components (lesson title and URL).
4.25 ptsDeveloping
Developing performance is evidenced by identification of a technology deficient lesson plan; but, lacks one of the components (lesson title or URL).
3.5 ptsEmerging
Emerging performance is evidenced by identification of a technology rich lesson plan; but, includes the lesson title and URL.
0 ptsNo Evidence
Insufficient evidence to evaluate.
5 pts
This criterion is linked to a Learning OutcomeTechnology Deficient Lesson Description
5 ptsMastered
Mastered performance is evidenced by a well- developed and detailed description and rationale for selecting the lesson that engages the reader and creates interest. A minimum of 150 words are presented.
4.25 ptsDeveloping
Developing performance is evidenced by brief description and rational for selecting the lesson. Description and rational lack detail. Less than 150 words are presented.
3.5 ptsEmerging
Emerging performance is evidenced by vague description and rational for selecting the lesson. Details are a random collection of information, unclear, or not related. Less than 150 words are presented.
0 ptsNo Evidence
Insufficient evidence to evaluate.
5 pts
This criterion is linked to a Learning OutcomeFirst Impression Overview
10 ptsMastered
Mastered performance is evidenced by a well- developed and detailed first impression of the lesson selected that includes summary, comments and recommendations provided for all 7 first impression questions. A minimum of 250 words are presented in the summary.
8.5 ptsDeveloping
Developing performance is evidenced by a brief first impression of the lesson selected that includes summary, comments and recommendations provided for a minimum of 5 first impression questions. A minimum of 250 words are presented in the summary.
7 ptsEmerging
Emerging performance is evidenced by a a vague first impression of the lesson selected that includes summary, comments and recommendations provided for a minimum of 4 first impression questions. Less than 250 words are presented in the summary.
0 ptsNo Evidence
Insufficient evidence to evaluate.
10 pts
This criterion is linked to a Learning OutcomeTechnology Enhanced Lesson Overview and Time Frame
5 ptsMastered
Mastered performance is evidenced by a well- developed and detailed overview of the lesson in terms of content area, grade level, topic focus, activities, purpose, and realistic organization of time.
4.25 ptsDeveloping
Developing performance is evidenced by a brief overview of the lesson in terms of content area, grade level, topic focus, activities, purpose, and realistic organization of time. Missing one component listed above.
3.5 ptsEmerging
Emerging performance is evidenced by vague overview of the lesson in terms of content area, grade level, topic focus, activities, purpose, and realistic organization of time. Missing more than one component listed above.
0 ptsNo Evidence
Insufficient evidence to evaluate.
5 pts
This criterion is linked to a Learning OutcomeTechnology Integration Description
15 ptsMastered
Mastered performance is evidenced by a well- developed and detailed explanation of how the lesson integrates technology in an educational manner including a discussion on the teacher use and student uses of technology in the revised lesson.
12.75 ptsDeveloping
Developing performance is evidenced by brief explanation of how the lesson integrates technology in an educational manner including a discussion on one for the following the teacher use or student uses of technology in the revised lesson.
10.5 ptsEmerging
Emerging performance is evidenced by vague explanation of how the lesson integrates technology in an educational manner Details are a random collection of information, unclear, or not related. Does not include a discussion on the teacher use and student uses of technology in the revised lesson.
0 ptsNo Evidence
Insufficient evidence to evaluate.
15 pts
This criterion is linked to a Learning OutcomeContent Area Standards
3 ptsMastered
Mastered performance is evidenced by the identification of all appropriate content standards.
2.55 ptsDeveloping
Developing performance is evidenced by the identification of some appropriate content standards.
2.1 ptsEmerging
Emerging performance is evidenced by the identification of content standards; but they are not related to the lesson or inappropriate.
0 ptsNo Evidence
Insufficient evidence to evaluate.
3 pts
This criterion is linked to a Learning OutcomeStandards for NETS-S
7 ptsMastered
Mastered performance is evidenced by creation of a technology enhanced lesson plan includes an identification of all appropriate NETS standards for students.
5.95 ptsDeveloping
Developing performance is evidenced by creation of a technology enhanced lesson plan includes an identification of some appropriate NETS standards for students.
4.9 ptsEmerging
Emerging performance is evidenced by creation of a technology enhanced lesson plan but, lacks identification of NETS standards for students; but they are not related to the lesson or inappropriate.
0 ptsNo Evidence
Insufficient evidence to evaluate.
7 pts
This criterion is linked to a Learning OutcomeAssessment
10 ptsMastered
Mastered performance is evidenced by the description of how the students will be scored. A rubric that assesses the technological aspect was incorporated into this lesson and is applicable.
8.5 ptsDeveloping
Developing performance is evidenced by the description of how the students will be scored. A rubric that assesses the technological aspect was incorporated into this lesson but is not applicable.
7 ptsEmerging
Emerging performance is evidenced by the lack of description of how the students will be scored. A rubric that assesses the technological aspect was incorporated into this lesson.
0 ptsNo Evidence
Insufficient evidence to evaluate.
10 pts
This criterion is linked to a Learning OutcomeInstructional Materials and Resources
5 ptsMastered
Mastered performance is evidenced by identification of all educational materials and resources that will be used in the lesson. Identifies digital, non-digital, and Web 2.0 resources.
4.25 ptsDeveloping
Developing performance is evidenced by identification of most educational materials and resources that will be used in the lesson. Identifies digital, non-digital, and Web 2.0 resources.
3.5 ptsEmerging
Mastered performance is evidenced by identification of few educational materials and resources that will be used in the lesson. Identifies some digital, non-digital, and Web 2.0 resources.
0 ptsNo Evidence
Insufficient evidence to evaluate.
5 pts
This criterion is linked to a Learning OutcomeProcedures
15 ptsMastered
Mastered performance is evidenced by a detailed chronological/numerical order of the specific steps to learning that the teacher and students will follow. All activities are aligned with the standards, build upon each other, are appropriately paced, and developmentally appropriate. Includes clearly stated teacher and student use of technology to promote mastery of the lesson objective or to create a product that will be used to assess mastery when appropriate. The procedures are clear and comprehensive.
12.75 ptsDeveloping
Developing performance is evidenced by brief chronological/numerical order of the specific steps to learning that the teacher and students will follow. Activities are connected to the standards but disconnected from one another. Includes teacher use of technology but not student use of technology to promote mastery of the lesson objective or to assess mastery when appropriate. The procedures are not clear and comprehensive.
10.5 ptsEmerging
Emerging performance is evidenced by lack of chronological/numerical order of the specific steps to learning that both the teacher and students will follow. Activities are disconnected and not focused on any of the standards. Technology is included but not appropriately used to promote mastery of the lesson objective or to assess mastery. The procedures are incomplete or inaccurate information given.
0 ptsNo Evidence
Insufficient evidence to evaluate.
15 pts
This criterion is linked to a Learning OutcomePortfolio Reflection Content
5 ptsMastered
Mastered performance is evidenced by a reflection that includes all of the following points: (1) describes meaningful technology integration in the teaching and learning process including effective and ineffective uses of technology for teaching and learning and how lessons and student assessments are enhanced by technology, (2) identifies the principles that should guide the integrating of technology into instruction, (3) describes how teachers use technology to make decisions about meeting educational standards in their lesson plans, and (4) identifies the strategies the preservice teacher (you) used to integrate technology into your lesson.
4.25 ptsDeveloping
Developing performance is evidenced by including all but one of the following points:(1) describes meaningful technology integration in the teaching and learning process including effective and ineffective uses of technology for teaching and learning and how lessons and student assessments are enhanced by technology, (2) identifies the principles that should guide the integrating of technology into instruction, (3) describes how teachers use technology to make decisions about meeting educational standards in their lesson plans, and (4) identifies the strategies the preservice teacher (you) used to integrate technology into your lesson.
3.5 ptsEmerging
Emerging performance is evidenced by including only one of the following points: (1) describes meaningful technology integration in the teaching and learning process including effective and ineffective uses of technology for teaching and learning and how lessons and student assessments are enhanced by technology, (2) identifies the principles that should guide the integrating of technology into instruction, (3) describes how teachers use technology to make decisions about meeting educational standards in their lesson plans, and (4) identifies the strategies the preservice teacher (you) used to integrate technology into your lesson.
0 ptsNo Evidence
Insufficient evidence to evaluate.
5 pts
This criterion is linked to a Learning OutcomePortfolio Reflection Organization
5 ptsMastered
Mastered performance is evidenced by a well-developed reflection that engages the reader and creates interest. Contains detailed background information. Thesis clearly states a significant and compelling position or belief. Conclusion effectively wraps up and goes beyond restating the thesis.
4.25 ptsDeveloping
Developing performance is evidenced by a reflection that vaguely explains the background. Details are a random collection of information, unclear, or not related to the topic. Thesis is vague or unclear. Conclusion does not summarize main points.
3.5 ptsEmerging
Emerging performance is evidenced by a reflection that vaguely explains the background. Details are a random collection of information, unclear, or not related to the topic. Thesis is vague or unclear. Conclusion does not summarize main points.
0 ptsNo Evidence
Insufficient evidence to evaluate.
5 pts
This criterion is linked to a Learning OutcomeComposition, Grammar, and Spelling
10 ptsMastered
Mastered performance is evidenced by no major errors in composition, grammar, and spelling.
8.5 ptsDeveloping
Developing performance is evidenced by a no more than 3 errors in composition, grammar, and spelling.
7 ptsEmerging
Emerging performance is evidenced by no more than 4 errors in composition, grammar, and spelling.
0 ptsNo Evidence
More than 4 errors in composition, and/or spelling are evident.
10 pts
Total Points: 100
WRITING ASSIGNMENT 3A: The New Deal and MinoritiesRoosevelt called his program to reform the nation’s economy during the Great Depression the New Deal. Not only did it bring about major reforms, and introduce tougher regulation of big business, it also set a precedent for greatly expanded federal government involvement in the economy and society. Some of the programs that were initiated had a lasting impact while others were struck down by the Supreme Court. Just as the depression impacted people differently, so did the reforms that were passed during the New Deal.
INSTRUCTIONS:In order to prepare you must complete the following readings:
Review and identify relevant sections of Chapters 23, 24, and 25.
Transcript of Roosevelt’s 1936 radio address Links to an external site.discussing the New Deal
Utilize at least one of the linked sources provided in this assignment to support your discussion.
Identify and incorporate at least one additional outside source to support your discussion. In addition to the textbook, you may use any material outside of the textbook that is recommended in the Additional Reading section at the end of each chapter. You are also encouraged to do your own research and identify relevant sources. Please keep in mind that WIKIPEDIA is not an acceptable reference.
Additional Sources
Debating the Past- Where Historians Disagree: Causes of the Great DepressionDownload Where Historians Disagree: Causes of the Great Depression
WPA: The African-American Mosaic www.loc.gov/exhibits/african/afam012.htmlLinks to an external site.
The New Deal for African Americans http://www2.vcdh.virginia.edu/afam/reflector/historicald.htmlLinks to an external site.
The New Deal and the Negro: A look at FactsLinks to an external site.
Will the New Deal be a Square Deal for the Negro?Links to an external site.
New Deal NetworkLinks to an external site.
Great Myths of the Great DepressionLinks to an external site.
Women and the Great DepressionLinks to an external site.
Eyewitness to History: The Great DepressionLinks to an external site.
Library of Congress: Race Relations in the 1930s and 1940sLinks to an external site.
Utah’s Paiute Indians during the Great DepressionLinks to an external site.
John Collier-Native Americans and the Great DepressionLinks to an external site.
Onda Latina: Mexican Americans During the Great Depression-audio Links to an external site.program
Digital History: Mexican Repatriation during the Great DepressionLinks to an external site.
PREPARE AND SUBMIT:Write a well-organized essay, a minimum of 700 words (but not limited to), including supporting details from the documents/textbook/other sources, in which you analyze and discuss the material that has been assigned by addressing the following question:
Analyze and discuss how women, blacks, Hispanics, and Native Americans, were impacted by the Depression and New Deal. As part of your analysis and discussion, you must address the long-term legacies of the New Deal and major historical assessments that have been made of it, and if you agree or disagree with these assessments.
RemindersUse Microsoft WORD to write the essays. The acceptable submission file types are .doc, .docx, and .rtf.
Prepare the assignment as a Word Document, double-spaced, and using a standard font of 12 points.
Paragraphs in an essay are not numbered. Any questions that are associated with an assigned reading are there to serve as a guide for your discussion.
Your discussion should incorporate all of the information from the documents and or textbook, and outside sources as one essay.
Students are required to research and incorporate into their discussions additional sources that relate to the content. Recommendations can be found at the end of the textbook chapter in Additional Reading.
All statements must be supported and all sources must be identified and cited, and included in your reference list. This also applies to the textbook. Failure to do so constitutes Plagiarism, and the college has strict policies and penalties for failure to comply. Under the Resources, you will find links to sites that review how to format a paper or essay. I recommend that students use APA or Chicago Style to format their essay. Students should ask their instructor which format style they prefer you to use.
Proofread your work. Make sure that you have looked for all of the spelling and grammatical errors and corrected them, and that you have organized your work into coherent paragraphs.
Submit it in the “Second Required Writing Assignment (Submit Here) ” link as an ATTACHMENT. Any work that is submitted directly into the box will be graded as a 0.
Point Value: 100
Grading Criteria:
Analysis and discussion (60%)
Support for discussion (30%)
Organization (10%)
Reminder: All written work must comply with standard English rules, such as proper capitalization, grammar, and spelling. The assignment must be submitted by the deadline listed on the calendar.
Note: Even though you will see a statement giving you the option of copy/paste or file attachment, please disregard this statement. You are required to attach the assignment in MS Word format.

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