Computers in Schools Lesson Plan, Communications

Lesson Plan:
Communications

Objectives:

Students will:

Identify multiple methods of electronic communication and competently access most common methods.
Define “wizards.”
Utilize “Help” features to answer technical questions.

NETS-T Standards:

1A. Teachers demonstrate introductory knowledge, skills, and understanding of concepts related to technology.
3A. Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.
3B. Teachers use technology to support learner-centered strategies that address the diverse needs of students.
3C. Teachers apply technology to develop students’ higher-order thinking skills and creativity.
5A. Teachers use technology resources to engage in ongoing professional development and lifelong learning.
5C. Teachers apply technology to increase productivity.
5D. Teachers use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
6A. Teachers model and teach legal and ethical practice related to technology use.
6C. Teachers promote safe and healthy use of technology resources.

Materials:

Teacher computer with lecture slides, iChat, and a video camera
A table on the board for recording communication tools
Digital camera
Student computers with access to WebCampus and their Open House Flyers
Extra spreadsheet grading rubrics

Procedures:

As students enter the room, ask them to open their Open House Flyers within WebCampus and leave these on the screen. Encourage them to move around the room looking at all the fliers. They should ask questions about style, content, and technique of their peers. Also, have music playing to provide the ambiance of an art show.

Sponge Activity: Questions for Digital Kids (8 minutes)

Have the following question projected on the screen:

“If you could ask elementary-aged children anything about technology, what would it be?”

Have students list at least three questions they would ask on a single sheet of scratch paper. When they are finished writing their questions, encourage students to move around the room reviewing each other’s flyers.

Opening (2 minutes)

Announce daily outline.
Announce daily objectives.

Class Discussion/Lecture: Sponge Activities and Art Shows (5 minutes)

Call all students together and ask:

How could you leverage the art show venue to get the most from the experience? Answers may include:

Play music.
Have students include their name and a title on their creations.
Have students sip carbonated apple cider and eat cookies as they view the artwork.
Have students create invitations for the art show, and have them invite their parents or other classes and school faculty/staff.

What are some benefits of using sponge activities? Answers may include:

It quiets students when they enter the room.
It gets students focused on the subject or daily objective.
It makes productive use of valuable instructional time.

How could you use the technique of writing a question on the board as a sponge actvity in an elementary classroom? Answers may include:

Use questions/graphics as an advance organizer for the daily objective.
Daily Oral Language
Problem of the Day (e.g., review math concept from a previous day)
Have students write definitions for tactile learning

What are the benefits of having students display their work using an art show venue? Answers may include:

Students are intrinsically rewarded when they see their work displayed positively.
It gives students opportunities to learn how to give and accept criticism and praise in healthy ways.

Videoconference with Elementary-Level Students (10 minutes)

Accept a pre-arranged videoconference call from a classroom of students. Introduce the classes to one another and explain that the university students have questions for the elementary students. Then, have the university students approach the camera and ask their questions.

Take pictures of the physical/virtual communication.

Once the activity is complete, ask students if they need any instruction on how to use any of these techniques at the access (not development) level. If necessary, provide demonstrations.

Brainstorming Communication Devices and Instructional Uses (25 minutes)

Ask students to brainstorm types of electronic communications teachers/students may be able to access in classrooms. As they do this, have one student record these on the board. Once the list is complete, ask students to brainstorm ways each can be used instructionally. See example.

Lecture: Technical Help (10 minutes)

Describe "Help" features of computer applications and provide an example of using a wizard to complete a process (e.g., mail merging).

Closing (5 minutes)

Review daily outline and objectives.
Assign readings and readings quiz.