{"content":{"sharePage":{"page":0,"digests":[{"id":"51694090","dateCreated":"1331725754","smartDate":"Mar 14, 2012","userCreated":{"username":"kmcureton","url":"https:\/\/www.wikispaces.com\/user\/view\/kmcureton","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1327630550\/kmcureton-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/edtech12red.wikispaces.com\/share\/view\/51694090"},"dateDigested":1532288195,"startDate":null,"sharedType":"discussion","title":"pg. 116-119","description":"    \u2022    Whole Group-<br \/>\n    \u25e6    Typically used for presentation devices in this setting<br \/>\n    \u25aa    Other equipment will be needed:<br \/>\n    \u2022    One of the most popular- and common- the data projector.<br \/>\n    \u25e6    Data Projector- connects to the computer and projects a computer desktop image onto a blank wall, screen, or whiteboard.<br \/>\n    \u25e6    LCD (Liquid Crystal Display)- projection panels that can be used to display the images on the computer monitor using an overhead projector.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"51682172","dateCreated":"1331687551","smartDate":"Mar 13, 2012","userCreated":{"username":"alatchley","url":"https:\/\/www.wikispaces.com\/user\/view\/alatchley","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1327613833\/alatchley-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/edtech12red.wikispaces.com\/share\/view\/51682172"},"dateDigested":1532288195,"startDate":null,"sharedType":"discussion","title":"p. 153-157","description":"Assistive Technology Continuum<br \/>\n1. Low-Tech- inexpensive, lack moving parts, have limited functionality, require little or no training to use;<br \/>\n     Examples: talking picture frames, calculators, timers, spell checkers<br \/>\n<br \/>\n2. Mid-Tech- use some form of power source, moderately priced, may require initial training<br \/>\n     Examples: CD\/MP3\/media players, text messaging, portable word processors, word-processing software<br \/>\n<br \/>\n3. High-Tech- complex, expensive, can be customized to meet individual needs, may require extensive training<br \/>\n     Examples: speech synthesizers, voice recognition software, eye-tracking technology, tough-sensitive pads<br \/>\n<br \/>\n<br \/>\nComputer Adaptations<br \/>\n1. Positioning<br \/>\n2. Keyboard Adaptations<br \/>\n      Ex: placing large colored alphabet stickers on keys, mark most frequent keys specially, create key guard <br \/>\n3. Mouse Adaptations<br \/>\n     Ex: special decoration on mouse, joy-stick, different mouse from &quot;typical&quot; mouse","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"51630874","dateCreated":"1331600035","smartDate":"Mar 12, 2012","userCreated":{"username":"torigjohnson","url":"https:\/\/www.wikispaces.com\/user\/view\/torigjohnson","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/edtech12red.wikispaces.com\/share\/view\/51630874"},"dateDigested":1532288195,"startDate":null,"sharedType":"discussion","title":"PG. 108-112","description":"I. Supporting Self-Directed Learning<br \/>\n&gt;1. Teachers should not only have a GAME plan for their own self-directed learning, but for the student's learning as well.<br \/>\n*Setting Goals for Student Learning<br \/>\n<strong>Begin by analyzing task at hand:<br \/>\n<\/strong>*What do my students need to know?<br \/>\n<strong>*What do my students already know that can help them meet their learning goals?<br \/>\n<\/strong>*How will I know if they have been successful?<br \/>\n*Taking Action by Providing Learning Experiences<br \/>\n<strong>Actions involve designing and arranging experiences that help them meeting their learning goals:<br \/>\n<\/strong>*What content information do my students need?<br \/>\n<strong>*What instructional strategy will I use?<br \/>\n<\/strong>*What resources do my students need?<br \/>\n*Monitoring Student Progress<br \/>\n<strong>Just as we monitor our own goals and actions, we must help the students monitor how well they are meeting their learning goals using a variety of formal and informal means:<br \/>\n<\/strong>*\u201cReflection-in-Action\u201d-- Informal assessments<br \/>\n<strong>*\u201cReflection-on-Action\u201d-- Formal assessments<br \/>\n<\/strong><strong>_Formative Assessments_- assessments used to inform instruction or to help students monitor their learning.<br \/>\n<\/strong>*Are my students understanding the information and mastering the skills they need?<br \/>\n<strong>*What patterns are emerging from my students' responses?<br \/>\n<\/strong>*Should I modify my lesson and unit plans?<br \/>\n*Evaluating Instructional Effectiveness<br \/>\n<strong>Key to determining how successful your instruction has been as well as which resources and method will most likely be successful in the future.<br \/>\n<\/strong>*Did my lesson or unit plan work?<br \/>\n<strong>*If not, should I modify the goals, the assessments, or my instructional strategies?<br \/>\n<\/strong>*What should I do differently in the future?<br \/>\n*Supporting Students' Efforts to Be Self-Directed<br \/>\n<strong>KWHL Charts-<br \/>\n<\/strong>*K- what students <strong>Know<\/strong><br \/>\n<strong>*W- what they <\/strong>Want<strong> to know<br \/>\n<\/strong>*H- <strong>How<\/strong> they will learn the topic<br \/>\n<strong>*L- what they <\/strong>Learned** in the lesson","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}