FINAL PROJECT: Creating a Teaching ePortfolio

Portfolio development is a fundamental component of career preparation. The portfolio is not merely a folder of work, but a documented progression of our skills, accomplishments, creativity and goals. Employers today demand college graduates with working portfolios and, more importantly, with portfolio development skills. Teaching is one of the many careers now requiring up-to-date portfolios of its professionals.

But, how should a teaching portfolio look? What documents should it contain? What media must it display? We will explore the answers to these questions as we build our final AC230 projects. Our goal will be to create multimedia online teaching portfolios. These are referred to as ePortfolios or simply eFolios. We will learn a number of ways to create eFolios. You will then select the software most comfortable to you.

Reading:
Electronic Portfolios - by Teacher Tap
EPortfolios: What's the hype? - by iNews
Teacher Portfolios - by Dr. Barrett
Developing a Teaching Portfolio - by Ohio State U

Resources:
Blogger
rCampus
Web 2.0 Tools
Lesson Builder

Final Project Task: Use the software program of your choice to create an online eFolio of your teaching experience. You will present your eFolio in class on December 6th.
Final Project Content Requirements: Your eFolio should include your teaching philosophy, your resume or experience, two sample lesson plans and a reaction to your work.
Final Project Technical Requirements: Using LessonBuilder, Blogger rCampus or any other online capable software, create a five page eFolio. Include graphics and links as needed.

Final Project Procedure:

1. Create a diagram of your eFolio. The diagram should include the number of pages, the content and design of each page and how each page will link to the other pages of your eFolio. You will create this in class on April 17th.

2. Collect the information (text, images) and resources (links, media) you will use. Bring this information to class on April 29th.

3. Review the links above. Determine the software type to use.

4. Create your eFolio. (Apr. 29th - May o8th)

5. Email your file or link to jenheuson@yahoo.com.

6. Present your eFolio to class on Thursday, May 08th.

Lab 20: Using Blogs as a Classroom Tool

Description: What is blogging? Why should I learn how to blog? What’s all the fuss about anyway? A blog, short for web-log, is an online journal. The main difference between a blog and a personal diary is that blogs are usually public and can cover topics as diverse as “war zones of the world” and “what I ate for breakfast today.”

Blogging is an easy, and usually FREE, way to share your thoughts, feelings and, yes, even your knowledge. It’s almost like having your own online class except that it’s open to anyone you choose to let in (that is, of course, if they have a computer and Internet access)! As a teacher you can use this as a resource for class discussion or as a tool for collecting other online resources. Blogs can be used to give homework assignments, to gather online readings, or to provide journal questions.

Reading: Integrating Technology for Meaningful Learning, pp. 181 – 199; 314 – 361
Applications/Equipment Used: Windows OS, Web Browser, Blogging Software
Lessons: How To Blog Using Blogger Software

Links:

Understanding and Using Blogs
Beginner's Guide to Blogs
Blog
Legal Guide for Bloggers
Evaluation of Blogs

Tools for Searching Blogs
Google Blog Search
Yahoo Blog Search
Blogger Blog Search

Resources for Creating Web Logs or Blogs
Blogger
Live Journal
Technorati
CreateBlog

Lab Procedure:

1. Complete the tutorial for Blogger.com.

2. Using Blogger.com (or any other free blogging software), create a blog.

3. Your blog must fulfill the following requirements:
  • 3.1. Be created for a specific (imaginary) class or lesson plan.
  • 3.2. Include at least one web link that your students will use to complete an activity.
  • 3.3. Include at least one photo or graphic that will enhance your students’ understanding of the topic.
  • 3.4. Include at least one sidebar web link to additional resources or information related to the topic.
  • 3.5. Include an activity or question that your students can answer by using the “Comments” function.
4. Make sure that you save and publish your blog. (You can delete it after I review it!)

5. Copy the URL of your blog into the body of an email and send to my email address. The subject line of the email should give your name and the lab number. EX: AC 230 Frank Jones Lab 07.

Congratulations! You have just completed the final lab for AC230.

Lab 19: Basics of SMART Board

Description: What is a SMART Board? It is an interactive whiteboard that is connected to a computer and a data projector. Once the computer image is projected on the board, the SMART Board can be used as a computer. By just using your finger you can control the computer. People choose the SMART Board interactive whiteboard because it helps energize presentations and motivate learners. The first interactive whiteboard was made in 1991.

Combining the simplicity of a whiteboard with the power of a computer, the SMART Board interactive whiteboard engages students and audiences around the world.The touch-sensitive display connects to your computer and digital projector to show your computer image. You can then control computer applications directly from the display, write notes in digital ink and save your work to share later. Best of all, the full-featured SMART Board interactive whiteboard is incredibly easy to use. If you can use a computer, you can use a SMART Board interactive whiteboard.

Reading: Integrating Technology for Meaningful Learning, Chapter 4: 118 – 169
Applications/Equipment Used: Windows OS; Digital Projector; SMART Board; SMART Board software; Web Browser; Microsoft Word, Excel and PowerPoint

Links:
SMART Technologies Inc.- both the industry pioneer and market leader in versatile, intuitive group collaboration tools, including interactive whiteboards, whiteboard capture systems and software. Headquartered in Canada.
See Training Center for various tutorials and demonstration videos.
Engaging Learners the SMART Board way - contains sample SMART Board lessons.
SMART Board Lesson Ideas - lessons from Wacona Elementary.
SMART Board Ideas - contains several excellent sites explaining the SMART Board and many interactive sites that are great for students to use on the SMART Board. These Internet sites can also be enjoyed and used on any computer in school or at home even if you don't use a SMART Board.

Lab Procedure:

1. You will create a sample lesson plan of how you will use SMART Board to make your teaching more effective and attractive. Your lesson plan must include the following elements:
  • Specify the grade level and the lesson topic.
  • Describe the lesson objective.
  • Explain how you plan to teach towards the objective.
  • Describe in detail how you will use SMART Board to assist your teaching towards your lesson objective.
  • Briefly indicate how you will assess the teaching effectiveness of this lesson.

2. Save your lesson as a word file with name jones_lab19.doc, with your name and the lab number at the top of the document.

3. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 19).

Lab 18: Designing Student-Produced Digital Video Curriculum

Description: So now you know the basics for producing and editing digital video, how will you use them in the classroom? What kind of lessons can benefit with the aid of digital video? There are a number of educators who have contributed their ideas and efforts to demonstrate ways of using digital video in the classroom. In this lab we will research some of these ideas and create some lessons of our own.

We will be focusing on creating curriculum for student produced projects that integrate digital video. Using cooperative learning strategies, we will define the following for our lessons:
  1. Set a clear task for the group to accomplish.
  2. Create a process, in list format, describing how to accomplish the task.
  3. Give individuals specific roles in the production.
  4. Plan opportunities for individuals from different groups to discuss their similar roles.
  5. Define how you will monitor group progress and provide in progress feedback.
  6. Define how the groups will present and share their work.

Reading: Multimedia Projects in the Classroom, pp. 21-36.
Applications/Equipment Used: Microsoft Word
Skills: Lesson Plan Design, Digital Video: Shooting, Transferring, Editing, Publishing.
Lessons: Finish Digital Video Post-Production Fundamentals.

Links:
Apple - Digital Video for Education
Digital Kids Club - by Adobe
Video Lesson Plans - by Kidz Online
Using Digital Video in the Classroom - by Stein Brunvand
Digital Video in Education - by Grossman Union High School District

Lab Procedure:

1. Research various lesson plans using the link above. Choose and Print a lesson to critique and answer the following about that lesson:
  • Is the task of the lesson clearly defined? What processes need to be more clearly defined?
  • Is this an individual or group project? If a group project are all the student roles clearly defined; what are they? If an individual project, how could others be included to make it a group project; what would their roles be?
  • Is there a method to monitor the progress of the project? If yes, does it seem successful; how could it be improved? If no, how could the project's progress be properly monitored?
  • Does the lesson have a method for presenting and sharing the completed projects? Does it seem to be a satisfactory culmination of the work put into the project; and why? What other possible ways could the projects be presented?
2. Create your own cooperative learning approach lesson that integrates digital video. Include the following:
  • Define a grade level for the project.
  • Define the task for the project.
  • Define a process for students to complete the task, giving it in a list format.
  • Give individuals specific roles in the production.
  • Describe opportunities for individuals from different groups to discuss their similar roles.
  • Define how you will monitor group progress and provide in progress feedback.
  • Define how the groups will present and share their work .

3. Save your lesson critique and lesson plan as a word document appropriately named (EX: jones_lab18.doc ) with your last name, email address, and the lab number at the top of the document.

4. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 18).


Lab 17: Fundamentals of Digital Video Post-Production

Description: Post-production represents the editing phase of the project. Editing is where all the pieces are put together to make the final video. Whether you have shot hours of footage or just a few minutes, it's likely that you will use only a small percentage of your footage to stitch together the final video. To put your selected footage together, you are going to need to use a video editor.

Before the existence of computers, editing video required the use of multiple playback VCRS and one recording VCR. Tapes that contained the shot video were queued to the desired pieces of footage on the playback VCRS and then recorded piece by piece to the record VCR. This was a painstaking task that required a tremendous amount of organization to determine the order of all the pieces across many tapes.

Think of this process as similar to organizing your hand written notes and typing a paper on a typewriter. Any mistakes made while typing could mean retyping the page, or any desired major change would mean retyping many pages. In video, any footage that is recorded out of order or incorrectly can mean starting over from the point of the error.

Well, today we have word processors for typing and editing papers that allow flexibility and no need to re-type. The same is true for video editing with the word processor equivalent know as a "non-linear editor."

Non-linear editors allow video footage to be put onto the computer or "digitized," and then ordered and re-ordered in any fashion along a timeline. Also, graphics such as titles and photos can be added, and music and voice-over can be edited into the video on additional audio tracks. With this flexibility, more complex storytelling in video is possible and a more quality product will be produced.

Reading: Multimedia Projects in the Classroom, pp. 21-48
Integrating Technology for Meaningful Learning, pp. 295 - 304
Applications/Equipment Used: Macintosh OS, iMovie, Firewire DV camera
Skills: Process of importing, editing, and exporting video on a computer.
Lessons: iMovie Tutorial

Lab Procedure:
  1. A number of "clips" of video from the supplied source videotape are imported onto the computer.
  2. These clips are edited into a "sequence" that contains at least six clips total.
  3. A title will be placed in the front of the sequence over the first one or two clips. A title will be placed at the end of the sequence over black.
  4. A selected "transition" between two clips must be made in one place in the sequence.
  5. The movie must be exported as a Quicktime movie in the "Web" format. Save the Quicktime movie appropriately named (jones_lab18.mov) with your last name and the lab number.
  6. Send your Quicktime movie to my AC230 Digital Dropbox. The subject line of the sent file should give your name and the lab number (Frank Jones Lab 18).

Lab 16: Fundamentals of Digital Video Production (2 classes)

Description: When making a video there is a three-part process that should always be undertaken: Pre-Production, Production, and Post-Production. Preproduction represents the planning phase of the project: Roles for different people are defined, the concept of the video will be articulated, and a storyboard and/or script will be created. The quality of your program and the success of the project will depend heavily on the amount of time spent in this phase. There is nothing worse than getting to a location or arriving on a set and realizing that equipment is missing or people are not up for their job. A video production usually involves numerous people, and to be unprepared can be upsetting to those who have prepared - video production is a team effort.

The production phase represents the actual time spent recording on location with all of your crew and talent working together. An accomplished crew works together like a well-oiled machine. They know the production process well and expect everyone around them to know it well also. There is a lot of trust involved on the set with roles divided into specific tasks. It is a disappointing day when a lot of hard work was done and the quality of the shoot is brought down by: under-rehearsed talent, bad microphone placement, soft focused footage, or poor lighting.

Post-production represents the editing phase of the project and is where all the pieces are put together to make the final video. This phase will be covered in its own section next week.

Reading: Multimedia Projects in the Classroom, Chapters 3 – 5: pp. 21 – 48
Integrating Technology for Meaningful Learning, pp. 295 - 304

Applications/Equipment Used: Video Cameras
Skills: Teamwork; Video Camera Basics; Storyboarding Basics
Lessons: Working as a Crew & Creating a Storyboard

Links:

Index of TV Production Modules With Links - from Ron Whittaker, Ph.D., Television Production A Comprehensive On-line Cybertext in Studio and Field Production.
Video Production Handbook - from the Video Production Services Distributed Learning Services at Douglas College. Links at the bottom of the page to the three parts: planning, shooting, and editing a video (pdfs).
AC230 Promo Script - Voice Over script for crew demonstration.
Basics of Set Procedures - The process for working on a set & the voice commands for shooting a take.

Lab Procedure:

Day One: Video Pre-Production
1. Introduce video production roles as a class.
  • Divide class into four production groups.
  • Each group will decide on a production name and assign roles.

2. Introduce the basics of storyboarding. Review sample storyboards and their corresponding video projects.

3. Begin group storyboards.
  • Select a grade level and subject for your group's video tutorial.
  • Create a storyboard. Each group will design a script for a video tutorial and will create a storyboard for their script. The storyboard should be at least 10 shots, using at least three different shot types, and cover a total of a thirty second to two minute time frame.
  • Video tutorials should be between 2 and 3 minutes long.
  • Storyboards should include: 10 shots, dialogue, background audio (music or sounds).

4. Groups will keep their storyboard for shooting during Day Two. Storyboards will be hand delivered to Jen after shooting is completed.

Day Two: Video Production.

Students will meet in the York College TV Studio, ROOM 4M03 of the Academic Core Building. PLEASE COME PREPARED WITH ALL OF THE MATERIALS NEEDED TO SHOOT YOUR VIDEO TUTORIAL.

1. Divide your group into the roles designated on day one.

2. Get your camera from Jen.

3. Shoot your video.

4. Turn in your camera.

5. Give your video tape and storyboard to Jen.

Lab 15: Designing Student-Produced Digital Photography Curriculum

Description: So now you know the basics for using digital cameras, but how will you use them in the classroom? What kind of lessons can benefit with the aid of digital images? There are a number of educators who have contributed their ideas and efforts to demonstrate ways of using digital photography in the classroom. In this lab, we will research some of these ideas and create some lessons of our own. We will be focusing on creating curriculum for student-produced projects that integrate digital photography.

Reading: Multimedia Projects in the Classroom, pp. 21-36.
Applications/Equipment Used: Digital Camera, Digital Camera Software, Microsoft Word
Skills: Lesson Plan Design, Digital Photography: Shooting, Transferring, Editing, Publishing.
Lessons: Digital Photography Fundamentals

Links:

Digital Photography & the K-12 Educator
10001 Uses for a Digital Camera
Using Digital Cameras in the Classroom
Using a Digital Camera in the Classroom
Digital Camera Uses in the Classroom
Kathy Schrock's Digital Gadgets for the Classroom

Lab Procedure:

1. Research various lesson plans using the links above. Choose a lesson to critique and answer the following about that lesson: (You will present your answers in class.)
  • Is the task of the lesson clearly defined? What processes need to be more clearly defined?
  • Is this an individual or group project? If a group project, are all the student roles clearly defined; what are they? If an individual project, how could others be included to make it a group project; what would their roles be?
  • Is there a method to monitor the progress of the project? If yes, does it seem successful; how could it be improved? If no, how could the project's progress be properly monitored?
  • Does the lesson have a method for presenting and sharing the completed projects? Does it seem to be a satisfactory culmination of the work put into the project; and why? What other possible ways could the projects be presented?
2. Create your own cooperative learning lesson that integrates digital photography. Include the following:
  • Define a grade level for the project.
  • Define the task for the project.
  • Define a process for students to complete the task, giving it in a list format.
  • Give individuals specific roles in the production.
  • Describe opportunities for individuals from different groups to discuss their similar roles.
  • Define how you will monitor group progress and provide in-progress feedback.
  • Define how the groups will present and share their work.
3. Save your critique and lesson as a word document appropriately named (jones_lab15.doc) with your last name, email address and the lab number at the top of the document.

4. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 15).

Lab 14: Fundamentals of Digital Photography

Description: Digital Cameras have a tremendous advantage over traditional cameras - being filmless, allowing students and teachers to take pictures and to "print" them without worry over the costs of film and processing. Additionally, since the photo is digital, it can be used for various purposes such as creating newsletters, web sites, and enlarged prints. But what are the barriers to getting started with digital cameras? How are they different from film-based cameras? How are they the same? What new applications will I have to learn in order to be able to manipulate and edit my pictures??

Reading: Multimedia Projects in the Classroom, pp. 11-20.
Applications/Equip Used: Digital Camera, Adobe Picture Edit & MS Word
Skills: Digital Photography Fundamentals, Shooting, Transferring, Editing, Publishing.
Lessons: As a class, we will review Digital Camera Basics and How Digital Cameras Work.

Links:

Digital Camera Basics
How Digital Cameras Work

Lab Procedure :

In an MSWord document, list the steps for each of the following camera processes:

1. Acquisition - Discover and describe how to do the following:
  • Inserting and removing the supplied media card.
  • Turn the camera on/off.
  • Turn the screen on/off.
  • Shoot a photo.
  • Turn the flash on/off.
  • Review photos.
  • Delete photos.
  • Shoot a portrait of your lab partner(s).
2. Transfer - Discover and describe how to do the following:
  • Connect the camera to the computer using the supplied cable.
  • Create a folder to save photos on the desktop.
  • Transfer the photos to your new folder.
3. Edit - Discover and describe how to do the following:
  • Open a photo to edit.
  • Crop the photo.
  • Resize the photo (maximum 640 x 480 pixels)
  • "Save as" the photo to your folder named, Jones_Orig.jpg.
  • Apply filters to the photo.
  • "Save as" the photo to your folder named, Jones_Filtered.jpg
4. Publish - Discover and describe how to do the following:
  • Find your saved photos in your desktop folder.
  • Send your two photos to my AC230 Digital Dropbox. The subject line of the photos should give your name(s) and the lab number. Eg: AC 230 Frank Jones Lab 14 Photos.
  • Open and print a copy of your two photos to the B & W laser printer.
5. Save your word document with your last name and the lab number (jones_lab14.doc).

6. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 14).

    Lab 13: Fundamentals of Digital Images

    Description: Using digital images on the computer is probably one of the most appealing reasons to integrate digital multimedia into the classroom. It's very easy to find illustrations and pictures on web sites to represent course material, copy and paste clip art into a word document or a powerpoint presentation as part of a lesson, or use digital cameras or scanners to get original images onto the computer to later manipulate with a variety of software options. The list of possible uses of digital images in the classroom is only limited by your imagination, and possibly your knowledge of how digital images work.

    So how do digital images work on a computer? What are they made of? And why should I bother to know this information? To answer the last question is simple. Knowing how digital images work is to know how to better implement them and use them in a variety of ways. For instance: What differences exist when preparing an image for a web site versus printing to an inkjet printer? Why do all these different file formats for images exist for images such as .jpg, .gif, .png, and .tif? And how do I choose which file format to use?

    Reading: Multimedia Projects in the Classroom, pp. 11-20.
    Applications/Equipment Used: Web Browser & Microsoft Word.
    Lessons: As a class, we will review the Cornell University Digital Imaging Tutorial and the Wellesley University Screen Resolution Basics.

    Links:

    Kodak Digital Imaging Fundamentals
    Cornell University Digital Imaging Tutorial
    Wellesley University Screen Resolution Basics

    Lab Procedure:

    1. Estimating the pixel dimensions of a digital image.
    • Open a web browser and find a photo that you like from a newspaper's web site such as cnn.com , nytimes.com , or foxnews.com .
    • Right-Click the mouse on the image you like and Select Copy.
    • Open a new word document and Select Edit>Paste. The image should now be in your word document.
    • Measure in inches the width and height of your image and type these dimensions under the image.
    • Estimate the pixels per inch (ppi) displayed by your monitor. Measure the monitor width and height in inches. Check the screen resolution setting, in the "Display Properties" control panel. Type the monitor dimensions in inches, screen resolution in pixels, and calculate the estimated ppi rounded to the nearest whole number.
    • Using the ppi that you have estimated and the measured width and height in inches of your pasted photo, calculate the pixel dimensions of the photo.
    • Copy and paste a second photo from a web site. Again measure the width and height in inches, and calculate the pixel dimensions of the photo using your estimated ppi.
    2. Save your word document with your last name and the lab number (jones_lab13.doc).

    3. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 13).

    Lab 12: Integrating PowerPoint into Curriculum

    Description: PowerPoint can be used independently by students in the classroom for a number of different curriculum activities. Students can create their own presentations as part of projects, book reports, science lab reports, and more.

    There are a number of educators who have created PowerPoint lesson plans across a variety of subjects and often post their students' PowerPoint presentations. We're going to look at a a few of them and then develop a lesson plan that has students creating their own PowerPoint presentations as part of a curricular goal.

    Reading: Integrating Technology for Meaningful Learning, pp. 242 – 270.
    Applications/Equipment Used: Windows OS, Microsoft PowerPoint, Web Browser.

    Links:

    Microsoft Education Lesson Plans - Search for PowerPoint Lesson Plans.
    Student PowerPoint Projects - from social studies teacher Mr. Michael Hutchinson at Vincennes Lincoln High School, Vincennes, Indiana.
    PowerPoint: Creating Classroom Presentations - by Education World.
    Evaluating Student PowerPoint Presentations - from Claremont McKenna College.

    Lab Procedure:

    1. You will create a lesson plan that integrates PowerPoint into the curriculum. When developing the lesson it will be important to include the following:
    • Set a clear task for the student to accomplish.
    • Create a process, in list format, describing how to accomplish the task. EX: (number slides, the title slide requirements, the number pictures, animation necessary or not, uniform background necessary or not, etc.)
    • Define how the student will present and share his/her work.
    2. Save your lesson plan as a Word document appropriately named (EX: jones_lab12.doc) with your last name, email address, and the lab number at the top of the document.
    3. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 12).

    Lab 11: Basics of Powerpoint

    Description: We will be covering the basics of the presentation application Microsoft PowerPoint using one of the numerous tutorials online that cover the basics: slides, templates, images, animation, etc. We will also look at some of the ways teachers are using PowerPoint to present lessons in the classroom.

    Reading: Integrating Technology for Meaningful Learning, pp. 254 – 258.
    Applications/Equipment Used: Windows OS, Microsoft PowerPoint, Web Browser.

    Links:

    Power Point 2000 Tutorial - produced by FGCU Technology Skills Orientation.
    Google Search for PowerPoint Tutorials - a sample search for PowerPoint tutorials finds there is a tremendous number of online tutorials available for self-guided study of PowerPoint.
    PowerPoint Templates for Teachers - by Vicki Blackwell.
    PowerPoint Background Templates for Teachers - by Brainy Betty.

    Lab Procedure:

    1. You will create a PowerPoint presentation of a sample lesson for the classroom. Your PowerPoint presentation must include the following elements:
    • A title slide that lists the topics covered.
    • Five additional supporting slides.
    • The slides must follow a template, which will have a title, body text/topic points and an image on every slide.
    • At least two slides must have the points animated.
    • All slides must use one of the animated transitions between slides.
    • At least one slide must have a hyperlink to a website.
    2. Save your lesson as a PowerPoint presentation appropriately named (jones_lab11.ppt ) with your last name, email address, and the lab number at the top of the document.
    3. Send your PowerPoint to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 11).

    Lab 10: Integrating Spreadsheets into Curriculum

    Description: Spreadsheets can be used independently by students in the classroom for a number of different curriculum activities. Students can create their own calculators for specific operations, generate/search for data and summarize this information as part of a project, and more. There are a number of educators who have created spreadsheet lesson plans across a variety of subjects. We're going to look at a number of them and then develop some of our own.

    Reading: Integrating Technology for Meaningful Learning, pp. 94 – 101.
    Applications/Equipment Used: Windows OS, Microsoft Excel, Web Browser.

    Links:

    LT Technologies - Spreadsheet Links - a robust set of links to websites that provide lessons that integrate spreadsheets into K-12 curriculum from Lisa Toulon at LT Technologies.
    Integrating Spreadsheets in the Classroom - from Peggy J. Steffens -Instructional Technology Coordinator of Amphiteater Public Schools, Tucson, Arizona.

    Lab Procedure:

    1. You will create a lesson plan that integrates Excel into the curriculum. Be sure to define the grade level, curricular goal, and a description of how a spreadsheet will be used by the student. Cover the following three steps in your lesson description:
    • Set a clear task for the student to accomplish, i.e.: the student will create a spreadsheet and graph that will...
    • Create a process, in list format, describing how to accomplish the task. EX: (the method in which data will be collected, how much data needs to be collected, how the data should be organized in the spreadsheet, what kind of graph/chart should be created from the data.)
    • Define how the student will present and share his/her work.
    2. Save your lesson plan as a word document appropriately named (jones_lab10.doc) with your last name, email address, and the lab number at the top of the document.
    3. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 10).

    Lab 09: Basics of Excel


    Description: We will be covering the basics of the spreadsheet application, Microsoft Excel using one of the numerous tutorials online that cover the basics: columns, rows, cells, data types, using formulas, etc.

    Reading: Integrating Tech for Meaningful Learning, pp. 94 – 101.
    App/Equip Used: Windows OS, Microsoft Excel, Web Browser.

    Links:
    Excel Tutorial - from Brad James of the University of South Dakota, TRIO Program.
    Google Search for Excel Tutorials - a sample search for excel tutorials finds there is a tremendous number of online tutorials available for self-guided study of Excel.

    Lab Procedure:

    1. Input the data at the top of this lab into an Excel spreadsheet, then format it as follows:
    • Change the font size of the course title into 36, color into white;
    • Change the font size of the semester, year into 26, color into white;
    • Make cell A1 and A2 span over column J (merge cells A1 through J1, also merge cells A2 through J2). Make the background color green;
    • Fill in all the necessary data, letters and formulas;
    • Merge cells A22 through J22 and make the background color yellow;
    • Create a Pie chart regarding the categories considered for final grade and their corresponding percentages;
    • Change the tab names into “Final Grade” and “3-D Pie Chart” respectively.
    2. Save your sample data as an Excel spreadsheet appropriately named (jones_lab09.xls) with your last name, email address, and the lab number at the top of the document.
    3. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 09).

    Lab 08: NYS K-12 Learning Standards for Technology & Issues of Equity Related to Using Multimedia Technology in the Classroom

    Description: New York State's learning standards, covering Math, Science, and Technology, have a goal for technology education that states, "Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs."* The technology learning standard (Standard 5) is broken down into seven areas: design, tools, computer, systems, history, impact, and manage. We will be looking at curriculum ideas that you can use to satisfy these areas of the standard.

    When attempting to develop curriculum for the technology learning standard, the resources available to your classroom will likely affect what you can accomplish. Does your school have a computer lab? Is there a computer in your classroom? Is that computer connected to the Internet? Is there a full-time staff person available for information technology support? The answers to these questions could vary dramatically from school to school, district to district, and will likely depend on the socioeconic status of the student body of the school.

    So how can you deal with these obstacles and meet the technology learning standard's requirement? And what changes are going to happen in the future affecting these and other issues of equity in the classroom?

    Reading: Integrating the Internet for Meaningful Learning, pp. 248 - 260.
    Applications/Equipment Used: Windows OS, Microsoft Word, Web Browser.

    Links:
    NYS Technology Education Standard 5 - from the University of the State of New York, State Education Department, core curriculum standards.
    Center for Educational Technology - National Educational Association discussing the need for technology to be part of classroom learning experience.
    NETC: Equity in Educational Technology - Northwest Educational Technology Consortium's practical guide for k-12 educators for closing the gap in technology access and use.
    Digital Equity Network - addresses inequitable access to learning technology resources for all learners.
    Critical Issue: Ensuring Equitable Use of Education Technology - from the North Central Regional Educational Laboratory.

    Lab Procedure:
    1. Find an article using Google or Lexis-Nexis that discusses one of the three issues of equity when attempting to integrate the use of technology in the classroom: socioeconomic status, gender, or adaptive computing.
    2. Write a one page response to this article giving your opinion and how you might deal with this issue in your future classroom. Be sure to quote the article at least twice and include a bibliographic entry at the end.
    3. Save your paper in a Word document appropriately named (EX: jones_lab08.doc ), with your last name, email address, and the lab number at the top of the document.
    4. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 08).

    *(1996). Learning Standards for Mathematics, Science, and Technology. Retrieved October 1, 2003, The New York State Education Department Web site: http://www.emsc.nysed.gov/ciai/mst/techmap/map.html%20

    Lab 07: Creating a Lesson Using Internet Resources

    Description: One of the most common lessons that uses Internet resurces is a Webquest. A Webquest is an "inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web." Students accomplish a task established by the teacher using resources from websites. Some activities involve students searching for their own resources; others have the teacher compiling a number of links to present to the class as part of the lesson.

    A number of organizations offer teachers free online tools for building web sites for use in their curriculum. We will be using a service provided by www.4teachers.org called TRACKSTAR. TRACKSTAR is a web-based interface that helps teachers organize and annotate websites (URLs) into lessons. Using TRACKSTAR, you will be able to create a resources site for your Webquest.

    Reading: Integrating Technology for Meaningful Learning, pp. 232-241.
    Applications/Equipment Used: Windows OS, Microsoft Word, Web Browser.
    Skills: Word Processing, Using Search Engines, Copying and Pasting URLs.
    Lessons: none.

    Links:
    Some Thoughts About Webquests - by Bernie Dodge, San Diego State University, developer of the webquest model back in 1995.
    Webquest Template PDF - Describes the six standard headings for a webquest, from G. C. Clark, University of Notre Dame, May 2001.
    Sample Webquests - Examples of Webquests archived by webquest.org.
    www.4teachers.org - A non-profit organization that helps teachers develop skills and opportunities for teachers to integrate technology into curriculum.
    TRACKSTAR homepage - Resource developed by www.4teachers.org helping teachers create web pages, which organize and annotate websites into lessons.

    Lab Procedure :
    1. Using the Webquest template, create a Webquest for a topic of your choosing. Be sure to label the six standard headings of your webquest: Introduction, Task, Process, Resources, Evaluation and Conclusion. For resources, be sure to provide at least five websites, each with an annotation and the URL.
    2. Save your Webquest in a word document appropriately named (jones_lab07.doc) with your last name, email address, and the lab number at the top of the document.
    3. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 07).

    Lab 06: The Internet as a Classroom Resource

    Description: We all look for information and reference resources online, but what other kinds of resources are there to implement in the classroom. Are there interactive tools? How about step-by-step tutorials for certain topics? Maybe there are interesting images, sounds, or video out there to liven up lesson material?

    Reading: Integrating Technology for Meaningful Learning, pp. 216 - 228.
    Applications/Equipment Used: Windows OS, Microsoft Word, Web Based Email Client.
    Lessons: Putting the Puzzle Together: Using the Internet in the Classroom - A slide presentation from Kathy Schrock.

    Links:

    Tools for Evaluating Web Sites
    Kathy Schrock's Guide for Educators - by Kathy Schrock
    The ABC's of Website Evaluation - by Kathy Schrock
    Checklist for Evaluating Web Resources - University of Maine
    An Educator's Guide to Credibility and Web Evaluation - University of Illinois
    The Good, the Bad and the Ugly - New Mexico State University

    Lab Procedure:

    1. Identify a lesson topic for which you want to find a variety of Internet resources. Briefly describe the topic.
    2. Find four different types of resources online for your topic, choosing from Kathy Schrock's List of Internet Resource types: Enrichment, Lesson/Tutorial, Tools, Reference Resources or Information Resources.
    3. For each type of resource found, list the type of resource, copy and paste the URL of the resource and describe how the resource would be used in the lesson.
    4. Save your resource description list in a word document appropriately named (jones_lab06.doc) with your last name, email address, and the lab number at the top of the document.
    5. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 06).

    Lab 05: Evaluating Web Sites and Internet Safety Practices

    Description: Using the Internet to complement curriculum provides many opportunities for both student and teacher to diversify their resources and approaches to traditional lesson material. You can go online, using a search engine, and find just about anything imaginable if you look long enough. But what should you consider before integrating websites, email, and/or discussion groups into your classroom?

    Many websites exist for similar topics, but some are better than others. There are technical aspects of a website to consider along with the quality and reputability of its content. Also, there are safety issues to consider when you are using the Internet in the classroom. Unless there are content filters on your school's connection, the WWW contains many kinds of content that can be found that would be inappropriate for kids. Also, even with filtering, there is potential for abusive contact by predators online or even between students. How can you manage this situation?

    Reading: Integrating Technology for Meaningful Learning, pp. 228 – 231; 390 – 399
    Applications/Equip: Windows OS, Microsoft Word, Web Based Email Client, Internet Browser.
    Lessons: Evaluating a Website.

    Links:

    Tools for Evaluating Web Sites
    Kathy Schrock's Guide for Educators: Critical Evaluation Surveys and Resources - from Discovery.com and Kathy Schrock.

    Resources for Internet Safety Practices
    Ivy's Search Engine Resources for Kids - A list of search engines for kids with a form for each search engine, allowing searches.
    Issues of safety when using the Internet in the Classroom - by Bruce Droste, describing the rules that students/teachers should follow when using the Internet in the Classroom, part of thirteen.org.
    Sample Appropriate Use Policy (AUP) Forms - Policies set by the Illinois State University.

    Lab Procedure:

    1. Find a website that you might use to support a part of your class curriculum. Be sure to choose a specific subject matter and a grade level for the curriculum.

    2. Fill out the Critical Evaluation Survey by Kathy Schrock (see link above), for the website you've chosen. Be sure to select the form appropriate to the level of your class and put your name on the form. You will hand-pass this portion of the assignment next class.

    3. Write an "Appropriate Use Policy" (sometimes called an AUP or Acceptable Use Policy) that the students and their parents would have to sign before using Internet resources in the classroom. Be sure to write it to the level of the student that you will be teaching.

    4. Save your "Appropriate Use Policy" in a word document, appropriately named (jones_lab05.doc), with your last name, email address, and lab number at the top.

    5. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 05).

    You will not receive credit for labs missing your name OR lab number. Late labs will never receive more than 50% of the total points possible. Labs more than one week late will receive a zero. Labs 3 – 15 and 18, 19 MUST BE SUBMITTED TO MY DROPBOX IN BLACKBOARD.

    Lab 04: Using Internet Search Engines

    Description: You have probably used a search engine before and may even have a favorite! Is it Google, Yahoo, Altavista, Ask Jeeves? Yet, just as you have used any or all of these search engines, you have probably been frustrated by the search results generated. There are so many web sites out there! And none of them seem to have what you are looking for... With some knowledge about how search engines work and how to use specific modifiers in your searches, your results will improve, helping you find faster and higher quality results.

    Reading: Integrating Technology for Meaningful Learning, pp. 209 – 213; 391
    Applications/Equip: Windows OS, Microsoft Word, Web-Based Email Client, Web Browser.
    Lessons: Finding Info on the Internet.

    Links:

    Using Search Engines
    Finding Information On The Internet: A Tutorial from UC Berkeley - Teaching Library Internet Workshops.
    How to Search the World Wide Web: A Tutorial and Guide for Beginners from David P. Habib and Robert L. Balliot of the Middletown Public Library.
    Web Searching Tips from SearchEngineWatch.com, helping you to use search engines better.

    Plagiarism and the Internet
    Plagiarism and the Web - Bruce H. Leland, Professor Emeritus, Western Illinois University
    Turnitin.com - Tool used by teachers and professors to scan papers for online plagiarism.
    Myfreeessays.com - Tool used by students to find and potentially to crib essays on common research topics.

    Lab Procedure:

    1. Write a one-page response paper to two articles you find about Internet plagiarism (use Lexis-Nexis or any search engine). Be sure to include at least one quote from each article, and reference each article. Also, read Bruce H. Leland's Plagiarism and the Web, and comment on his suggestions for combating Internet plagiarism.

    2. Save your response paper in a word document, appropriately named (jones_lab04.doc), with your last name, email address, and lab number at the top.

    3. Send your word document to my AC230 Digital Dropbox on York’s Blackboard. The subject line should give your name and the lab number (Frank Jones Lab 04).

    4. You will not receive credit for labs missing your name OR lab number. Late labs will never receive more than 50% of the total points possible. Labs more than one week late will receive a zero. Labs 3 – 15 and 18, 19 MUST BE SUBMITTED TO MY DROPBOX IN BLACKBOARD.

    Lab 03: The Underpinnings of the Internet

    Description: Why is it important to understand how the Internet works? Why do we have to look "under the hood" and get a little greasy discovering the parts of technology and the terminology behind them?

    By having a foundation in the workings of the Internet and Internet terminology, you can make informed decisions while designing classroom curriculum that uses the Internet as a resource: know what limitations may exist in your school's technology environment; be able to communicate knowledgeably with support personnel when problems arise; and feel more confident as you tinker with new technology having a basic background.

    By no means is it necessary for you to be an expert about the workings of the Internet. It's probably impossible to be an "expert" considering the rate at which the Internet and its uses are changing. But a practical knowledge of the Internet and Internet terminology will be invaluable if you wish to apply the Internet in the classroom.

    Reading: Integrating Technology for Meaningful Learning, pp. 170-178
    Applications/Equipment Used: Windows OS, Microsoft Word, Web Based Email Client
    Skills: Curriculum Design
    Lessons: Creating a Network Map & Understanding Bandwidth, Protocol, and Packets
    Student Blackboard Basics I: Viewing Content
    Student Blackboard Basics II: Interacting with Blackboard
    Links

    How Internet Infrastructure Works
    The Animated Internet
    How Does the Intenet Work?
    Internet at Wikipedia

    Lab Procedure:

    1. Design a hands-on activity for students that explains a concept or set of concepts about the workings of the Internet. Below is a list of possible ideas.
    • Internet diagram.
    • How and why the Internet uses packets.
    • Explaining various bandwidth speeds.
    • Ways of connecting to the Internet.
    • How to choose an ISP, Internet Service Provider.
    • Explaining the relationship between clients and servers.
    2. Save your activity design in a word document, appropriately named (jones_lab03.doc), with your last name, email address, and the lab number at the top of the document.

    3. Review Student Blackboard Basics I and II (linked above). Log on to Blackboard. Go to your AC230 Digital Dropbox. Add AND Send your file. (Clicking SEND will automatically send the attached file to my Dropbox. Clicking ADD will only save the file in your dropbox.) The subject line should give your name and the lab number (Jones Lab 03).

    4. You will not receive credit for labs missing your name OR lab number. Late labs will never receive more than 50% of the total points possible. Labs more than one week late will receive a zero. Labs 3 – 15 and 18, 19 MUST BE SUBMITTED TO MY DROPBOX IN BLACKBOARD.

    Lab 02: Creating a Technology Tutorial for Students

    Description: Manuals for new technology can often be overwhelming to teachers and to students. The minute detail used to describe various aspects of an application or product can be excessive when you are looking only to cover the basics. Often it is helpful to create a simplified step-by-step tutorial with pictures, specifying the exact processes that you want your students to accomplish with a new piece of technology or application. By writing concise copy and displaying detailed illustrations, a teacher can save time when introducing a new technology.

    In this lab you will create a tutorial demonstrating how to use a specific feature of the York College Student Email Web Client ycmail.york.cuny.edu. You will be assigned a specific portion of the York email client for your tutorial.

    Reading: Integrating Technology for Meaningful Learning, chapter 4: pp. 118 - 169
    Applications/Equipment Used: Windows OS, Microsoft Word, Web-Based Email Client.
    Skills: Copying and Pasting Text & Pictures; Print Screen Command; Inserting and Editing Pictures in Microsoft Word; Writing Clear Instructions; Emailing Attachments

    Lessons:
    Inserting and Editing Pictures in Microsoft Word

    Links


    Sample Technology Tutorials
    York Student Email Tutorial
    York Student Blackboard Basics
    Technology Tutorials for Teachers
    Online Technology Tutorials

    Lab Procedure:

    1. Complete the lesson for Inserting and Editing Pictures in MS Word.
    2. Design your e-mailing tutorial by answering the following questions.
    • Identify your audience - Tutorials are meant for non-technical individuals, and their knowledge-level of terminology may vary. Estimate the users' knowledge-level.
    • List the major tasks of your tutorial - These tasks will be given to your group, representing the portion(s) of the York email client you will be working on.
    • Break each major task into sub-tasks - Do this in an outline fashion.
    • Chose which sub-tasks will need graphics - Check each sub-task that will have a graphic.
    3. Create your tutorial using Microsoft Word, combining the steps and pictures you have chosen.

    4. Save your word document, appropriately named lastname_lab02.doc. Send your word document as an email attachment to jenheuson@yahoo.com. The subject line of the email should look like AC 230 Last name Lab 02.

    5. You will not receive credit for labs missing your name or the lab number. Late labs will never receive more than 50% of the total points possible regardless of reason. Labs more than one week late will receive a zero.

    Lab 01: Introducing AC230 and Describing Your Experiences with Technology

    Description: Teachers have been using multimedia in the classroom for a long time. Showing films or videos, making posters, writing student newspapers, or editing yearbooks are staples of curriculum. But in today's world, there is more intense pressure for teachers to find ways to bring computers and technology into lesson plans. The Internet and the increasing availability of inexpensive multimedia technology has created an explosion of interest and opportunity in digital multimedia production for the classroom.

    So, how can teachers keep up with the volatile field of multimedia technology? What are techniques for managing student-produced multimedia projects in the classroom? Are teachers wasting time teaching technology and not curriculum content? The goal of this class is to help you as a future teacher allay any fears of using unfamiliar technology by getting your hands on many of kinds of technology and learning to integrate these technologies into the classroom.

    As an introduction to this course, let's look at your background with technology and test some basic skills.

    Reading: Integrating Technology for Meaningful Learning, Chapter 1: pp. 3 – 37; Chapter 2: pp. 38 – 75
    Applications/Equipment Used: Windows OS, Microsoft Word, Email
    Skills: Word Processing, Emailing Attachments
    Lessons: York Student Email Tutorial
    Links

    Technology and Teaching Sites
    http://ali.apple.com/
    http://www.ed.gov/technology/
    http://www.nea.org/cet/
    http://learnweb.harvard.edu/ent/home/
    http://www2.edc.org/cct/
    http://www.emsc.nysed.gov/ciai/mst/techmap/map.html

    Media Resources Sites
    http://www.classicalarchives.com/
    http://www.clipartconnection.com/
    http://nix.nasa.gov/
    http://www.loc.gov/
    http://webclipart.about.com/
    Lab Procedure :
    1. Answer the following questions in a Microsoft Word document. Be sure to include your name, email address, and the lab number at the top of the document.
    2. Describe your first experience with using a computer. Was it confusing or exciting? Were you afraid of breaking the machine or making mistakes?
    3. What do you find frustrating about using computers? And, what do you find difficult about using a new piece of software or a new piece of technology (i.e. - digital camera)?
    4. What kinds of technology would you like to learn to use for lessons? And, what new skills do you think you'll need?
    5. Pick one of the above linked Technology and Teaching websites. Describe one of the resources that the site provides teachers and how you might use it.
    6. Pick one of the above linked Media Resources websites. Describe one of the resources provided and how you might use it.
    7. Save your Word document, appropriately labeled with your last name and the lab number (Eg: jones_lab01.doc ). Send your word document as an email attachment to jenheuson@yahoo.com. The subject line of the email should give your name and the lab number (Eg: Jones Lab 01). You will not receive credit for labs missing your name AND lab number. Late labs will never receive more than 50% of the total points possible.

    AC 230 (Sec. QR) SYLLABUS

    Course Description: Students learn the foundations for using multimedia technology in the classroom, become proficient with multimedia technology, study issues of equity related to educational technology, and become familiar with and integrate NYS K-12 learning standards for technology into projects. Students design curriculum integrating the Internet and student-produced multimedia projects.

    Course Objectives: By the end of the semester, students will be able to: (1) integrate multimedia technology into the curriculum; (2) utilize multimedia technologies including the Internet, digital cameras, scanners, digital video, presentation software, and HTML editors; (3) understand the phases for developing multimedia projects: design, production and distribution; and (4) design student-produced multimedia projects.

    Course Requirements: Access to York College Blackboard is mandatory.
    • Quizzes are one to two questions long and are conducted at the beginning of every class. Quizzes are open book and are based on the previous evening’s reading assignment. They are available five minutes before the start of class and promptly end ten minutes after class starts. Quizzes will be graded PASS/FAIL and cannot be made up.
    • Labs are started during class time and are often performed with a partner. You are responsible for the completion of the lab assignment by the start of the next class, with or without the input of your partner. Each lab is to be submitted to the instructor’s Digital Dropbox on Blackboard. Labs will be accepted up to one week late with a 50% penalty. Labs more than one week late will receive a zero regardless of reason.
    • More than two absences OR three tardy days will result in failure of the course.
    Required Texts: Reserve copies are in the York College library.
    • Grabe, M. & Grabe, C. (2007). Integrating technology for meaningful learning. (5th ed.). Boston, MA: Houghton Mifflin.
    • Green, T. D. & Brown, A. (2002). Multimedia projects in the classroom: A guide to development and evaluation. Thousand Oaks, CA: Corwin Press.
    • Additional Reading: Labs and links to additional required reading will be provided in class as well as on this blog and on our AC230 York Blackboard.
    Grading Policy:
    Labs 60%
    Quizzes 10%
    Mid-Term Exam 10%
    Final Exam 15%
    Attendance/Participation 5%
    Grading Scale:
    A+ 97 - 100
    A 93 - 96.9
    A- 90 - 92.9
    B+ 87 - 89.9
    B 83 - 86.9
    B- 80 - 82.9
    C+ 77 - 79.9
    C 73 - 76.9
    C- 70 - 72.9
    D+ 67 - 69.9
    D 60 - 66.9
    F 0 - 59.9
    Below you will find an outline of topics to be covered in this course.
    (Click on the picture to see a larger, printable view!)

    AC 230 (Sec. QR) COURSE SCHEDULE

    SPRING 2008

    1. T, Jan 29 - Course Intro.
    ➢ Lab One: Describing your technology experience.
    2. R, Jan 31 - Lab Two: Creating technology tutorials for students. (group)
    3. T, Feb 05 - Lab Three: Underpinnings of the Internet.
    4. R, Feb 07 - Labs Four/Five: Internet search engines and safety.
    5. T, Feb 12 - Lincoln's Birthday. College closed.
    6. R, Feb 14 - Lab Six: Internet as a classroom resource.
    7. T, Feb 19 - Lab Seven: Creating WebQuest lessons. (group)
    8. R, Feb 21 - Lab Eight: K-12 learning standards and equity issues.
    9. T, Feb 26 - Midterm review.
    10. R, Feb 28 - MIDTERM EXAM
    11. T, Mar 04 - Lab Nine: Basics of Excel.
    12. R, Mar 06 - Lab Ten: Integrating Excel into curriculum. (group)
    13. T, Mar 11 - Lab Eleven: Basics of Powerpoint.
    14. R, Mar 13 - Lab Twelve: Integrating Powerpoint into curriculum.
    15. T, Mar 18 - Lab Thirteen: Fundamentals of digital images.
    16. R, Mar 20 - Lab Fourteen: Fundamentals of digital photography. (group)
    17. T, Mar 25 - Lab Fifteen: Digital photography curriculum.
    18. R, Mar 27 - Lab Sixteen.1: Video production – storyboarding. (group)
    19. T, Apr 01 - Lab Sixteen.2: Video production – shooting. (group)
    ➢ Class will meet in the television studio, room AC- 4M03.
    20. R, Apr 03 - Lab Seventeen: Video post-production – iMovie. (group)
    ➢ Class will meet in the Mac editing lab, room AC-4M03.
    21. T, Apr 08 - Lab Eighteen: Designing digital video curriculum.
    22. R, Apr 10 - Lab Nineteen: Basics of Smartboard. (group)
    ➢ Class will meet in room 1D09 of the Academic Core building.
    23. T, Apr 15 - Lab Twenty: Using blogs as a classroom tool.
    24. R, Apr 17 - Final Project: Introduction to web design.

    25. T, Apr 22 - SPRING BREAK
    26. R, Apr 24 - SPRING BREAK

    27. T, Apr 29 - Final Project: More web design basics.
    28. R, May 01 - Final project work day.
    29. T, May 06 - Final project work day.
    30. R, May 08 - Final project presentations.
    31. T, May 13 - Final review and party!!!

    32. TBA - FINAL EXAM