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=Computer Orientation=

@Session 1 - focus of this week:

 * out of the box training
 * meaning of AUP
 * student responsibilities
 * introduce frequently used applications (safari, stickies, moodle, photobooth, dictionary, iCal)

@Session 2 - focus of this week:

 * Establish good habits: iCal (homework assignments with reminder)
 * Save files into documents' appropriate folders
 * Start weekly journal entries (Moodle)
 * Contribute to glossary entries (Moodle)
 * Meet the Mac presentation - outcome: podcast (choose 2-3 for January School Board presentation)
 * Social Bookmarks: introduce the idea of contribution to a "group" of bookmarks

@Session 3 - focus of this week:

 * Project: Each student create a one page Newsletter (Pages) that discusses 1 topic of Cyber Safety
 * Social Bookmarks: instructor adds to list - use with students (use the tag: cyber safety)
 * Students contribute to FAQ shared document (Moodle link), review HELP desk procedures
 * Students contribute to Glossary (moodle)
 * Participate in iChat with Network Administrator (collect questions, post on google doc on moodle)
 * Reinforce appropriate AUP section
 * Start discussion on Digital Citizenship

@Session 4 - focus of this week:

 * ====Project:Support classroom teacher (when they brainstorm, draft, or outline research papers or writing assignments) with graphic organizers (Inspiration). Content - used Author template, in the LA folder, to support the library introduction (author search with Destiny).====
 * ==== Students contribute to Moodle ( download, save, update the applications document) ====
 * ==== Reinforce appropriate AUP section ====

@Session 5 - focus of this week:
>> @Session 6 - focus of this week:
 * Project: slide show "multiple meaning of technology words" (Kevin post resources, lesson structure on student moodle)
 * iMovie and Beat Markers format [|Beat Markers Instructions.pdf]
 * Example - teacher created show (non-technical words) or http://jitwiki.wikispaces.com (main page -> slides from August training).
 * Discuss what makes an interesting presentation
 * Arrange iChat with elementary (3rd?) to share the slide show(s) (Cindy)
 * Content -
 * discuss with English teachers to get age appropriate structure for the captions (i.e. mouse (n.) definition and/or sentence). Two slides per word, each with caption or narration, consistent format through out the show
 * work with librarian to search databases with dictionaries (Britannica and Sires) and images (NetTrekker and Power Library/AP images). Include: citation; copyright discussion about images and video (if students choose to locate)
 * Students should brainstorm list and go to sites (http://www.tekmom.com/buzzwords/index.html; http://www.techterms.com/) but if having trouble, can choose vocabulary from list of words and add to it (download Numbers spreadsheet, sort alphabetically after words have been added) [|terms list.numbers]
 * Technology
 * iMovie - mini-lesson taught by instructor, tutorials included in student moodle for their independent study
 * Students will download "beat marker" directions .pdf file and save in appropriate folder
 * Search engines for images, videos, definitions
 * iChat - share their finished work
 * Assessment
 * Rubric (Amy)
 * Ask the students to rate the slide shows ( 9th graders should discuss how they want this to be applied) and distributed to elementary students
 * Students use "text-to-speech" to have the computer read their slides before compiling
 * E-mail as attachment, 1-2 examples/class to 9th English teacher
 * Project: Audio Books. Each 9th grader creates audio file for younger students, based on children's book.
 * Distribution: TBD
 * Pre-assessment: complete the journal entry about what is an audio book
 * Background knowledge: look at Lit2Go site and review examples of audio books
 * Directions: use Garage Band to complete the audio file. Develop the script (individually) and recruit other students to be the voices of other characters. Some students used Google Docs to collaborate on the script. Use QuickTime to have "other characters" record their speaking part and then e-mail that file to the "designated author"
 * Prepare for laptop re-image:
 * Arrange for iChat with Technology Coordinator (1 session, record for use with other sections); use Google Doc to collect student questions (record answers during chat); connect videoconference solutions with real-world application (job interviews); connect videoconference recording with Digital Ethics/Citizenship
 * Add technical vocabulary to Moodle glossary (re-image, backup files, DVD-R, flash drive; peer-to-peer software sharing (LimeWire, Frost Wire)
 * Consider implications for AUP moving forward to next January - how will students behave differently towards using the laptop for education purposes?

@Session 7 - focus of this double session (2 weeks):
 * Project: Create a personal budget to reflect your expenses when you move out on your own. Use that budget to determine and plan an appropriate vacation.
 * Objectives:
 * Use appropriate terms to explain the purpose of a budget (define variable and fixed expenses, earnings,budget, income)
 * Apply math concepts (mean, median, mode) to the budget application (analyze data in collective spreadsheet)
 * Research current job listing to obtain appropriate salary base - important, don't rely on teachers supplying the data
 * Research current costs of living data to obtain appropriate expenses base - important, don't rely on teachers supplying the data
 * Collect, organize and analyze data with a spreadsheet
 * create spreadsheet from scratch and compare your final to a template. Write about the differences and modify your original to reflect improvements (save as version 2)
 * complete the spreadsheets skills checklist according to instructor's specifications
 * Materials: Numbers, online newspapers, online salary guides, web-based housing pamphlets
 * Pre-assessment:
 * Procedures - refer to Day 1 - Day 5 detail
 * Differentiation - refer to expansion detail
 * Assessment -
 * printed spreadsheet will meet the criteria detailed in the rubric
 * students will check-off the skills that they have demonstrated

Session 8 - focus
 * Project: World War II Keynote presentation
 * Objectives:
 * to develop a presentation on life on the home front during WWII
 * Materials: Keynote, Social Studies objectives, library resources if appropriate
 * Pre-assessment: teacher shows list of skills expected to be utilized in the project, students "self assess" and identify what may be a new skill to them
 * Procedures - refer to Day 1 - Day 5 detail
 * Differentiation - if students know how to use the feature being taught, they will help others or they should review the Skills Checklist and choose 1-3 additional skills that they can incorporate into the project
 * Assessment - final product graded according to rubric

Session 9 - focus (2 weeks)
 * Project: 9 Elements of Digital Citizenship
 * Objectives: to be aware of how to be a responsible technology user
 * Materials: Word Notebook, Keynote, SIRS database
 * Pre-Assessment - Pre Test on Moodle
 * Procedures - class discussion on elements, including possible tech scenarios
 * Differentiation
 * Assessment: Notebook, journal responses, final project graded according to rubric

Session 10


 * Project: STEM Careers using iWeb
 * Objectives:
 * to become aware of STEM careers through research using Career Cruising
 * to conduct research on 4 stem careers and list information on Inspiration 8
 * to create an iWeb with an introductory page and 4 career pages (transfer information from Inspiration)
 * Materials: Career Cruising, Inspiration 8, iWeb
 * Pre-Assessment
 * Procedures: refer to to day 1-5 detail
 * Assessment: Journal responses, final project graded according to rubric

@Session 11
 * Project: Global School.net - Share Your Community
 * Objectives:
 * to create a glog on your local community
 * research information on your local community using various websites
 * use Google Docs to share information within your group
 * Materials: Internet resources, Glogster.edu
 * Pre-Assessment
 * Procedures: refer to day 1-5 detail
 * Assessment: Journal responses, final project graded according to rubric

@Issues - topics and concerns brought to our attention
Matrix - standards and project tracking