TPACK+and+Bloom's+Digital+Inspired+Activities

//**For this assignment you will think about an activity that your students can engage in and consider some technologies that may support that activity based on your TPACK and Bloom's Digital understanding. This chart is inspired by the Harris and Hofer charts; I've just added a column entitled Bloom's Digital Level. A very general example is provided below; please feel free to make your example more specific:**//

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//Digital Cameras, video recorders, moviemaker, and imovie// - can help the student convert their research into the format (video) of the assignment || Skype and web-cams to video conference with a classroom from a different country. ||
 * **Name** || **Bloom's Digital Level (with Verbs)** || **Activity Type - TPACK - Harris and Hofer** || **Brief Description** || **Possible Technologies** ||
 * Katherine Johnston || remembering, understanding, applying || reading, literary analysis, character relationships || Students read the assigned material (section of reading, entire reading), students find relationships between characters in reading and why these relationships are or are not important to the story line and or meaning of the text/ After student finds connections they can then do second part of assignment, which would involve sharing and discussing findings with other students. || Wikis, Google Docs, blogs ||
 * Jane Teacher || Understanding (commenting) || Peer Feedback || Students give each other peer feedback on a writing project . || Wiki - here This would be where students post their writing and others comment. Could also use Google Docs and peers could comment using the comment option. ||
 * Michelle Berceli || Remembering (identifying) and Understanding (interpreting) || Generating an Historical Narrative video || Using historical documents and secondary source information - including modern historical fiction videos to create a modern student connection with the historical subject - students develop their own story of the past through creating a //Historical Narrative movie.// || //Word, Wiki spaces, or Google Docs// - can help the student track multiple authors or blogs
 * Melissa Vrabel || Analysing (comparing) || View images, field trip, and research || Using google earth, students will explore the current environment of different places in the world and take note of the details of the environment and ecosystem. They can actually see the details and reality of environments other than their own and turn textbook words and pictures into reality. || Google earth or other live cams of different areas. They could also use cameras or recorders to take pictures of similar areas in their enviornment to compare and contrast. ||
 * Emily Dunn || Creating (designing) || Creating a gallery link and web page for your own work || This would allow students to play around with web designing even if they were solely interested in non- computer art. Students would have to photograph their work and display it on a page that was connected to the art department web page. || Photoshop, digital camera,some type of web page designer, and possibly some opportunities to work with moviemaker or play with flash. ||
 * Dale Rothermel || Creating (producing) || Creating a film || Using stop motion video technology, students create their own animated/claymation film to illustrate various elements of literature. For example, a group of students could create a short film based on the genre science fiction. Students would read science fiction, then create an animated film showing and telling the viewer about the elements of this genre. || Gawker or Moviemaker video making program, computers with cameras or videorecorders for making the films. Students could also used the internet for researching information for the project. ||
 * Lucas Elbaum || Evaluating (video-collaborating) || Cross-cultural collaboration to produce a letter to the UN || Students research and discuss the implications and importance of such international agreements as the Kyoto Protocol. Students then video conference with a classroom from a different country to share and compare their ideas and see what elements are important to both countries. Using the outcome of such collaboration, students compose letters to send to the UN expressing their concerns. || Internet search engines to conduct initial research.
 * Laura Plocido || Comprehension

Application

Creating || Adapting and preforming a short play as adapted from a short story or poem such as those by Edgar Allen Poe or Shel Silverstein || Students will choose a poem or short story as a group and create a script, props and costumes in order to interpret the story. They will then preform the play as a group and the play will be recorded. If available the students will have access to a green screen and smart board to use in their play. Digital effects are encouraged to be edited into the taped performance. The plays will encourage the understanding of the literature and elements of a story.

Yochum || Understanding
 * I must give credit to my sixth grade teacher for giving me the idea for this lesson* || iVideo or other movie editing software programs will be used. Google docs or Word will be used in the creation of the script. Technology outside of the computer will also be encouraged in the creation of the sets and costumes. If available a smart board and/or green screen may be used in the plays. ||
 * Jessica

Creating || Adaptation and Creation of a webpage and/or blog || After reading a novel students will be asked to create a blog and discuss the important aspects with their peers through this outlet. I want students to be able to discuss and be thinking critically in a less structured atmosphere. Lastly students will visualize and reproduce a representation of their favorite part of the novel to share withe the class. || Cameras, blogspot, webpage design || Smith || Analyzing understanding || Science - classifying birds by their songs and by their color || I actually did this for a prek class I taught. I had hung a bird-feeder in the tree outside the classroom and the students had taken an interest in the birds they saw. I initially found pictures of birds via google and used them in circle-time so the students could learn to identify different birds they see. I also found that when I googled bird songs I found a website that had actual recordings of birdsongs. The computer was in the directors office, so I brought the 10 kids I had into the office and showed them how to click on different birdsong links to listen to the birds. Their favorite was the chick-a-dee, because it's song sounds like it's name. || Google images and google search || Understanding (Interpreting, Summarizing, Comparing, Commenting, Annotating) || Reading/ Literature/ English--classroom book "reports" || This should start as a classroom activity and be continued throughout the year as individual projects. Begin the year reading a book (or story) as a class as you go through the book, have students work on creating a wiki about the book, they can include images, setting research (including locations on google earth, etc). Anything that they discover that will flesh out the words in the text. Then, once the book is completed (or periodically throughout, it is up to you) have the students write a blog entry giving a synopsis of the plot and a discussion of what they liked/didn't like, etc--the normal book review/report information. Have them provide a link to their blog entry on the book's wiki so that other classmates can go from exploring about the book to getting a feel for the story as well as some opinions. Encourage students to do the same for other books that they read (adding books to the initial wiki--or if a book is already started have them add to the existing page). This could be a great tool to accompany a classroom library as well as helping students to explore reading as more than just looking at words. || Wikispaces, blogs, digital images, etc. || (planning/designing (posting/monitioring) (uploading, editing, sharing) (summarizing) (finding) || Writing/Reading--family reports || This is a get to know you activity and a way for each student to share something about themselves. Kids will create their own wikispace or blog as a way to introduce themselves to the class and share about their interests, family, etc. They can bring in pictures, upload images from a camera/e-mail, or draw their own which would be scanned. This would enable students to identify with each other, share their background and interest, and incorporate technology. Even if children may not have access to pictures or a camera they can use the classroom camera and take pictures within school, enabling everyone to share and participate. || Digital images, scanner, blog/wikispaces, Photoshop, digital and film cameras || Analyzing (comparing and organizing) Evaluating (testing, hypothesizing, monitoring) || Collect samples; collect data; record data; develop predictions, hypotheses, questions, variables; organize/classify data; analyze data || After learning the appropriate procedures in class, students will participate in a long-term science project in which they monitor water quality in a particular stream or creek. On a regular basis, students will travel as a class to an outdoor location and conduct water quality tests, collecting samples and data. They will return to the class and input the data into a spreadsheet and/or database. After collecting a body of data, they will analyze it, identify changes that occurred over time, and try to determine connections between variables within their data. Students will create a presentation about their findings and publish it online. || Digital thermometer, pH strips, conductivity meter, and similar tools; graphic calculators; spreadsheet software (Excel); presentation software (PowerPoint,); web authoring software. || Analysing (comparing, mashing) Understanding (summarizing, inferring, comparing, explaining) || Humanities: Literature Analysis and Comparison--Convergent Knowledge Expression || Students will be assigned literature that has been re-created in some another form (play, film, etc). After reading the assigned literature, students will then watch the film or play that has been recreated for the text. Their assignment will be to create a presentation, using a technological tool, to describe their recognition of similarities and differences between the text and the video/film/play. Media such as video clips, digital images, youtube clips, etc can be used--students will be encouraged to be as creative as possible. || Animoto, VoiceThread, Youtube, iMovie, etc. I would suggest that students stray from using powerpoint for this assignment specifically for the purpose of exploring newer, more flexible media. || Evaluating (Critiquing, collaborating) Analysing (Finding) Applying (Uploading, implementing) || Simulation, create a film, do a performance, view presentation, research || The students will be responsible for creating their own commercials. Prior to this, they will analyze commercials seen on TV (many are also available on YouTube), what makes them effective, what types of propaganda the companies use, and how useful the product may or may not be. They will create a product and write a script for their commercial. Of course, the fun part will involve recording it, then spending a day sharing each others commercials! || YouTube, iMovie, webcams, digital and/or film cameras, Google, a movie making program (Windows Movie Maker is pretty user-friendly) || Creating (designing) || Peer feedback || Using various types of technology, students will create a space in which they are able to give back comments, questions, concerns, suggestions, etc. to their peers in their writing samples. This project can continue throughout the school year and be built on little by little. In addition, the teacher can either have access to it by commenting or just to read. || Blogspot, wikispaces, googel docs. || Students will discuss and debate the two sides of the American Revolutionary War. One group of students will research and then formulate an argument for the colonists, while the other group with research and formulate an argument for England. Students will contribute their information on a class Wikispaces and conduct a debate through e-boards. || BlackBoard, discussion in Wikispaces, e-boards || Gonzalez || Exploring, Researching, || Visual Analysis, Exploration, Research and Reinterpretation || The students will spend the period in the computer lab. The first ten minutes of the period will be devoted to a brief lecture on the biography and historical context of Vincent Van Gogh and the Impressionist movement.The students will then be directed to the Van Gogh Museum Website were more information can be browsed for a few minutes. For the last half of the period the students will use **Google Art Project** to virtually explore the Van Gogh Museum, and use the high resolution pictures of the artwork to explore his paintings. They will select a painting to research and reinterpret from their own perspectives in the impressionist style. They will use the high resolution photographs to visually analyze the details of the painting and the technique. || Computer, Web browser, Google Art Project || synthesizing evaluation || simulation answer questions develop a knowledge web create a game build a model || students can thinking of a problem at their school and create an application on their phone to handle this problem. They will decided on a specific problem and agree one a specific answer. They will create an application to address this issues and advertise this solution to the entire school. They will evaluation the success of their of their solution based on reaction of students at their school.
 * Ashley Capps || Analyzing, Interpreting, Summarizing, Advanced (image and information) Searching || Generate a map/time line || In a Social Studies/History unit, create an interactive map that follows the sequence of events leading up to the Midnight Ride of Paul Revere. Show on the map, in the order in which it occurred, pictures of the buildings or people involved, and information about each step. Use lines to connect the events, "pins" to mark the location and give the information, and provide a summary of what happened after Paul Revere rode. || Image manipulation (Photoshop or GIMP), Google Maps, Text Book, ||
 * Venita
 * Eric Davidson || Analyzing (Comparing, Organizing, linking)
 * Megan Desmond || **Creating**
 * Evaluating**
 * Applying**
 * Understanding**
 * Remembering**
 * Emily Berezin || Applying (implementing and using)
 * Casey Argento || Creating (producing, designing, constructing)
 * Halyse Domencic || Creating (producing, designing, programming, filming)
 * Jill Sheehe || creating, generating, producing, designing || feedback from peers || After learning about the Roman Mosaics, students will use Adobe Photoshop or Microsoft Paint in order to create a digital mosaic of their own. When they have completed, they may upload their work online, and the class will leave feedback in the form of voice, text, or video. This can be some sort of digital critique. || Voicethread, Google Docs(would probably work better for larger images), Photoshop, Microsoft Paint ||
 * Melissa Varholak || Analysing (find, break down, integrate) || literature analysis and reporting || In the development of design process, students will research specific buildings/spaces and will distinguish between different design time periods, break down the different elements of design used during that period, find other examples for that period, and tell how it could be integrated in design today. || Wiki or Google Docs, a photo editting program (photoshop or something where they can point to and highlight some of the features in phots) (maybe powerpoint, but I like the idea of the Wiki or Google Docs better because it leaves it out there as a resource for others and it becomes interactive instead of a one person presentation) ||
 * Elizabeth Floyd || Creating (producing), Designing, Generating || Reading/Writing/Peer Feedback || AS students begin reading a text have them blog about it - characters, setting, plot, questions they might have. Then have other students comment on each others blogs regarding the same book. Students can answer other students questions, create discussion topics, and design their own blogs to communicate with other classmates. Continue this process for different texts read throughout the year. Allow them to also create critical webpages for the text, which allow the students to critique the author of the text and the book itself. || Blogs/wikispaces, photoshop, scanners, printers, ||
 * Samantha Daly || Understanding, Applying, Analyzing || Read Text, Research, Conduct an Interview || Students will choose an historical figure for their history unit. During this unit students will read a biography about the person, conduct other research for their research papers and create a mock interview. Students will write the questions for the interview and answer the questions as if they were the historical figure. Students will be partnered up for the interviews. Students will be asked their own questions by their partners and will respond as if they were the historical figure. Interviews will either be video taped (if they choose to dress the part) or recorded. They can be posted online, emailed to parents, and/or shared with the class. || Websites, Digital Archives, Digital Camera or Camcorder, Audio recording device, iMovie, Computer to share interviews via email ||
 * Melissa Treece || Creating (Designing, construction, planning, producing) Analyzing (Comparing, organizing, structuring) Applying ( Executing, sharing) Understanding (interpreting, explaining) || Art - Create a ceramic scultpture which visually represents digital information. || Student will research one facet of digital information, and create a three dimensional representation of their findings and present the finished work to the class. || Computer, internet, youtube, Wikipedia, kindle, Google Images, photoshop, Solidworks, CNC mill. ||
 * Tara Valentine || Creating (designing, planning, producing, making, filming, directing/producing) || Adapting literature to create a a screen play and film || Using books they have read in class create a film festival. To to this, first, break students into various groups depending on how many are in the class. Then, have the students choose a book from the options given by the teacher for which to create a screen play/script. Each group will have a different book. Though the group will work together as a team, give each team member a role in the process of creating the film. Examples: writer, director, producer, actors. The entire group will give input for each step of the process, but giving roles will make one person the leader /scribe of that step. It is important for the students to understand the purpose and duties of each role before giving roles. Once the students have written the scripts for their stories, they will develop and create a film based on the story and script. Then the producer will lead the group in creating a website and blogs about the film in order to encourage people to want to see it. As a class, the students will view each film created and discuss which ones they liked the most and why. || Photoshop, videocamera, word processor, digital camera, computer, internet - blogspot or other possible blog/website options ||
 * Kelly Williamson || Understanding (commenting)
 * Lil Lorrin || Remembering (finding, identifying, listing, describing) || Field trip to Paris! || Armed with a (paper) map and a short list of things to spot (pharmacy, movie theater, ethnic restaurant, etc.), students virtually walk through the streets of Paris and take notes on what they see. ("There's a Haagen Dazs!") Print photos, and make a travel log. || Google maps, Word. ||
 * Elizabeth Rose || Analyzing (Comparing, Organizing, Linking) || Debate || Students discuss opposing viewpoints; formal/informal; structured/unstructured; synchronous/asynchronous
 * Caitlin McGinn || Applying (Operating, Sharing); Creating (devising, publishing, wiki-ing) || Engage in Civil Action; Data-Based Inquiry; Research || The students will enter their home (or local city) zip codes on the Environmental Protection Agency's (EPA) interactive "Window to my Environment" tool, explore local sources of pollution, collaboratively (in pairs or groups of 3) devise a feasible clean-up plan using wikis, and write to local government representatives describing their concern, explaining how these pollution sources can impact the environment both short-term and long-term, present their action plans, and request their attention to the issues. || Email, web, "Window to my Environment" tools (EPA), wikispaces ||
 * Brenda
 * David Ly || creating

For example a student schedule maker or clock that always knows how much time is left in each class. Something specific to their school and their situation. Creating an application can be a project with assistance from teachers or the internet. || Iphone, android phone, programing, youtube, computer interne ||