Introduction to the Course: So that we all understand the course we are about to

involve ourselves with, PLEASE:

-     Read the About the Course information posted in the Course Information Section

-          Read through the Final Project Information in the Course Information Section

-          Go to the Introduce Yourself activity in the Discussion Board

a) Answer the following questions (I recommend you do this off-line in a word
processing document – you can “copy and paste” the questions onto that page
for convenience)
Q: Are you currently a teacher or will you be one soon? If so, what sort of
teaching job do you have (subject-s, grade level, type of school, etc.)? If not,
what sort of teaching job would you like to have?
Q: What are your professional goals?
Q: What aspects of teaching interest you most?

b) Copy and then paste your answers into the Discussion Board

Not sure how to use the BlackBoard Discussion Board? Follow this link for
information:
http://sites.google.com/site/touromgura/about-the-course/using-the-discussion-
board (you’ll find more out on the web if you Google it).
OUR CLASS BOOK: Please acquire a copy of Visual Arts Units – All Levels. This is
published by ISTE (International Society in Education), you may purchase this online
from the following sources.

Either directly from the publisher, ISTE (International Society for Technology in
Education) http://www.iste.org/store/product.aspx?ID=680

              OR

AMZAON http://www.amazon.com/Visual-Arts-Units-Levels-Curriculum/dp/1564842428
The rest of our readings will be done from online items. The links for these are provided
in the assignments

Note: While the publisher has put some segments of this book online, the bulk of
what we will be using is only accessible in the hard copy version of the book. We will
begin using this by session 2 or 3 the latest. The rest of the many readings we will
be doing will be from online articles for which I will provide links in our assignments.
Reading Assignment # 1
It is often said that “Teachers Teach the Way They Were Taught!” No doubt this is true
to a large degree, and no doubt there are both pluses and negatives that result from
this.
It is very common practice for Social Studies teachers to teach the subject by guiding
their students through a Social Studies textbook. It is also often the case that teachers
sensing that students find this approach to be dry and unsatisfying, supplement their
use of the text book with enriching activities. In all likelihood, most teachers who follow
this approach (one that may be approved or even recommended by their supervisors)
are unaware that there are other approaches, let alone have an understanding of what
they might be.
Today’s textbooks are marvelous creations – compilations of information content written
in text that is grade and ability level appropriate, illustrated, and replete with activities,
homework assignments, assessments, and curricular extensions. They are also often
accompanied by Teacher Guide material that explains how best to use them. The teams
of educator writers, researchers, and editors who put these books together are
composed of highly experienced and accomplished professionals. Still, the results our
nation’s schools produce (in terms of student learning outcomes) in the area of Social
Studies using these materials and this approach are very poor! Our course will explore
alternatives to this approach.
The principal alternative, Project-based Learning, is standards-based and still highly
compatible with student readings, discussions, the use of supports (like graphic
organizers), and assessments. What’s different is the context in which students learn
Social Studies content, and the ways the role of student and teacher are experienced in
the learning process.
Project-based Learning is something of a Paradigm Shift*
(http://www.youtube.com/watch?v=3cp6pEzx3uw ), and it would be wise for us all to
stop at this point (and again frequently throughout the course) to reflect on how difficult
it may be for us to imagine and understand NEW ways that familiar goals may be
achieved!
As we study teaching the subjects of Social Studies and The Arts, hopefully we’ll be
clarifying for ourselves the big ideas of “What’s worth learning?” and “Why?” as well as
“How do today’s students learn best?” and “What learning will best support students in
their lives beyond and after school?” All of this, of course, while addressing learning
standards and mandates.
*We will finish up the course with viewing and reflecting on the video linked here… but
feel free to take a look now (it just may help you get more out of the course and your
teaching career) http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=related
(PS – you need NOT agree with this video, but you should be aware that many of your
colleagues are beginning to see the truth in these ideas).
Meaningful Learning with Technology
Our course has us covering a broad territory: Social Studies, Arts, and Technology. All
of these are established areas in their own right and may seem very far apart. Part of
our investigation will be to understand their commonalities and ways they can be woven
together effectively and purposefully. Let’s turn our attention now to Instructional
Technology (actually this is couched in learning principles that relate to teaching and
learning across the curriculum).
Perceived from one level, Instructional Technology is merely a body of resources, one
that is rapidly increasing in size. Another way to see it, however, is as an enabler of
teaching and learning in subject areas like Social Studies and the Arts. It also has the
capacity to weave activities in these areas (and others) into a whole, to tie them
together. These are the principal concepts I would like you to consider.
I find that the book, Meaningful Learning with Technology offers some very effective
ways of explaining these connections. Fortunately, the first chapter is available free
online. So the first part of our assignment #1 will be to read this short chapter – follow
any of these links to access the chapter>>>

(Publisher’s) Screen-Reader version

http://instructors.coursesmart.com/9780135000151/chap01
(University of Technology, Sydney) PDF version:
https://online.uts.edu.au/webapps/lobj-journal-bb_bb60/blog/012233/_530552_1/Home?
cmd=GetImage&systemId=Jonassen08__0.pdf (may be printed)

SlideShare Version A (you may opt for full screen viewing to make it easier to read) -
http://www.slideshare.net/Philans57CFD/whatismeaningfullearning

SlideShare Version B (you may opt for full screen viewing to make it easier to read) -
http://www.slideshare.net/guevarra_2000/what-is-meaningful-learning

This chapter is presented in 2 parts, the first one “What is Meaningful Learning?” is
centered on a question that educators might do well to consider more often - not just in
relation to technology, but in relation to anything and everything we do with students in
our classrooms. The second part “How Does Technology Facilitate Learning?” is very
worthwhile, as well. By now, I think most teachers everywhere have caught on that that
our profession espouses a belief in the value of technology. However, they aren’t clear
at all on the whys or hows of this. Consequently, these few pages are of very high
value. I highly recommend you go through the questions at the end of the chapter
asking and answering them for yourself!
Your Assignment (details):
a) Excise from the chapter a single word, phrase, or sentence that you feel adds
significantly to our understanding of meaningful learning. Write "Noteworthy Quote" at
the top of your response and then add the item you would like to present to the class as
worthy of consideration (i.e. Noteworthy Quote: "Technologies afford students the
opportunities to engage in meaningful learning when they learn with the technology, not
from it."
b) What is your reaction to this chapter? Are there aspects of this discussion that you
disagree with? Compare the type of teaching and learning described in the chapter as
meaningful and what you feel is most commonly done currently in our classrooms (base
this on your own experiences and observations or what you know OF the situation from
colleagues' descriptions, news media, etc.). Please do not summarize the chapter!
Please write 200 words or more to answer the above focus questions.
c) Skim through the projects presented in our book Visual Arts Units for All Levels.
Select one that interests you personally. Having just read the Meaningful Learning
chapter, please share some thoughts and observations about how the project you've
selected is meaningful (100 words or more). In the event that you haven't received the
book before this assignment's due date, please circle back after you've received it and
add this response to the Discussion Board.
Type your responses to a, b, and c (above) on a word processing document and
save it. Then copy and paste the content into the Discussion Board area set up
for assignment #2. ALSO- please circle back a later on to the Discussion Board
area set up for assignment #1, read your classmates' responses to that
assignment, and respond to one (or more) of these.
Not sure how to use the Discussion Board? Follow this link for more info:
http://sites.google.com/site/touromgura/about-the-course/using-the-discussion-board
NOTE: Technology and Project Based Learning
For PBL (Project Based Learning), technology is a great enabler and facilitator. In many
ways, it makes learning projects more do-able and thus should be considered as an
essential element. Bear this in mind as you work through the following session and as
you begin to consider the learning project you will be creating for your final project