class evaluation

Wow! Did I ever get more than I bargained for? This class is great for anyone that is hoping to improve a basic knowledge of technology. You will gain so many ideas for not only your clasroom, but personal use of handheld technology as well. I got a palm for Chirstmas about 7 years ago and exchanged it because I knew I wouldn't use it. I got one for my birthday during this class and I am already becoming dependent on it for my personal use. It is all a matter of knowing what you have and knowing how to use it.
I am no longer in the "regular" classroom, but now teach an exploratory class. I will be encouraging teachers from now on to take this class and others to learn the value of the handheld computer in the classroom!

Sheets to go - (lesson plan)

§ Lesson Title: Tracking your service hours
§ Designed By: Tara Farmer
§ Content Area (S): Service Learning
§ Grade Level: 6-8
§ SC Curriculum Standards: none available

§ Overview: Each student will be assigned a handheld with which to track their wervice hours during a class project.

§ Handheld Software: Documents to go (sheets to go)

§ Other materials or technology needed: Handhelds

Essential Questions: 1) How many hours did you work each day? 2) Was there any day that students worked more than others? 3) How many total hours went into the project?

§ Curricular Objectives or Goals: 1) Students will learn how to set up a spreadsheet in Excel. 2) Students will become proficient in hotsync their information to a computer. 3)

§ Procedures: 1) Students will design a spreadsheet to track their hours of service for a class project. Each student will be assigned to a line in the spreadsheet. 2) Each day students will their hours to their own spreadsheet. 3) Handhelds will be “synched” each day and the class totals will be available.

§ Assessment: 1) Each student will be able to complete a successful hotsync operation. 2) Each student will complete the required number of hours for the given project.

Sketchy

I think that this is software is one of the best we have seen. The main reason I think this is because it is so flexible, and it can be used at almost any grade level. Kindergarten children can use it to practice their letters. Upper elementary students can use it to create timelines and animate scientific processes. I would like to use it with my middle schoolers to create political cartoons. And, I can see high schoolers using it to explain higher order math or in any number of ways.
Often, when software is promoted as being appropriate for multi-grade levels, it really isn't. Often, the teacher has to do much work to make it simpler for younger students, or more advanced for older ones. However, in this case, I think it is really the truth. Sketchy can be as simple or complicated as the artist makes it. It is easy to learn and easy to use. Students love to create things. Sketchy gives them a way to do that and motivates them at the same time.
Teachers can eay develop rubrics to grade sketchy assignments. This ensures that the students know what is expected and keeps the assignment focused. It is even more helpful when students are included in the process of rubric development.

"Sketchy" your own political cartoon! (lesson plan)

Lesson Title: Political Cartoons
Designed By: Tara Farmer
Content Area (S): Service Learning
Grade Level: 6-8
SC Curriculum Standards: none available

Overview: After a discussion of local community issues, we discuss political cartoons. The students are given an explanation of the different levels of political cartoons and the different ways that they can convey their idea.

Handheld Software: Sketchy, available at Goknow.com
Other materials or technology needed: handhelds

Essential Questions: 1) Does the cartoon have a foundation in truth? 2) Does the cartoon have a moral purpose? 3) Does the cartoon use wit and humor with exaggeration to send a message about the issue? 4) Is there a clear opinion expressed in the cartoon? 5) Does the cartoon use symbols or metaphors?

Curricular Objectives or Goals: The students should 1) become more aware of local issues and needs, 2) realize that often there is no “easy answer” 3) learn to clearly express their ideas through a cartoon.

Procedures: 1) Choose a local community issue 2) Decide your opinion on the issue 3) Illustrate your opinion/solution to the issue, trying to use metaphors/symbols.

Assessment: A rubric will be developed to assess the effectiveness of the cartoons.