Think about student projects and outcomes. Consider
tools that might be used in implementing these
projects. For each of the tools, ask
- Create or
locate a list of all the hardware and
software that you could use in classroom
activities. Also include other resources
such as books, maps, videos, and other
Resources: Web, CD-ROM
Resources: Drill & Practice,
- What software is
available in my school?
- Are there
developmental considerations when using this tools
with my students?
- Do my students have
the entry skills needed to be effective
- What specialized
tools or skills could be used in this
- Is the time invested
worth the anticipated outcome?
Your Word Processor
- Work in teams of
three or four to complete the following activities.
Each person should choose a different activity from
the list below to start on their computer. Then, each
person will rotate to the next team member's computer
and add something to their project.
- Create a list of
things that people throw away. Create major recycling
categories. Practice copy and paste, indentation, font
sizes and style to reorganized your words into
categories. Brainstorm other activities you could do
as a large group in your classroom.
- Create a list of
words related to a single topic (i.e., choose any
topic with information and categories such as books,
movies, things with wings, types of rocks, things to
do at the beach). Ask a friend to add to your list.
Ask another friend to categorize the words. Rotate
again. This time turn the list into sentences. Next
round add description or combine sentences. Each
person should use a different color. When two people
modify the same sentence use a "team color" such as
Write the name of
an event in history.
The next person
adds another event under the first
Go back and
reorder the events in the correct
Add information to
particular events such as a description or
- Write "pretend"
email. Write a question. The next person should answer
the question and ask another question. Hold a
conversation between two people. Get used to the idea
of a written conversation.
- Station 1:
- Read several of
the fables from the book Squids with be
Squids by Jon Scieszka and Lane Smith. Using
one computer and the word processor, collaborate on
a fable with a moral that relates to technology
integration. Use different font colors to represent
the ideas contributed by different group
- Station 2:
- I've got two weeks
for a great vacation. What could I do? Where could
I go? Visualize all the possibilities using the
- Station 3:
- Tell a story in
pictures. Use PowerPoint to tell a visual story.
- Station 4:
- Explore the
animation clips. Brainstorm all the possible
activities and classroom management options for one
of the video clips.
- Station 5:
Reading and Drawing
- Read an excerpt
(pages 242-243) from the Harry Potter book ( Harry
Potter and the Goblet of Fire, J.K. Rowling). Then,
use markers and paper to draw an illustration that
reflects the quote:
- "Aha! Unless I am
very much mistaken, the delegation from Beauxbatons
- "Where?" said many
students eagerly, all looking in different
- "There!" yelled a
sixth year, pointing over the forest.
- Something large,
much larger than a broomstick - or, indeed, a
hundred broomsticks - was hurtling across the deep
blue sky toward the castle, growing larger all the
- "It's a dragon!"
shrieked one of the first years, losing her head
- "Don't be
stupid... it's a flying house!" said Dennis
- Dennis's guess was
closer... As the gigantic black shape skimmed over
the treetops of the Forbidden Forest and the lights
shining from the castle windows hit it, they saw a
gigantic, powder blue, horse-drawn carriage, the
size of a large house, soaring toward them, pulled
through the air by a dozen winged horses, all
palominos, and each the size of an
- The front three
rows of students draw backward as the carriage
hurtled ever lower, coming in to land at a
tremendous speed - then, with an almighty crash
that made Neville jump backward onto a Slytherin
fifth year's foot, the horses' hooves, larger than
dinner plates, hit the ground. A second later, the
carriage landed too, bouncing upon its vast wheels,
while the golden horses tossed their enormous heads
and rolled large, fiery red eyes.
- Harry just had
time to see that the door of the carriage bore a
coat of arms (two crossed, golden wands, each
emitting three stars) before it opened.
- A boy in pale blue
robes jumped down from the carriage, bend forward,
fumbled for a moment with something on the carriage
floor, and unfolded a set of golden steps. He
sprang back respectfully. Then, Harry saw a
shining, high-heeled black shoe emerging from the
inside of the carriage - a shoe the size of a
child's sled - followed, almost immediately, by the
largest woman he had ever seen in his life. The
size of the carriage, and of the horses, was
immediately explained. A few people
- If your group gets
done yearly, discuss the use of the
website in your classroom.
Created by Annette
7/00. Updated 6/01.