Unit+3+-+Harris+&+Hofer+Activity+Types

**Instructional Planning Activity Types Chart**
//**Make sure you have read the article for this week by Harris and Hofer! For this assignment you will think about an activity that you do in your class and consider some technologies that may support that activity in a different way based on your TPACK understanding. Some examples are provided below in different styles, you can decide how you will enter your contribution to the knowledge being constructed in the chart!**//

Click on the ** EDIT ** tab to get started...remember to click ** SAVE **when you are finished! Revisit this page to see what others have contributed! If all the rows have been used, click in the last row and then click on the table icon. Then, choose **Row**, **Add Row**, **Add below** to add another row for your entry. Take those pictures and use paint to illustrate the motion of the simple machine. Use those pictures to create a presentation in prezi, powerpoint, or photostory. Use www.edheads.com to practice and assess concepts. || I really like this **Wiki**. I could foresee students using it to brainstorm ideas for both projects (Robot Theatre and //Behind the Dream//). The Wiki also could be used to map out the scenes and plan for the performances. Because both projects are collaborative, **Google Docs** could be used for the scriptwriting. Students and the facilitator could create and edit the documents. Writing, after all, is rewriting Students could use **digital cameras** to record their rehearsals for both projects. When reviewing the footage, they could reflect on their performances and the performances of the other students. I also have contemplated using **Skype** to talk with my Chamber Theatre professor from college who wrote the Chamber Theatre text the students will be using in class to learn how to adapt a non-fiction book to the stage. || Google docs - to create an interactive piece of writing that each team member can contribute to and can serve as a writing component. Wiki - students can add a page to my class wiki for everyone to view and comment on. Voice thread - to enable students to present a visual representation along with commentary. In order to create the above elements, they will have to draw from various technology tools - digital cameras, flip cameras, word processing, etc. They would also have to do research on the internet and provide information regarding their sources, which means we would have to work on ethical and legal use of internet information and sites. ||
 * **Participant Name** || **Activity Type** || **Brief Description** || **Possible Technologies** ||
 * Cheryl Ward || Listen to Audio || Students listen to recordings of speeches, music, radio broadcasts, oral histories, and lectures; digital or non-digital || Podcasts (“Great Speeches in History,” etc.), Audacity, Garageband, Odeo, Evoca, Podcast People ||
 * Teacher || Peer Feedback || In my class students give each other peer feedback on a writing project, but it would be great to do this electronically. || I may consider a wiki where they would post their writing and then others could comment sort of non private? Could use Google Docs and peers could comment using the comment option and it would be more private. ||
 * Annette Marino/Stanton Middle School || Math Game || Students would create a math review game on a particular unit including math concepts and vocabulary || Students could use smart powerpoint templates, puzzlemaker to design their game, as well as, Google Docs and/or Wiki to communicate with their group members sharing ideas and editing their work ||
 * Tina Norris/Coventry || View Presentation || Parents (my audience) view a presentation designed to educate them about the set up of the school, procedures and the type of experience they can expect for thier child in an orientation style gathering. || iMovie, Voice Thread to incorporate student perspectives, Power Point, Digital Imaging ||
 * Kerry/New Albany || Review Activity || Students create some sort of review activity to prepare for a test on their novel study. || Students could utilize the following technologies:
 * PowerPoint-They could create a Jeopardy game to review characters, plot, conflicts, setting, and literary elements.
 * I-Movie-They could create a movie that retells the plot of the novel read while incorporating characterization, conflict, and other literary elements.
 * Voice Thread-They could get into groups of 4 or 5 and take on a role of character that experiences a conflict. Then their group members could try to guess which character they portrayed.
 * Google Docs-Students could complete their study guide together in a group where they would assign each other parts of the packet. ||
 * Natalie/ New Albany || Field Trip || Students develop a better understanding of the American Revolution during a historical fiction unit. By "visiting" the sites and events mentioned in the book, students can see what the characters would have went through during that time in history and develop a basis for visualizing the story. Students could also "travel" the same route as characters in the book to better understand the intensity of the journey. || Google Earth, locations offering electronic field trips for a fee such as []/ through Colonial Williamsburg, websites offering free electronic field trips such as ushistory.org ||
 * Amy/New Albany || Research || Students study important figures from the Revolutionary War. || Students create social networking profiles on a Google Doc portraying a key figure from the Revolutionary War. They share these profiles in order to "invite" each other to events and comment on "friends" pages. ||
 * Tina/New Albany || Simple Machines || Students study and experience the function/benefits of simple machines. || Digital Cameras: Students capture simple machines that exis in everyday life. ie: incline plane=sink basin
 * Sterling/New Albany || Story Book || Students identify important events and background information of an historical figure's impact during a specific time period. || I would create a Wiki for students to communicate within their groups to brainstorm ideas about what information they would like to share in a presentation and then allow students to create a powerpoint presentation and identify their specific roles within the group. ||
 * Michelle/New Albany || Preparation for Ohio Achievement Assessments || Students review the different test questions similar to what they will see on the Ohio Achievement Test. In fourth grade, students currently take the reading and math test. || Clickers: Create a Jeopardy game and type it into the clickers program. For example, their would be four categories such as reading comprehension, imporatant reading vocabulary, story problems, and geometry. Under each heading is questions. Students compete against 10 parent volunteers answering these review questions. The students use the clickers and this will automatically give the percent correct for students. Parents write their multiple choice answer on a dry-erase board and calculate out of 10 parents that percent correct for parents. A point is given to the team that receives the highest percentage for each question. A fun way to review for the Ohio Achievement Assessments! ||
 * Elliott/New Albany || Playwriting || Students in my Actor's Studio course create and write a variety of short monologues, plays, and scenes during the year. This past semester, students wrote a scene inspired by a work of modern art. They also wrote a scene mirroring a theatrical artist, movement, or style they had researched (all the artists, movements, and styles studied were advocating social change). This semester, students will create and write scenes for the Robot Theatre project, and they will adapt segments of //Behind the Dream// by Clarence Jones for the stage (a process called Chamber Theatre). The plan is to perform that adaptation during Peace Week when Mr. Jones is scheduled to speak at the McCoy. || __Possible Technologies:__
 * Jennifer B./Firestone || Generate Historical Narrative || Students in my Honors English 10 course would create a historical narative of one of the literary time periods that would showcase the events of the time periods - identifying inventions, literary high points, theories, significant social/political events, etc.- to show their understanding of the literature and pople within the designated years. Students would have to present this information in a variety of forms to hit all of the modes of learning. || Possible technology uses: