Unit+3+Harris+and+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!//

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 * **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 ||
 * Chris Haren/Newark High School || Take notes || students take notes throughout the year in different units || I could post online notes. I could create some google forms to use as a note taking guide or quiz after the notes. I could use clickers to quiz them with examples within the notes as we go through to test their understanding as we go. ||
 * Alex Kovach || Asking Questions || When students feel self-conscious asking questions in class or think of something at home they may forget to ask, they can instantly ask using virtual message boards by cell phone. || Set up a wiffiti board that has it's own address and students can text questions, answers or discussion points from their cell phones. The board can then be viewed by the teacher at anytime. ||
 * Melissa Sanders/NHS || Guided notes for class instruction || Students actively engaged in guided notes || Use Mobis to involve students in example problems; Clickers for immediate feedback to instruction ||
 * Brian Stepanic/NHS || Collaborative Poesy || During a two-week UbD unit on poetry, students complete station-based learning activities in small groups. One of those stations requires the pupils to collaborate in the writing of an original poem using magnetic poetry (i.e., about seventy or so mini-magnets with a single word on each). || Rather than continue to go the magnetic route (as students have a severely limited number of words from which to choose, all of which relate to school and/or education), I could have the students complete the activity using the Instant Poetry HD iPad app, thereby providing the students with hundreds more words. ||
 * Marcy Wamer/NHS || Listen to Class Lectures || Student listen, take notes and answer questions over lectures from class. || When a student is absent or did not comprehend a lesson, I could have the lecture on an I-pod for them to listen to and complete an assignment. This would also allow for a student to go through the lecture at their own speed. ||