MTT Review

1. MTT Review Competency 005 by Jenna Springfield

2. Competency 005 Overview • The MTT demonstrates how to: • Use task-appropriate tools to synthesize knowledge • Create and modify solutions • Evaluate results to support the work of individuals and groups in problem-solving situations

3. The Master Technology Teacher • Knows how to use and integrate appropriate technology-based productivity tools into teaching and learning • “Productivity tools allow students to do something that was not possible without technology and then share their results with others.”

4. Productivity Tool Examples • Word processor – Microsoft Word • Used to prepare documents • Database – www.eric.ed.gov • Used to find specific information • Spreadsheet – Excel • Used to process mainly numerical data • Telecommunications – Internet • Used to exchange info over distances by electronic means

5. Integrating Productivity Tools • Focus attention on the unit - not on the supporting computer aspects • Consider • Resources • Prior student knowledge • Group size • Time

6. The Master Technology Teacher • Knows how to facilitate the use of appropriate digital editing tools and design principles for classroom use

7. Audio - Wavepad Video - Microsoft Movie Maker Photo - PhotoFiltre Digital Editing Tools

8. Compression Types

9. Vector Comprised of mathematical paths Image quality is not affected by size Smooth, clean edges Use less space Ideal for logos (business card to billboard) Examples: Adobe Illustrator, Flash Raster Comprised of pixels Image quality affected by size Rough, blocky edges File size relative to graphic size Photos Examples: bmp, tif, gif, jpg Graphic File Types

10. Raster vs Vector Graphics

11. Raster Formats

12. Repetition Consistency Alignment Text to white space ratio Image size Color use Design Principles

13. Repetition & Consistency

14. Alignment

15. Text to White Space

16. Image Size

17. Color Use • Red – emotional and active, danger, love • Blue – passive, soft, cool • Yellow – warm, vibrant

18. The Master Technology Teacher • Knows how to use research skills and electronic resources and communication to synthesize information

19. Gathering, processing and interacting with information NOT copying and pasting Synthesizing Information

20. Research Skills

21. Electronic Resources • Collections of information accessed on an electronic device, usually a computer • Examples • Online databases • Websites • CD and DVD ROMs

22. The Master Technology Teacher • Applies methods for extending the learning environment beyond the classroom through the creation and sharing of electronically formatted and published documents via electronic networks

23. Blog E-portfolio Group discussions Reflective journaling Knowledge management tool Archiving Wiki Brainstorming Collaboration Documents Knowledge base How-To’s Discussion of theories Planning Publication Options

24. The Master Technology Teacher • Knows how to accomplish tasks through technological collaboration to include participation with electronic communities as student, initiator, contributor, and teacher/mentor

25. Asynchronous Discussion Forums E-mail Synchronous Online Chat Online Conferencing Collaboration Options

26. The Master Technology Teacher • Knows how to create specifications and instructions for technology-based tasks

27. Task Instructions 1. Introduction - “Big picture”, goals, expectations 2. Modeling - Examples, steps, processes 3. Discussion - Brainstorming, questions 4. Products - Presentation, documentation, etc 5. Public sharing - Summary of goals

28. The Master Technology Teacher • Knows how to use technology applications to facilitate the evaluation of work, including both process and product

29. Ongoing Evaluation • Plan and implement procedures to evaluate progress and monitor for improvement • Plan and implement strategies for evaluating electronic information using multiple sources and comparison of data

30. The Master Technology Teacher • Knows how to create rubrics to evaluate technology-based processes and products against established criteria

31. Why Rubrics? • Keeps the focus on learning goals • Teachers can assess students’ work efficiently, consistently, objectively and quickly • Students know what is expected of them and the degree to which specific learning outcomes have been achieved

32. Competency 005 Overview • The MTT demonstrates how to: • Use task-appropriate tools to synthesize knowledge • Create and modify solutions • Evaluate results to support the work of individuals and groups in problem-solving situations

33. References • Slide 3: Pisapia, John. (1994). Teaching with technology: Productivity tools. Metropolitan Educational Research Consortium. Retrieved October 16, 2009, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/f4/c9.pdf • Slide 7: Image http://download.cnet.com/WavePad-Sound-Editor/3004-2170_4-11108882.html?tag=mncol

34. References • Slide 8: Image http://www.pcmag.com/encyclopedia_term/0,2542,t=lossy+compression&i=46335,00.asp • Slide 10: Image http://www.signindustry.com/computers/articles/2004-11-30-DASvector_v_raster.php3 • Slide 12: Image http://fivesketches.com/wp-content/uploads/2009/07/2d-design-alt-tab-flipping.png

35. References • Slides 13-16: Images http://desktoppub.about.com/od/designprinciples/tp/Principles_of_Design.htm • Slide 17: Image http://www.artsparx.com/color_basicprinc.asp • Slide 19: Image http://campus.beloit.edu/library/InfoLitHead.jpg • Slide 20: Image http://science.uniserve.edu.au/projects/skills/jantrial/research.htm • Slide 25: Imagehttp://gizmo5.com/images/group-chat.png