Mr. Simon-Joseph Querimit
English 09 (Freshmen Literature)
George Washington High School
Lesson Title: Dissecting Romeo and Juliet
Lesson Time: 5 weeks (Instructional Time: 45 mins.)
Analyze Learners:
Number of Students: 28
Gender: 15 males, 13 females
Age Range: 14-20 years old
Students must have prior experience with Microsoft Office, i.e. Microsoft Word and Microsoft Excel.
A majority of students are visual learners, and are easily distracted when given a strict reading and writing curriculum.
State Objectives:
1. Students will read William Shakespeare’s classic play, Romeo and Juliet.
2. Students will watch five films that are similar to that Shakespearean play: West Side Story (1960s), Love Story (1970s), Ghost (1980s), Titanic (1990s), and The Notebook (2000s).
3. Students will identify the five themes that are similar in both the play and the five films: forbidden love, love as a cause for violence, the individual versus society, tragic fate, and death.
4. Students will use Microsoft Word to transcribe their notes of the play and the films.
5. Students will use Microsoft Excel to create a chart that will display how many themes from Romeo and Juliet were incorporated into each film.
Selection of Media, Materials, and Methods
1. Freshmen Literature book, Glencoe, 2000.
2. Notebook
3. Pen/ Pencil
4. DVDs: West Side Story, Love Story, Ghost, Titanic, and The Notebook.
5. Television
6. DVD player
7. Speakers
8. Computers with the Microsoft Office program
Utilize Media, Materials, and Methods
1. Students will be assigned Literature books to read the play, Romeo and Juliet in class.
2. Students will use the DVDs, DVD player, and speakers to watch the five films.
3. Students will use their notebooks and writing utensils to take notes while watching the five films.
4. Students will use the Literature book for references.
5. Students will use the Microsoft Word program in the computer to input their notes from the play and the films.
6. Students will use the Microsoft Excel program to input data on what themes from each film are similar to Romeo and Juliet.
Require Learner Participation
Week 1 and 2
Students will read Romeo and Juliet together in class with the teacher. After the end of each act, the teacher will discuss which of the five themes were covered in each act. Students will be required to take notes. Daily response discussions are to take place for the first and last five minutes of class.
Week 3 and 4
The films will be screened for the following two weeks. Two to three days will be dedicated towards each film, depending on the running time of each film. While watching the films, students will take down notes on what and how many themes from Romeo and Juliet are incorporated into each film, which spans several decades of Hollywood filmmaking.
Week 5
Monday: The student will transcribe data from the play and the films onto a Microsoft Word document.
Tues-Wed: The student will use the Microsoft Excel program to create a chart that will demonstrate the five main themes of Romeo and Juliet. The student will decide which themes were used in all five films.
Thurs-Fr: Each student will present their results using a chart that will be created using Microsoft Excel.
Evaluate and Revise
Student Performance
The lesson will demonstrate to the students how relevant Romeo and
Juliet has remained over the years. After how many decades, films still
incorporate and base their main themes on the infamous Romeo and Juliet.
The lesson allows the students to analyze the similarities and differences from each film to Romeo and Juliet play. The student will learn the main themes of Romeo and Juliet and see how they are applied in modern romantic films.
The in-class reading helps the students improve their reading and acting skills. The lesson also allows the student to sharpen their observation and note-taking skills. The lesson is designed to promote critical thinking and comprehension skills.
Teacher Performance
The lesson will demonstrate to the teacher what worked and what didn’t.
By doing so, the teacher will be able to make modifications, whether it be the time frame or the film choice, to help improve the lesson if it is continued the following year.
Media Effectiveness
This lesson will give students a chance to practice using their computer and typing skills by using the Microsoft office program, such as Microsoft Word and Microsoft Excel. This lesson also gives the students a chance to take a break from reading and utilize audio visual materials such as the DVD, the DVD player, and the TV to further expand their comprehension of the play through modern films.
Monday, June 1, 2009
Tech Tools Assessment
1. Delicious 5 out of 5
This social bookmarking website is just that, delicious. I absolutely love how user-friendly it is. It helped me bookmark websites that I needed for several classes and projects, and it also allowed me to share and view bookmarks with other users. The ability to tag, bundle, and add notes on your bookmarks helps the user organize their bookmarks in a proficient manner. Plus, I love the half-bitten cupcake graphics. Simple yet memorable. This is definitely a tool I will continue to use in the long run.
2. Google Applications 5 out of 5
I’m pretty sure I have yet to discover all the wonderful programs and features of Google’s applications, but I have to admit that I have become an avid fan of the Google applications. My e-mail account allows me to chat with on-line buddies while checking my e-mail. It automatically filters out all my junk mail. Plus, I have a variety of page themes to choose from. My account is currently utilizing the teahouse page theme. Google also has an extensive search engine that is useful for research and homework purposes. My favorite would have to be Google’s blog site: blogger.com. Simple and easy to use, it has been one of my favorite recent discoveries. BONUS: if you’re logged onto your gmail account, you are automatically signed onto your blog site if you’re using the same internet browser. Nifty!
3. Moodle 4 out of 5
UOG’s website is structured in a simple and clean manner, leaving no room for fancy graphics and features. Essentially, the website is used mainly as a means to communicate between the instructor and the student. I am able to view the class schedule for the semester as well as the professor’s syllabus. It is also environmentally friendly. Many professors opt to have students upload or submit their work via moodle, by attaching their documents onto the website, instead of turning in a hard copy, thus, reducing the use of plain white paper.
4. Firefox 4 out of 5
This internet browser has a eye-catching icon, but seems to work better on mac computers for reasons unbeknownst to me. The features are pretty standard to other internet browsers, but it does protect the user from picking up viral infections, which is something that Internet Explorer fails to do.
5. Tokbox 4.5 out of 5
Free programs are always fun, and Tokbox is a free program that allows users to video chat as well as send video messages for FREE. Obviously catering to a younger audience, Tokbox has that teenage appeal. You are able to choose various borders, while taking part in a video chatting session or simply sending a video message to a family member or friend. The only downside, like other FREE video chatting programs, is that you need a webcam in order for it to work.
6. Dogpile 4 out of 5
This brightly animated search engine maintains a wink, wink, nudge, nudge stance on current events. The weekend STAR TREK came out, the animated dog featured in the home page was dressed in Trekkie attire. Although it is a decent search engine, it doesn’t find as much websites or images as Google. Still, it only appears that way because it filters out all the unnecessary related searches. It, however, does not pull as much images as Google does, from the internet.
7. Dimdim 4.5 out of 5
This free video-conferencing website appears to be faulty on mac computers, but works efficiently on PC computers. It is useful when doing group presentations especially if you want to stay away from the standard power point presentation. However, using dimdim for class presentations only works when each student has a computer to utilize. Still, the idea of presenting a project through video conferencing remains innovative.
8. Yola 5 out of 5
Another free internet program, Yola, offers users the chance to build and create their own personal website for free. While many website builders burden their users with unclear instructions or tedious procedures, Yola is incredibly easy to use. This website building program enables the user to create a standard homepage in less than five minutes, and then allows them to build from there. The easy-to-comprehend instructions allows the user to create their own website faster than expected.
This social bookmarking website is just that, delicious. I absolutely love how user-friendly it is. It helped me bookmark websites that I needed for several classes and projects, and it also allowed me to share and view bookmarks with other users. The ability to tag, bundle, and add notes on your bookmarks helps the user organize their bookmarks in a proficient manner. Plus, I love the half-bitten cupcake graphics. Simple yet memorable. This is definitely a tool I will continue to use in the long run.
2. Google Applications 5 out of 5
I’m pretty sure I have yet to discover all the wonderful programs and features of Google’s applications, but I have to admit that I have become an avid fan of the Google applications. My e-mail account allows me to chat with on-line buddies while checking my e-mail. It automatically filters out all my junk mail. Plus, I have a variety of page themes to choose from. My account is currently utilizing the teahouse page theme. Google also has an extensive search engine that is useful for research and homework purposes. My favorite would have to be Google’s blog site: blogger.com. Simple and easy to use, it has been one of my favorite recent discoveries. BONUS: if you’re logged onto your gmail account, you are automatically signed onto your blog site if you’re using the same internet browser. Nifty!
3. Moodle 4 out of 5
UOG’s website is structured in a simple and clean manner, leaving no room for fancy graphics and features. Essentially, the website is used mainly as a means to communicate between the instructor and the student. I am able to view the class schedule for the semester as well as the professor’s syllabus. It is also environmentally friendly. Many professors opt to have students upload or submit their work via moodle, by attaching their documents onto the website, instead of turning in a hard copy, thus, reducing the use of plain white paper.
4. Firefox 4 out of 5
This internet browser has a eye-catching icon, but seems to work better on mac computers for reasons unbeknownst to me. The features are pretty standard to other internet browsers, but it does protect the user from picking up viral infections, which is something that Internet Explorer fails to do.
5. Tokbox 4.5 out of 5
Free programs are always fun, and Tokbox is a free program that allows users to video chat as well as send video messages for FREE. Obviously catering to a younger audience, Tokbox has that teenage appeal. You are able to choose various borders, while taking part in a video chatting session or simply sending a video message to a family member or friend. The only downside, like other FREE video chatting programs, is that you need a webcam in order for it to work.
6. Dogpile 4 out of 5
This brightly animated search engine maintains a wink, wink, nudge, nudge stance on current events. The weekend STAR TREK came out, the animated dog featured in the home page was dressed in Trekkie attire. Although it is a decent search engine, it doesn’t find as much websites or images as Google. Still, it only appears that way because it filters out all the unnecessary related searches. It, however, does not pull as much images as Google does, from the internet.
7. Dimdim 4.5 out of 5
This free video-conferencing website appears to be faulty on mac computers, but works efficiently on PC computers. It is useful when doing group presentations especially if you want to stay away from the standard power point presentation. However, using dimdim for class presentations only works when each student has a computer to utilize. Still, the idea of presenting a project through video conferencing remains innovative.
8. Yola 5 out of 5
Another free internet program, Yola, offers users the chance to build and create their own personal website for free. While many website builders burden their users with unclear instructions or tedious procedures, Yola is incredibly easy to use. This website building program enables the user to create a standard homepage in less than five minutes, and then allows them to build from there. The easy-to-comprehend instructions allows the user to create their own website faster than expected.
Sara: My First Encounter with Assistive Technology
Upon my first year of teaching, I encountered a student who utilized assistive technology in my classroom. Sara (name has been changed for the obvious reasons) was classified as a special-needs, or SPED student who is able to function and perform in a mainstream classroom. For the most part, Sara was a bright student. She understood most concepts and ideas covered in class, and had incredible social skills, often having to be told to stop talking or walking around.
Sara was born with a hearing disability, so for most of her life, she relied on the hearing aide to function at home and in school. I remember the first day of class when she walked to the front of my desk and casually plopped onto the desk what appeared to be an attachable microphone. She nonchalantly explained to me her situation, and it was obvious that this was something she did at the beginning of every school year. The attachable microphone had become a routine.
The first few days were a bit awkward; I walked around in class with a miniature microphone attached to my shirt, so she heard everything: my instructions, my lectures, and my occasional mumblings. The other students had what I called a staring problem, which only made the situation more uncomfortable. Fortunately, they got over it in less than three weeks.
Still, as I look back on it, I am glad that I was able to encounter such an experience. Our public school system often stunts the growth and development of our youths by depriving them of the necessary tools needed to enhance their learning environment. We never have enough books for the students, and we can’t even provide them with computers to expand and improve their knowledge and skills in technology.
I was moved and touched to see that despite our island’s dour education situation, many students nationwide are afforded the opportunity to utilize assistive technology. For example, people with limited hand function may use a keyboard with large keys or a special mouse to operate a computer, people who are blind may use software that reads text on the screen in a computer-generated voice, people with low vision may use software that enlarges screen content, people who are deaf may use a TTY (text telephone), or people with speech impairments may use a device that speaks out loud as they enter text via a keyboard.
It only further proves that although some of us are born with personal handicaps, we should never give up on ourselves. With the continual growth and development of new and emerging technologies, it is ridiculous not to realize your goals, your hopes, your dreams.
Sara was born with a hearing disability, so for most of her life, she relied on the hearing aide to function at home and in school. I remember the first day of class when she walked to the front of my desk and casually plopped onto the desk what appeared to be an attachable microphone. She nonchalantly explained to me her situation, and it was obvious that this was something she did at the beginning of every school year. The attachable microphone had become a routine.
The first few days were a bit awkward; I walked around in class with a miniature microphone attached to my shirt, so she heard everything: my instructions, my lectures, and my occasional mumblings. The other students had what I called a staring problem, which only made the situation more uncomfortable. Fortunately, they got over it in less than three weeks.
Still, as I look back on it, I am glad that I was able to encounter such an experience. Our public school system often stunts the growth and development of our youths by depriving them of the necessary tools needed to enhance their learning environment. We never have enough books for the students, and we can’t even provide them with computers to expand and improve their knowledge and skills in technology.
I was moved and touched to see that despite our island’s dour education situation, many students nationwide are afforded the opportunity to utilize assistive technology. For example, people with limited hand function may use a keyboard with large keys or a special mouse to operate a computer, people who are blind may use software that reads text on the screen in a computer-generated voice, people with low vision may use software that enlarges screen content, people who are deaf may use a TTY (text telephone), or people with speech impairments may use a device that speaks out loud as they enter text via a keyboard.
It only further proves that although some of us are born with personal handicaps, we should never give up on ourselves. With the continual growth and development of new and emerging technologies, it is ridiculous not to realize your goals, your hopes, your dreams.
Modern Love
“My only love sprung from my only hate…”
Upon creating a multimedia lesson plan, I chose to focus on the brilliant works of William Shakespeare. As a ninth-grade English teacher, I’ve learned that most students tend to lose interest when it is time to cover William Shakespeare. And the reasons are pretty obvious. Many students tend to find the prose and diction of William Shakespeare difficult to read, even worse, difficult to comprehend. In certain situations such as this, teachers need to incorporate various methods and tools to enhance the learning environment.
I could have gone through the dry and lazy route by having the students read the play out loud in class, and then have them answer questions at the end of each act. But how do we evaluate whether or not the student is truly comprehending the material. I’m sure that class discussions and lectures can guide the student to better understand the play, but by doing so, students will eventually lose interest in the material.
In this modern day and age, where the next generation is ruled by the technological advances of cell phones, i-pods, and the sort, it is essential and necessary to mesh with such a continual evolution. This multimedia lesson plan was designed to incorporate the NETS*T standard: “demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies;” and “apply technology to develop students’ higher order skills and creativity” through the production of a rough draft and a final script using Microsoft Word as well as the production of a short film using various tech tools such as digital cameras and film editing programs.
The lesson enables students to display their understanding of Romeo and Juliet: the themes, the characters, the setting, and what not. The story of forbidden love remains timeless, but how do you incorporate modern elements to modernize such a centuries-old play? The main assignment is not meant to be a challenge, but merely a catalyst to instigate creativity and critical thinking amongst the students.
Works Cited.
ISTE Standards
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2000Standards/NETS_for_Teachers_2000.pdf
Upon creating a multimedia lesson plan, I chose to focus on the brilliant works of William Shakespeare. As a ninth-grade English teacher, I’ve learned that most students tend to lose interest when it is time to cover William Shakespeare. And the reasons are pretty obvious. Many students tend to find the prose and diction of William Shakespeare difficult to read, even worse, difficult to comprehend. In certain situations such as this, teachers need to incorporate various methods and tools to enhance the learning environment.
I could have gone through the dry and lazy route by having the students read the play out loud in class, and then have them answer questions at the end of each act. But how do we evaluate whether or not the student is truly comprehending the material. I’m sure that class discussions and lectures can guide the student to better understand the play, but by doing so, students will eventually lose interest in the material.
In this modern day and age, where the next generation is ruled by the technological advances of cell phones, i-pods, and the sort, it is essential and necessary to mesh with such a continual evolution. This multimedia lesson plan was designed to incorporate the NETS*T standard: “demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies;” and “apply technology to develop students’ higher order skills and creativity” through the production of a rough draft and a final script using Microsoft Word as well as the production of a short film using various tech tools such as digital cameras and film editing programs.
The lesson enables students to display their understanding of Romeo and Juliet: the themes, the characters, the setting, and what not. The story of forbidden love remains timeless, but how do you incorporate modern elements to modernize such a centuries-old play? The main assignment is not meant to be a challenge, but merely a catalyst to instigate creativity and critical thinking amongst the students.
Works Cited.
ISTE Standards
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2000Standards/NETS_for_Teachers_2000.pdf
Sunday, May 31, 2009
Multimedia Lesson Plan: Romeo + Juliet
Mr. Simon-Joseph Querimit
9th grade English
Literature: William Shakespeare plays
Lesson Time: 5 weeks (50 minute classes)
Analyze Learners
Number of Students: 25
Gender: 14 females, 11 males
Age Range: 14-17 years old
A majority of students are visual learners, and respond better with hands-on activities.
Two students, one male and one female, are labeled as SPED students.
State Objectives
1. Students will read the final act of Romeo and Juliet together in class.
2. Students will take part in a class discussion on how to modernize the story of Romeo and Juliet.
3. Students will watch the modern and latest film update of the play, Romeo + Juliet (dir. Baz Luhrman, 1998).
4. Students will be divided into groups of five, and together, they will write a modern version of the final act.
5. Students will film their scripts using digital cameras or camcorders.
6. Students will use the classroom computers to upload their footage onto the hard drive as well as a flash drive for storage.
7. Students will edit their footage into a short film using the Windows Movie Maker program.
8. Students will show their short films using a laptop and an overhead projector.
9. Students will present their short films in class.
Select Media, Materials, and Methods
1. Glencoe Literature text with Romeo and Juliet
2. DVD: Romeo + Juliet (dir. Baz Luhrman, 1998)
3. Television set
4. DVD player
5. Computers with internet capabilities, Microsoft Movie Maker, and Microsoft Word
6. Digital cameras or camcorders
7. Flash/ USB drive
8. Laptop (provided by teacher)
9. Overhead projector
Utilize Media, Materials, and Methods
1. Students will use the text to read the final act of Romeo and Juliet.
2. Students will watch the modern film version of Romeo and Juliet using the DVD, the DVD player, and the television set.
3. Students will use Microsoft Word to transcribe the final draft of their script.
4. Students will use the digital camera and/or digital camcorder to record their footage from their script.
5. Students will use Microsoft Movie Maker or any other film editing programs to create a short film.
6. Students will store the footage and the short film itself on the hard drive of the computer as well as a flash or USB drive.
7. Students will present their short films using the laptop and overhead projector.
Require Learner Participation
Week 1
1. Students will read the final act of Romeo and Juliet in class.
2. Students will watch the modern film version of Romeo and Juliet.
3. Students will discuss the different ways to modernize the final act of Romeo and Juliet.
Week 2
1. Students will be divided into five groups of five students.
2. Students will write a rough draft of their modern interpretation on the final scene.
3. Students will write and type out their final draft of the final scene using Microsoft Word.
Week 3 and 4
1. Students will film their modern version of the final act using a digital camera or camcorder.
2. Students will edit their footage using Microsoft Movie Maker or any other film editing program on their computer.
3. Students will transfer their short film onto a flash or USB drive.
4. Students will save the short film onto the hard drive of the computer.
Week 5
1. Students will present their short films using the teacher’s laptop and an overhead projector.
2. Students will turn in the rough draft and the final draft of their short film.
Evaluate and Revise
Student Performance
The lesson will help students understand the changes that have occurred in society from the era of Shakespeare to modern times of today. The students will learn to apply technology in their assignments to better enhance their learning experience of Romeo and Juliet.
At the same time, students will sharpen their reading and writing skills as they put their final project together. The assignment will help students tap into their creative and thus, imaginative side.
Teacher Performance
The lesson will help the teacher evaluate whether or not the students understood how society has changed over the years despite the play’s timeless theme of forbidden love and inevitable tragedy. The teacher will be able to distinguish what worked and what didn’t, and modify the lesson if it is carried out the following school year.
Media Effectiveness
Using the DVD player and TV to show the modern version of Romeo and Juliet is meant to give student ideas on how to give Romeo and Juliet a modern ending, i.e. guns instead of swords. Students will learn to use digital cameras and camcorders to film footage. They will sharpen their skills in filming and editing using Microsoft Movie Maker. Students will become proficient in using the computer since they will be using programs such as Microsoft Word and Microsoft Movie Maker, as well as the hard drive and flash/USB drive to store data.
Friday, April 17, 2009
Modern Times Call for Modern Romeos and Juliets
As a second-year emergency certified teacher, it’s refreshing to discover a lesson plan format as detailed and organized as the ASSURE lesson plan. Because emergency certified teachers don’t actually get any real formal training in the field of education, we are often thrown into the job, learning everything about the job on our own.
There are many things that you end up learning on your own: how to record attendance, how to issue admit slips, how to manage your classroom, etc. However, no one ever tells you how to read an IEP report, how to make a syllabus, or how to effectively construct an amazing lesson plan. Those things require much research as well as seeking guidance from teachers who possess years of teaching experience under their belts.
Fortunately, if you’re willing to go the extra mile to learn all these things, you can succeed. The first year may have been difficult, but the mistakes and experiences acquired have shaped me into an ever-improving educator. As I entered my second year of teaching, things became more fluid as I learned how to navigate through the world of teaching. Yet, I am far from knowing everything; I am far from being the best teacher in the world.
Apparently, lesson planning with these strict guidelines isn’t easy. A lot of thought goes into planning the lesson, especially when you have to incorporate technological aspects into your lesson. The assignment does, however, coincide with the NETS*T standards: “Teachers plan and design effective learning environments and experiences supported by technology. Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners” (NETS*T standards, para 2).
The assignment was something new to me and a bit challenging because I had never heard of the ASSURE lesson plan before, and I knew nothing about the format. However, what really made the assignment difficult was trying to incorporate a lesson in my content area (English) with the Microsoft Excel program. I decided to stick to my original idea: analyzing what themes were dominant in William Shakespeare’s Romeo and Juliet, and comparing it to five films that share similar themes and story lines.
The general public is most definitely familiar with Romeo and Juliet (there are four American film versions alone), but many truly do not understand how modern and relevant the story continues to be over the past few decades despite its old-English prose. I decide to bring that to light with the lesson that I had planned. Using modern technology as instructional tools in is a true testament to a teacher’s commitment in enhancing curriculum in today’s classroom. Better put, scholars such as David Wizer and Patricia Ryan see great potential in the up rise of technology: “We see these future teachers as conversant with a robust range of technology and media that will enhance teaching and learning of content and communications with future students.”
Works Cited.
NETS*T Standards 2008. Alta Vista. Retreived April 17, 2009, from http://www.iste.org
A Standards-Based Technology Integration Path at Towson University. Dogpile. Retrieved April 17, 2009, from
http://www.citejournal.org/vol4/iss1/general/article4.cfm
There are many things that you end up learning on your own: how to record attendance, how to issue admit slips, how to manage your classroom, etc. However, no one ever tells you how to read an IEP report, how to make a syllabus, or how to effectively construct an amazing lesson plan. Those things require much research as well as seeking guidance from teachers who possess years of teaching experience under their belts.
Fortunately, if you’re willing to go the extra mile to learn all these things, you can succeed. The first year may have been difficult, but the mistakes and experiences acquired have shaped me into an ever-improving educator. As I entered my second year of teaching, things became more fluid as I learned how to navigate through the world of teaching. Yet, I am far from knowing everything; I am far from being the best teacher in the world.
Apparently, lesson planning with these strict guidelines isn’t easy. A lot of thought goes into planning the lesson, especially when you have to incorporate technological aspects into your lesson. The assignment does, however, coincide with the NETS*T standards: “Teachers plan and design effective learning environments and experiences supported by technology. Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners” (NETS*T standards, para 2).
The assignment was something new to me and a bit challenging because I had never heard of the ASSURE lesson plan before, and I knew nothing about the format. However, what really made the assignment difficult was trying to incorporate a lesson in my content area (English) with the Microsoft Excel program. I decided to stick to my original idea: analyzing what themes were dominant in William Shakespeare’s Romeo and Juliet, and comparing it to five films that share similar themes and story lines.
The general public is most definitely familiar with Romeo and Juliet (there are four American film versions alone), but many truly do not understand how modern and relevant the story continues to be over the past few decades despite its old-English prose. I decide to bring that to light with the lesson that I had planned. Using modern technology as instructional tools in is a true testament to a teacher’s commitment in enhancing curriculum in today’s classroom. Better put, scholars such as David Wizer and Patricia Ryan see great potential in the up rise of technology: “We see these future teachers as conversant with a robust range of technology and media that will enhance teaching and learning of content and communications with future students.”
Works Cited.
NETS*T Standards 2008. Alta Vista. Retreived April 17, 2009, from http://www.iste.org
A Standards-Based Technology Integration Path at Towson University. Dogpile. Retrieved April 17, 2009, from
http://www.citejournal.org/vol4/iss1/general/article4.cfm
Friday, March 27, 2009
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