Week+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!**//

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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. || Pamela Scarfpin/Valley Middle School || Lab. Activity || Student teams would build pendulum systems by varying the length of the string and the mass of the bob. || Student teams would describe their procedure and record their data using Google.Docs and share their data with the class. || Casey Wright Valley Middle School || Small group discussions || Students engage in discussions to explain the events and causes of the US's separation from England || There are many possibilities. I see voice threads and digital story telling as two great alternatives to the small group discussions. These methods would probable encourage more if not all of the group members to become engaged in the project. || Victoria Keller Piqua Jr. High || Alternate assessment Social Studies || Students have to sequence events on a printed or picture time- line and present it to the class. || Right now we have used only the internet, text books, printers and put together the time-line on paper. I think we will try using Timeliner (which I have to learn more about), Word, and then put it up on the Smart Board so the whole class has a better view and it should also be easier for the students to talk about. || Carol Schottelkotte/Hughes Center || Group discussion || Regularly, the students have to read articles and then we have a class discussion. || I am anxious to try the Wikispaces with them. I can see how it will allow all students to have a voice. In class it is not unusual to have a couple of students try to take over the discussion and the less confident students are reluctant to chime in. I think with the Wikispaces it will create a forum in which everyone can be heard. || Tami Null, Trimble Middle School || Do a Presentation || I often have students pick a chapter from the Personal Finance text that they would like to learn about to present to the entire class. || At the present, the students use PowerPoint and the LCD projector, however I am interested in learning other presentation software that can be used for this assignment. || Kathy McClelland/Mt. Healthy || Research || Students gather information for a state report finding the state map, the state capital, the state bird, the state flower etc. || The students will use the Internet to locate information, and they will save the information to Google Notebook. They can then access this information for their report. || Mariann McClelland/Mt. Healthy || Craft a poem || Students write a poem such as a haiku. || Students will check the Internet to see the way a haiku is written. They will check examples of haiku. After writing a haiku, they will put it in a wordle beside the traditional haiku they wrote. || Chris Walter/Mt. Healthy || Research a career they would like to have someday || Students take an online interest test and then read about their "matches" and select one to research in depth--education needed, salary, job duties, etc. || I have always done this in PowerPoint and then have students show with the LCD projector so that all students see a variety of careers. I think I would like to try Glogster for this perhaps. It looks like they could put short video clips of people in the career or interviews, etc. They would still have to find the same information but it wouldn't be as linear as a PowerPoint. Their documents could be posted on the wiki for all to view. || Kyle Haines/ Oak Hill || Create a Game || Students develop a game preferably in digital form, but can be on paper that shows understanding of math content knowledge. || I have used cardboard to make board games in the past using dice or spinners. I could try using word, Puzzlemaker, Imaging tools, or the internet the next time to create a different type of game. || Glen Schulte / Hughes Center || Create a Film || Students create a short, informative film using video, still images, interviews, and text. || Using iMovie, the students combine these various resources. It ends up being pretty involved as they have to take the pictures, edit them,take the video, edit that, develop a story board, combine everything... We start with baby steps of using the equipment and graduate to the software and the editing. they end up really having a good time with it. || Morgan Nickolai Piqua Junior High || Digital Story || Students will research a topic and then they will create a digital story in order to present their findings to the class. || Audacity, Movie Maker, iMovie, Flip Camera, Flickr || Shelly Williams Valley Middle School || Reading and Responding to Novels || Typically, students are assigned freewriting journals to respond to chapters assigned in a novel. || I am interested in using Wikispaces and voicethreads so that students can respond to each others' journal ideas, prompting better, student directed discussions of the themes, conflicts, etc. in the books they read. || Diane Fox || Research/ Group Work || Students will explore the three main biogechemical cylces and the processes that occur in each. || I could have students make a voice thread about each cycle. They could also make a wordle for each cycle. I have also thought about assigning each group a different cycle to make a voice thread. The group would then be responsible for communicating their information to the other groups. Everyone would learn about all 3 cycles then! || Connie Miller Valley Middle School || Problem of the Day || Upon entering class, my students have bellwork which typically is a problem of the day. || I would like to use voicethreads or wikispaces for the students to respond to and learn from other students when doing their bellwork. I think this would be a great help especially to the struggling students. || Kelly McGraw Valley Middle School || Virtual Field Trip || In my class, we begin the year with a study of cultures. Each student researched their cultural heritage and focuses on one of the countries from which their family originated. One of the activities in the unit is a virtual trip to the country which is shared with the class through a travel journal (paper). || I would like to create an on-line travel journal (Google Tools) complete with digital maps, photos and blogs that could be visited by each member of the class. This would allowing each student to experience other countries and learn from the research and experiences of the entire class rather than only their own. || Nancy Fry Oak Hill Middle/High School || Essential Vocabulary || Throughout our district, we have indentified essential vocabulary for each grade and subject. We are vertically alligning our lists and sharing strategies to increase literacy throughout all subject areas. All elementary classrooms are using vocabulary portfolios with examples of various approaches to experiencing and applying the terms. In the ms/hs approach varies from class to class with a variey of worthwhile methods being used. || I would like to add a digital element to this activity. I have subscribed to Quia.com and developed vitual flash cards, games and quizes for students to utylize when their work is complete or at home. In addition, students have assisted in building a powerpoint of our words (adding a new word each day) and adding images that help enhance understanding of the concept. I would like to make this more ellaborate and engaging by allowing students the opportuity to add sound, video, drawings, etc. to illustrate their interpretaion of the term or just record their definition (in their own words). Wouldn't that be cool. || Sarah Luthy Trimble Middle School || Virtual Manipulatives || In my class, I might not always have the resources available for the students to interact individually with manipulatives, so online resources allow us as a class or individually explore abstract concepts in a more concrete way. || One website that is a wonderful tool for this is the National Library of Virtual Manipulatives (//nlvm.usu.edu/en).// || Paula Thomas, Harding High School || TI Nspire Graphing Calculators || In math it is crucial that students leaving Algebra 1 are fluent when working with integers. || Interactive White Board, TI Nspire ([]), Navigator System and clickers, Student response boards. || Diane Hobson Trimble Local Schools || Virtual Field Trips || Have students visit http://www.tramline.com/tm/ and choose a virtual field trip of interest to them. Then have students create a virtual field trip of Glouster and or Trimble, OH using still photographs, video, and audio. || The Tram Line Virtual Field Trips does have software available to make virtual field trips, but it cost money. Students could pattern their field trip after what they have seen online but put it in PowerPoint with embedded video and audio and upload it online as a PowerPoint Show. Technologies could include digital cameras and video cameras, podcasts, blogs, and presentation software. || Mindy Fulks Piqua JHS || Electronic "Magazine" || Have students (as a group) research their favorite athlete and create an electronic magazine featuring biography, fiction, NF, advertisemets, and embedded links and videos || Microsoft Presentation Software, Google Docs, Scrapblog || Scott Cameron Marion Harding High || Alternative Energies Project || I have my freshman do a project on alternative energies in cooperative learning groups. They must then convey the importance of these alternatives in a summative manner. They research, can share ideas between class periods, etc. || Typically, the groups will use the internet and make a powerpoint or a poster. However, I always encourage them to write a rap, make a video--something different from the norm. I usually have a group do one of these things, and it typically ends up being the better project. Movie maker is usually the weapon of choice. Easy to use. || Ryan Fowble Oak Hill || Data Analysis/ Trends || I have the students choose a topic that has data presented over various years. The students use TI 83 to analyze the data usually finding linear trends. Students then present their findings and make predictions, usually with poster. || Students could present with various other means power point, etc. Also it would be good to use other software to analyze the data such as excel or other software that might find trends other than linear. || Frank Sedgwick Hughes Center || Reading, Responding, and Analyzing Literature || The students read and respond to selections from //Beowulf//. || I have the students create a comic book using Comic Life. They also need to use digital cameras to photograph miniatures. They can also insert stock art/photos into their comic book. In the future, I can imagine them using video cameras to create a stop-motion film, or I could remove the comic book aspect of the project and allow students to use video cameras to make "live action" versions of particular scenes. || Josh Frame Harding High School || Interactive activities / lab || Students complete interactive activities through an online format to gain an appreciation for the technological knowledge used to solve problems in science. || In my previous experience as a Biology Teacher, I enjoyed having the students participate in interactive online activities that moded the lab process. Specifically, NOVA has prepared a mock crime scene that allows the students to activitly go through the process of DNA fingerprinting and Gel Electrophoresis ([]). I would use this activity as an introduction to the actual Gel Electrophoresis experiment we would do in our class. The PBS website provides a lot of other resources for teachers (videos, virtual labs, podcasts, etc. at the following site ([]). || Julie Sasala Urbana Jr.High || Peer Tutoring and Learning || Students read about the lesson, learn about it in class, class discussion about the lesson. || 1) Students can interact in Moodle with discussions, blogs, Q & A, ways to critical think. 2) Students can keep an online journal of each lesson with Wikis; add to the page, edit incorrect information 3) Students can create a voicethread to further explain their thinking with pictures, text, sound, and the lesson working in the real-world. || Stephanie Forson Urbana Jr High || Create an Illustrated Map || My students would use given data in order to create a weather map. Students use pictures, symbols, graphics to highlight key features in creating an inllustrated map. || I would first use the internet in order for students to retrieve their data for the area of their choice. I would then use something like Google Earth in order for students to generate a map with symbols, I would then have students use Power Point to present. I may even use voice thread to add a different flare/meteorologist type feel. || Jamie Oeters Mt. Healthy Jr. High || News reporting || On thought I had as my class reads our short story unit, is to have the students report on the stories focusing on the 5w's. My wife, a reporter, could model the first one and then the students could produce their own stories based on the events of the story. || I would have several differnt versionsof the story that were recorded on voicethread or put on disc or mp3. The students would discuss the stong and weak points of each story. Then the students could create their own story based on a story. They would also have a chance to critique their peers work the same as we did the modeled reports. || Whitney Stolly Urbana Jr High || Presentation || Using lit circles where groups are reading different novels within the same class, the students would create a movie trailer to generate student interest and understanding of plot, mood and/or other literary elements. || The students will film scenes with a digital camera then use Moviemaker or iMovie to create their trailer. || Diana Limo Trimble Middle || Responding to literary texts || Students write responses to literature that reflect their understanding. || Students can either blog about classroom readings and their responses or we can have a Voicethread for the class. || Chris McAndrew Urbana Jr. High || Virtual Timeline || Using a Unit outline, students would create a timeline with pictures or video clips of key events and people in that historical unit with basic commentary. This would help students understand the sequence of events, cause/effect and allow them to provide historical perspective. || Students would upload pictures they find or create to a Voicethread. They may also create brief video clips of reenactments for this as well. All while providing a voice over of essential information. || Philip Malone Oak Hill Middle/High School || View Images || Students use real world pictures to become engaged with texts that they are reading. Students read Surviving Hitler and were shown a powerpoint slide show of WWII propaganda to understand why both sides felt strongly about their cause. || powerpoint, prezi, create own propaganda with video and moviemaker, voicethread, digital cameras || James Engel Hughes Center TIC || Create film || 6thThe students filmed scenes with a digital camera then use iMovie, Quicktime, iTunes to produce the video. Grade students filmed their field Trip to the Museum Center display on Egypt. They then designed a video about the exhibit to show to the 3rd Grade Classes with explanations given by the 6th grade students. ||
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Chad Haemmerle Piqua Junior High || Simulation-Trial || Recently we have conducted a mock trial in my classroom that pitted the Aztecs against the Spanish Conquestadors. Students try to win the jury to their side by debating the merits of European Exploration. || PowerPoint, google maps, moviemaker, and photo story for their legal presentations. Students could also use google docs, and wikis to stay in contact with each other as they conduct their research. || Keri Higgins Trimble Middle School || Field Trip || Every year, we go on an 8th grade trip to D.C. This is an awesome opportunity for me to teach my 8th graders about the history and architecture of the area. I usually show them pictures or a video of D.C., but I could use technology for to make it more real and interesting for them. || Virtual Tour of the D.C. area. || Jeff Clark Piqua Junior High || Discussion || I could envision facilitating a book discussion with the staff in a much more efficient and effective manner. Participants read selections and then post comments and respond to others comments at a common spot. || BlackBoard, discussion in Wikispaces, e-boards, Voicethread || Cyndi Eickhoff Urbana Jr. High || MySpace || After students have researched a biography person using Internet & book sources, they will create a simulated My Space profile on their person keeping to the format of My Space. This is a step above writing a report & using a display board with pictures and captions. By students doing a My Space profile, they will be posting informational text in the general information sections, and creative writing in the blogs and comments sections of their My Space profile. || Excel, Prizi or Power Point, Pod Cast || Kathy Swanger, Marion Harding High School || Presentation || During our Civil Rights Movement unit, students study different events from the movement and present them to the class. Students could research the event, save pictures that represent the event, then explain the significance of the event. || Podcasts that incorporate video and/or photos, graphics || Robin Kuhn/Oak Hill M/HS || Field Trip || Work with inclusion teacher, Philip Malone, and use the efieldtrip idea in Math class. I am thinking we this could be used to show where or how particular concepts relate in the real world. || Virtual tour Discussion in a wiki Report using google docs || Scott Heflin, Mt Healthy Jr High School || Research, Discussion || Students are given equations to graph on a TI-83 graphing calculator to identify characteristics of linear equations and discuss similarities and differences in the graphs. Students also discover ways to identify when equations will be linear. || Using a Promethean Board and interactive graphing software, students can lead the class discussion and demonstrating their findings to the class. Maybe create use voicethread to demonstrate their understanding. || Melissa Guffey Trimble Middle School || Word sorts for vocabulary instruction. || Word sorts are used to teach students to look at word parts/patterns in words to make sense of unknown words. Students are currently given a set of words on index cards with a word on each card. I also have the cards and use a cloth pocket chart to demonstrate and show the sorts as we do them as a group and then individually. || Whiteboards with interactive voting systems, powerpoint with action buttons to display parts of words in various color or size, Wiki to create group word sort activities, Blogs to discuss the "word of the week" mystery word sort. || Melissa Guffey || Sharing "Read Alouds" during first part of SSR (Modeling) || I just worked this week at summer school training teachers on the importance of reading to students no matter what age. I also highly encouraged the use of various genres. || Elmo to view the pages of the book as you read allowing all students to see pictures and words as you read, CD or DVD of someone else reading the books. Voice Thread of you sharing the book that students could get on and respond to the book. || Kim Jones, Trimble Middle || Exploring Setting || In preparation for readings in literature, student exhume background knowledge about the settings of the stories they read. || access Library of Congress, Google Images, historical websites online. Online streaming of radio broadcasts of the period. Construct and present powerpoint presentations detailing the environments in which characters lived. || Kelly Klosterman AWL || Create a geometrical picture || Students will create pictures of different angles, lines (parallel, intersecting, perpendicular), line segments, points, rays, and polygons. Students will also create a diagram of a circle and its parts (radius, diameter, chord, circumference, and area). || paint/photoshop, www.geogebra.com || Andries van der Bent: Hughes High School || Write a Report || After completing a lab assignment in chemistry, once a quarter students are required to type a formal chemistry lab report, typically using Microsoft Word. Lab reports are made up of several sections including possible data tables, imbedded spreadsheets, equation editor, graphs, and of course, text. This year, I would like to take more digital pictures during lab and have students edit and re-size photo's using I-photo and Aperture or Photoshop to include into typed lab reports. I have not used google docs, but might investigate over the summer and use this year as well. || Microsoft Word, Photoshop, I-photo, Google Docs??? || Joachim LaValley UJHS || Analyze characters in a literary setting || As students are reading a novel with numerous characters (ie Romeo and Juliet 9th grade?) Students will create social network profiles and add posts as if they were the assigned characters. Example Juliet posts a message to Romeo that he should meet her. Romeo responds with why he wants to but... and so on. All members of the class are assigned roles (characters and interact and add comments accordingly. If one is out of line they are called to defend their comments or posts and graded accordingly. || Ning (Teacher controlled social networking site), Glogster, Myspace or perhaps Moodle. || Adam Michael Oak Hill || Take a test || Students take assessments where feedback can be given almost immediately. We give quarterly tests and I grade the multiple choice section for teachers so they can spend their time looking at the data. Teachers use CPS's to get instant feedback from the students. || Scan-tron sheets, CPS, Quia, Accelerated Math || Curt Moore Trimble Middle School 7-8 Scinece || Simulation

Create a map || I currenty do an acitivtity that simulaes a real world problem that was solved on the Ohio University campus in the late 60's. The Hocking River used to flow in the middle of O.U. with excessive rainfall the river would flood the campus and damage dorm buildings. I give the students the background information about floods, erosion and floodplains. Their problem is to solve a way to re-route the river around campus. They must write a letter to the Athens City Council that describes the problem which also has a detailed solution that they create. Students must also create a construction company, create ads, and create a map of the finished project with the old river bed developed into useful property. Right now I do this project with some minimal use of computers. I would like to transform this project from pencil and paper to more digital. || power point, google earth, movie maker, voice threads. discussions on wiki. post projects on stem tube. || Tim Kraus Hughes High School || Creating Audio/ Video Academic or Personal Documents || This activity has many permutations and is the active side of the "Coin" Cheryl Ward describes in her "Listen to Audio" plan above. Having students produce audio or video segments moves them up the Taxonomy provided the pieces are driven by the academic content at hand and also ideally involve at least two other academic disciplines besides Technology. History or Science can provide the raw content. Whether it is going over concepts, skills, or new knowledge in Science or Social Studies the project must involve writing in English. Every great piece of media starts out as great writing on paper--so the English class has terrific content coming in to any writing project the English teacher chooses to assign (Narrative, Descriptive, Persuasive, etc.) The final product is a student production piece in audio or video that is graded by each subject area for content, expression and technological skill thereby buying time from at least 3 academic fields to give greater time to make rich productions || Explorer or Firefox for Research stages using many web apps from Google Maps to Wikis and Blackboard pages loaded with project resources. Word, Inspiration, PowerPoint for organizing and writing stages. Voice Thread, Garage Band, iMovie, Final Cut, MovieMaker, or Pinnacle for Production. PowerPoint could be added as an additional medium to place several different pieces on a thematic presentation.

Google Docs could be used for group projects in getting several students to co-write the scripts making sure there is a way for teachers to track each students contributions. || Jill Hecker || Audio / Peer Evaluations/feedback || If you have a long novel such as //Great Expectations//, and activity like jigsaw is a good technique to use. You could use a wiki to post each chapter, then allow students to go back and review those chapters at a later date. It could get you through those chapters at a quicker pace and allow students to use technology to keep their interests high. || Wiki spaces; Audicity to add some interest. Google docs would be beneficial to co-write a document. || Jeff Rase Valley Middle School || Conflict Resolution || This on-going activity would involve creating a peer mediation team in our school. The peer mediation team will create and maintain a web page linked to the school website. The team will brainstorm all the ideas that may create a conflict between students and post them (as a link) to an online bulletin board. The teachers will be asked to use this board as a classroom activity to ask students to discuss ideas for resolutions to these posted issues.. Students will also be able to create and post role play videos that demonstrate ideas for conflict resolution. The resolutions can be linked to each of the issues that were posted on the board. When staff members are helping students resolve conflicts this site can be used to find possible solutions for students to use in conflict resolution. The goal of this activity is to teach students to resolve conflicts peacefully rather than using fighting or violence. This project could possibly develop into a more in-depth intervention for students that are having excessive issues in conflict where the peer mediation team will be an active part of the process. || Word, Inspiration, webcams, Moodle or blackboard. || Bob Kelly - Mt. Healthy Middle School || Introductory activities to Hamlet || I typically begin the study of a Shakespearean play by having the students grouped to do a variety of improvisations. I will give them 2-3 characters, a brief conflict or plot and a setting--they have 5 minutes to put together an improvisation and then act it out for the class. During the analysis of the improvisations, I hope that the students will identify the need for some direction re: atmosphere, themes, etc., thus the need for a director, a designer, and props and costumes workers. Students could post their interpretations of the improvisations on a wiki and then respond to them. We might find it beneficial to video some or all of the improvisations and compare them with the closing activities and acting out scenes from the play or acting out revised scenes. Another initial activity is word sorts using key words from the play. They could be placed into a Wordle and students could organize/sort the words and create multiple Wordles with their reorganized words. Then they could post their group's rationale for the Wordles they organized. || wiki spaces; audacity; Wordles; digital camera and imovie || Kara Bakie || Creative Writing || As part of a creative writing unit, students will create a short story. || Rather than having students go the traditional "pen and paper" route, they will instead use Storybird ([]) to compose a short story. Students could either do this independently, or could collaborate with a partner. Using Storybird, students would create/enter text for each page of their short story and then incorporate accompanying graphics by choosing from an array of available pictures. -- Storybird encourages students to "get inspired by art" by starting a story based on pictures they find intriguing. This site also allows them to explore artwork by themes. That way, if they have an idea for a story in mind, they can easily find artwork to go with their words. Finally, students can publish their book to the site upon completion! || Greg Stickel/ Urbana/ Principal || Staff Collaboration || I could envision creating a virtual space for staff to share brief tidbits of information like lesson ideas, anecdotal notes, etc. || Voicethread and wiki. ||