Introduction * * * Belief Statement * * * Standards * * * Bibliography* * * Course Artifacts * * * Additional Projects
Click HERE to view the Bibliography as a Microsoft Word document with links intact.
Contents:
Books
Pedagogical Approaches
General References
and Sites of Interest
VPN Research
Teaching Guide Writing Project
TIE 533 Excel Project
Flash Movie Project
Constellation Webquest
Curriculum Web
593 Seminar Study: How
do they compare?
ESR 506/ESR 507 Research Projects
Books used throughout this program
Alliance for Technology Access. (2004). Computer resources for people with disabilities: a guide to assistive technologies, tools and resources for people of all ages (4th ed.). Alameda, CA: Hunter House Publishers
Ashburn, E. A., and Floden, R. E. (Eds.). (2006). Meaningful learning using technology: what educators need to know and do. New York: Teachers College Press.
Culham, R. (2003). 6 + 1 traits of writing: grades 3 and up. New York: Scholastic Professional Books.
Cunningham, C. A., and Billingsley, M. (2005). Curriculum Webs: weaving the web into teaching and learning. (2nd ed.) Boston: Allyn & Bacon/Longman.
Habraken, J. (2004). Absolute beginner’s guide to networking. (4th ed.). Indianapolis: QUE Publishing.
Johassen, D. H., Howland, J., Moore, J., and Marra, R. M. (2003). Learning to solve problems with technology: a constructionist perspective. (2nd ed.). New Jersey: Merrill Prentice Hall.
Johnston, M. & Cooley, N. (2001). What we know about: supporting new models of teaching and learning through technology. Arlington, VA: Educational Research Service.
Leu, D. J., Leu, D. D, and Coiro, J. (2004). Teaching with the internet K-12: new literacies for new time. (4th ed.). Norwood, MA: Christopher-Gordon Publishers, Inc.
Male, M. (2002). Technology for inclusion: meeting the special needs of all students (4th ed.). Boston: Allyn & Bacon/Longman.
Noll, J. W. (2004). Taking sides: clashing views on controversial educational issues. (13th ed.). Univ. of Maryland-College Park: McGraw-Hill/Dushkin.
Ravid, R. (2005). Practical statistics for educators (3rd ed.). Lanham, MD: University Press of America.
Rossman, G. and Rallis, S. (2003). Learning in the field: an introduction to qualitative research. (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
White, R. and Downs, T. E. (2004). How Computers Work. (7th ed.). New York: Macmillan Computer Publishing.
Yeung, R. (2003). Macromedia flash MX 2004 hands-on training. Berkeley, CA: Peachpit Press.
Websites and articles related to pedagogical approaches to learning and instruction
http://www.edtech.vt.edu/edtech/id/models/anchored.html
This general information site about Anchored Instruction differentiates it from
Problem Based Learning, provides design and development tips, suggests further
readings into its use and also links to the Jasper Woodbury project. An 8 page
power point, in PDF version, is also provided at http://www.edtech.vt.edu/edtech/id/models/powerpoint/anchored.pdf
http://www.edtech.vt.edu/edtech/id/wbi/index.html
This site organizes web based instruction, including problem-based and anchored
instruction ten strategies. It includes brief definitions, common uses and useful
links for each strategy. A group of links also provides plans on how to make
the most of Internet resources and features.
http://www.paec.org/david/writing.htm#trailers
This site offers information, activities and materials to use movie trailers
in anchored instruction writing activities. It includes the transcripts to the
trailers to assist the teacher.
http://udl.cast.org/ncac/AnchoredInstruction1663.cfm
This brief report on the effectiveness of using anchored instruction in the
classroom was prepared by Roxanne Ruzic and Kathy O’Connell for the National
Center on Accessing the General Curriculum. These reporters looked at 11 studies
of the use of anchored instruction in a variety of settings and determined there
was an overall effectiveness to using this method. It was stated that the method
improves generalization of skills and knowledge, increases student motivation
for learning and has a positive effect on student achievement.
http://peabody.vanderbilt.edu/projects/funded/jasper/default.html
The Jasper Woodbury Project contains 12 videodisc-based adventures. They are
designed so that students from 5th grade on can problem solve, make connections,
reason and communicate their findings. There is an anchoring adventure for each
challenge that the students need to solve. All data is embedded in the challenges,
concurrent with anchored instruction practices.
http://udl.cast.org/ncac/AnchoredInstruction1663.cfm
Anchored instruction
http://www.edtech.wednet.edu/nolimit/resource.htm
These links to anchored instruction videos provide a valuable resource for anyone
attempting to learn about, and learn to use, anchored instruction. The videos
are provided by Central Washington University.
http://unitedstreaming.com
Large collection of videos, clips, lesson ideas, plans and activities that could
be used in anchored instruction lessons or other types of learning.
http://www.ed.psu.edu/nasa/achrtxt.html
This includes reflection questions, definitions, how-to instructions and links
for using the Internet to enhance learning through anchored instruction activities.
http://eduscapes.com/info/meaning.html
Active learning, meaningfulness and motivation are discussed through included
activities such as webquest in various areas of the curriculum, including science
and language arts based activities. Anchored instruction is defined and references
to books, videos, CD-ROMs and websites are provided.
http://www.infed.org/thinkers/bruner.htm
Jerome Bruner’s contributions to the “cognitive revolution”,
his theories on the importance of meaningfulness in education and his views
of children as active problem-solvers are discussed and reviewed on this site.
http://www.akeelahquotes.wikispaces.com
The wiki I created for use with the anchored instruction project.
General References and Sites of Interest
http://school.discovery.com/schrockguide/
Kathy Shrock's Guide for Educators is
a comprehensive site devoted to helping teachers use technology to enhance curriculum,
assist anyone in lawfully using the Internet (copyrighting) and providing resources
for educators or others in order to help them just be better teachers.
Check out my PowerPoint presentation on Kathy herself: Kathy
Schrock
http://www.ncrel.org/tplan/handbook/foc.htm
North Central Regional Educational Library
Focus on Student Centered Learning
This is a comprehensive multi-page handbook which includes ideas about how to
integrate technology successfully into a standards-based language arts, math,
social studies and science curriculum. The site covers ideas on building a technology
infrastructure, doing a needs assessments, supporting professional development,
and involving the parents. Reflection questions and case studies provide focus
and examples.
http://www.biopoint.com/inquiry/ibr.html
http://www.myprojectpages.com
David Jakes sites, the first is his epaper: Using the internet to promote inquiry-based
learning: An epaper about a structured approach for effective student Web research.
http://www.fno.org/mar98/flotilla.html
From Now On The Educational Technology Journal Vol 7|No 6|March|1998
The WIRED Classroom: Creating Technology Enhanced Student-Centered Learning
Environments by Jamie McKenzie
This article/site discusses how to create technology enhanced classrooms, including
addressing the following areas: equipment and classroom arrangement suggestions;
engaged learning ideas and resources for examples; the teachers’ roles;
assessment ideas; and structuring the classrooms using scaffolding.
http://www.lburkhart.com/
The assistive technology and augmentative communication sections actually include
directions on how to make some of your own switches and other assistive devices
– very useful and easy to follow. The use of the internet with elementary
students sections provides project ideas that tie into the curriculum topics
already in use. There are also resources provided with the ideas for using the
internet with elementary and middle school kids.
http://www.ldpride.net/learningstyles.MI.htm#Learning%20Styles%20Explained
LDPride.net all things special education related to learning disabilities
http://www.remc11.k12.mi.us/bstpract/
This site has a multitude of examples of how technology can be used as a tool
in classrooms. The sections are divided into elementary, middle and high school
options to better focus a person’s choices. All areas of study are included
with at least one example, including lessons focused for students with special
needs and business class in high schools.
http://www.edutopia.org/php/biglist.php?id=137
“The Big List on Technology Integration” provides courseware modules,
articles, interviews, people and organizations to contact and involved in the
modules, and resources all about tech integration. The modules cover social
studies, language arts, math and sciences and there are articles concerning
assistive technology integration, high schools, the best technology for a limited
budget, student audio tours of modern art, digital storytelling, movie making,
etc. etc. The site also provides videos of kids in the act of the lessons and
modules and teacher specific resources for downloading lessons. The modules
align to curriculum standards that are included.
http://www.tlt.ab.ca/projects/projects.html
Divided into divisions by grade level from Kindergarten to grade 12, these accessible
units are organized further into curriculum areas (language arts, math etc.).
Most of the lessons include teacher goals/tasks, resources and rubrics, as well
as, defined student outcomes, step-by-step instructions, material needs, modification
ideas depending on access to tech tools and some ideas for modifying for students
with special needs. The “Teaching and Learning with Technology”
website itself (from which the projects originate) also includes links to online
tutorials, suggested readings and resources.
http://eduscapes.com/tap/
The Teacher Tap is a resource based site of professional developments for teachers.
There are connections for a technology rich learning environment, including
how to use literature circles, literature based webquests, thematic learning,
connections to multiple intelligences and technology and inquiry-based learning.
Teacher tool resources, such as online magnet poetry (http://www.magneticpoetry.com/magnet/index.html)
and virtual field trips (http://www.theconstitutional.com/tour.php) are very
useful.
http://www.nea.org/classmanagement/ifc040323.html
This is an article by Melba Smithwick, written for the NEA on using student
centered learning as a classroom management tool. It provides one teacher’s
experience and includes links to useful articles (http://www.colorado.edu/sacs/stu-affairs/centered/concept.html)
on the subject. The NEA website can be directly searched for additional information,
with results including links to the use of a teacher toolkit (https://www.neateachertoolkit.com/TTK/Default.aspx?id=911)
and articles to help a teacher design lesson plans to meet the changing needs
of students today.
http://www.cdli.ca/CITE/lang_lit_circles.htm
This Canadian teacher’s site focuses on the use of the student centered
teaching approach that uses literature circles. Role sheets, organization suggestions,
thematic learning with literature circles, articles about using this approach
and video clips to show them in use are all included to help any teacher start
her/his students towards using, and benefiting from the use of, literature circles.
http://www.brains.org/
How can a teacher apply brain research to her/his classroom environment? Engaging
students through differentiated instruction that is learner centered is addressed
here through many article links from different brain research areas. The “layered
curriculum” is explained with links to articles, materials to buy and
other resources. This is a method of differentiating instruction to create learner
centered environments in classrooms that provide experiences related to a specified
curriculum for all learners, though they often differ greatly in their starting
knowledge, skill and interest levels.
http://abcteach.com/
I use this site weekly to get free downloads of supplemental activities for
my students on seasons, holidays, current events etc.
http://www.leastrestrictive.org/
http://www.leastrestrictive.org/links/
Every child with a disability is expected to be educated in the setting that
least restricts opportunities to be with their non-disabled peers – this
is their right, this is the law, and its also good practice. Bet many teachers
have questions! Go for it, get some information, make your classroom the best
setting for all students.
http://www.ed.gov/offices/OSERS/Policy/IDEA/index.html
More information and important updates to the IDEA law which governs education
of students with disabilities.
http://seriweb.com/
Special Education resources on the Net… a site for links to information
about children with disabilities, the laws governing their education and other
related sites
http://www.quasar.ualberta.ca/ddc/incl/intro.htm
Support and information for teachers who include students with disabilities
(by choice or not) in their classrooms, with places to ask questions and get
answers
http://ericec.org
The Council For Exceptional Children’s information center on education
for students with disabilities and those eligible for gifted education.
http://www.girltech.com/
Girls can post to this site designed to celebrate them specifically. There are
chat sections, poems, problem solving and fun information specifically targeting
things girls are interested in.
http://www.kidsclick.org/
Created by librarians, this site has links to every topic imaginable –
from dictionaries to dinosaurs, pets, hobbies, sports, grammar, law, robots
– a fun place for kids to explore any topic they can think of in a safe
environment since all links are (supposedly) kid safe.
http://nieonline.com/chicago/
This is the Chicago Tribune’s News in Education site. On it, teachers
will find prepared lessons to on how to use current news/events in their classrooms
with all ranges of grade levels and subject areas. Each lesson first identifies
the learning standard it addresses.
http://pbskids.org/
My students actually showed me this site, which is now a bookmark on our classroom
computers, they liked it for the connection to their favorite TV shows, I like
the games, activities and free downloads of coloring and early childhood activities.
The games teach while they use characters the students already know and love.
http://kidshub.org/kids/kids.cfm
A great site of learning games for elementary students *there is a link for
middle school students.
I use the spelling games with my students and could see other teachers using
the state facts and capitals, science parts etc. The story parts need a download
my classroom computer does not have enough memory for but may be useful for
parents at home.
http://yahooligans.yahoo.com/
A staple kids search engine, designed to be easily used and only give out sites
that are appropriate for children.
http://www.quintcareers.com/teens.html
Job exploration, searching and tips for teens, including how to interview, writing
a resume, what skills to acquire and how to focus yourself to work towards a
career.
http://www.thegateway.org/
Supported by ED.gov, this site is full of interesting information for teachers
about any number of topics. You only have to type a topic to browse the database
and then narrow your search as you see fit from the options given, many of which
include information and then activities to try.
http://www.historychannel.com/classroom/classroom.html
For all things in the past, connections to today’s topics and events and
information to pass on to students. Difficult to read for younger students,
but may be ok for middle school and up.
http://catalyst.washington.edu/home.html
This site brings you tools, resources, and support to help you teach with new
technologies. Just select from the categories and go…create your own website
for your class, integrate technology, look up workshops or get answers to your
questions.
http://www.iste.org/
The international society for technology in education website, provides information
on the NETS, national education technology standards and the project to get
them into the standard curriculum for all students.
http://www.pbs.org/teachersource/sci_tech.htm
From those great people at PBS, just select a grade/age level and a subject
and get any number of over 4000 possible ideas for lessons on and off line.
http://www.lpzoo.org/index_2.html
A must for any Chicago area educator who takes their students to the zoo, fun
too! Meet the animals online to prepare for a trip, make up quizzes/questions
for the students to explore while at the zoo or just get that all important
map. Make a contribution by adopting a class pet – yes, an African Elephant
or Siberian tiger can be yours, raise the funds as a class to make this an interactive
project.
http://www.isbe.state.il.us/ils/Default.htm
The learning standards connection, with all subject areas available for download
and briefs about what each curriculum area covers.
http://www.ala.org/gwstemplate.cfm?section=greatwebsites&template=/cfapps/gws/default.cfm
A link resource, connecting kids to sites for kids, searchable by age/grade,
keyword or url. Teachers might want to actually go to the sites first and bookmark
those, but for older students, allowing them to choose their links could be
a good learning tool.
http://www.berenstainbears.com/
What young child doesn’t love the bears? With activities, coloring, facts,
videos and the ability to easily email the bears, this site is a great bookmark
on any young persons internet connection list.
http://berkeleypubliclibrary.org/kids/index.html
Book lists for kids, homework help, middle school internet guides and links
for parents are all included in this California based library site. Although
some of the parts are just for local students, the homework helper links could
be a really useful tool for students at home in any state.
http://www.coolmath.com/
Touted as “An amusement park of math designed for fun,” this site
complies! Lots of games of all ages and abilities of math students, fun design,
good characters…I have been searching for sites my students can access
on the web in the computer lab since we cannot bring up and download all their
classroom CD-ROMS when we check out the lab and this is a great one.
http://www.enchantedlearning.com/Dictionary.html
In my mind, this is more of an encyclopedia than a dictionary, although it gives
a lot of words associated with each letter, it does not just define them, it
offers information about them beyond definitions. Not really useful as a spelling
helper, but definitely an exciting way to get kids interested in letters and
words in general. I would think a good use would be with older students who
have learning or cognitive disabilities because the site goes way beyond the
obvious letter-word links (a is for apple), so it will keep them intrigued at
closer to their age level while providing the information for their learning
level.
http://www.playkidsgames.com/
This is just what it says, games kids can play. They can set it for their grade/age
level and then play each game easy, medium or hard in different subject areas.
Once they get the hang of the game rules, most are pretty fun. Some of the math
is not appropriate as it lines up the problems wrong and does not provide for
regrouping space at the hard level.
http://www.beritsbest.com/
Activities, crafts, games, e-zine links and more, all for students who can read
at the 3rd grade level or higher. Some of the links had too much advertising
on them for my taste in the classroom, kids will click on anything! so teachers
and parents should check out the links first.
http://www.readingrockets.org/
A site for parents and teachers geared towards giving them information, strategies
and resources to teach and improve reading skills in children.
http://www.child.net/
I call this my “serious” links site, as it connects older students
to help/information/chat sites about serious teen issues, such as drug use,
but also has resource links for parents and teens about these issues that could
help them open up dialogue on things going on in and around teen’s lives.
http://school.discovery.com/
Featured lesson plans, brain busters, puzzle makers and other classroom fun
– this site is a great tool for teachers who need a boost in getting started
on a lesson they want to or need to cover, creating extras to go along with
curriculum lessons or to add clip art that is school/lesson related to their
classroom websites or handouts.
http://www.kids.gov/
Government related sites for kids, categorized by different areas of interest.
My students liked exploring the information, but a 2nd to 3rd grade reading
level or higher is required for most of the information.
http://www.education-world.com/special_ed/gifted/index.shtml
This site accesses ERIC, the online digest database for education research,
and also provides links with any number of education related areas, including
special education, lesson plans for all areas of the curriculum, tech ed issues
and lessons, holidays, message boards, info. for parents – teachers can
use it as a research tool and research starting guide.
http://www.edgateteam.net/sped_gifted/indexsped.htm
A site for educators to get information on gifted and talented issues as well
as special education…the area for kids highlights an e-zine that helps
kids solve problems, work on quizzes and puzzles and “speaks” in
kid friendly language.
http://news.bbc.co.uk/1/hi/sci/tech/3662928.stm
http://news.bbc.co.uk/
I have always used US papers as a resource for my students, for example,
when the pilot flew a plane into outer space last week, the Chicago Tribune
had a video of it for the kids to view to really get a feel for the event. This
BBC article and the BBC site in general, offer views that are not “based”
in American ideals/life. The article itself that is highlighted in the first
part of the link is on the 1st documented new language to emerge in our world
in at least 50 years or more. A bit for the nature vs. nurture debate
References related to VPN research project
Conwell, K., Engle, B., & DeGuzman, M. Interview with the Network Manager, Director of Educational Technology and a Network Coordinator on February 10, 2006.
McCollom, K., S & S Truck Parts, Interview with the Network Manager, March 12, 2006, and March 14, 2006.
Tyson, Jeff. 2006. “How Virtual Private Networks Work.” Accessed on March 2, 2006 at http://computer.howstuffworks.com/vpn.htm
http://www.sonicwall.com/index.html
A website for SonicWALL, a global leader in small and medium business arenas.
Their appliance-based products address network security, secure remote access,
email and Internet security and data protection.
http://www-dcn.fnal.gov/DCG-Docs/mac/index.html
“How to find your MAC address”
Teaching Guide Writing Project
http://www.adjectives.wikispaces.com
The wiki I created for use with this project. This was worked on by my students.
Professional Development Project
www.details1.wikispaces.com
the wiki that was created for the professional development project
www.msb.wikispaces.com
the wiki used as an example in the professional development project –
also created by and used by my students throughout the latter part of the school
year
http://www.isbe.state.il.us/ils/
The Illinois State Board of Education learning standards main page
http://www.usd.edu/trio/tut/excel/
An Excel tutorial site I used in reference to using various functions of Excel.
http://office.microsoft.com/en-us/default.aspx
Another Microsoft Excel site I used as a reference.
Northeast, Midwest, Main Page and Informational References for Flash Movie Project
http://www.hesp.net/teachers/husseys/pages/pages/USA_WI_Madison_02.htm
http://www.signaturetumblers.com/images/NBA/NBA_Chicago_Bulls.jpg http://www.dropthepucks.com/images/Chic/89-90_Chic_rd_Ludzik_logo.jpg
http://www.beaconcontrols.com/photoalbum/Michigan%20-%20White%20Cloud%202.jpg
http://www.ucmp.berkeley.edu/glossary/gloss5/biome/wetlands/images/Shorelinewetland-Minnesota.JPG
http://img1.travelblog.org/Photos/29/169/t/393-Badlands-South-Dakota-0.jpg http://imagesource.art.com/images/products/large/10126000/10126911.jpg
http://www.dikenga.com/films/firecracker/photographs/generalimages/a-kansas.jpg
http://www.prairiepictures.com/Kansas%20Tornadoes%20010%20Lisius.jpg http://www.photo.net/photo/pcd1661/kansas-75.4.jpg
http://www.chicago.reiseinfos-online.de/bilder/chicago-skyline1.html http://www.fleecies.com/TeamFleecies/images/BB%20MLB%20AS80%2053844%20White%20Sox%20.jpg
http://growabrain.typepad.com/growabrain/2004/03/2004_iowa_caucu.html http://www.gov.iastate.edu/state
http://www.irtc.org/ftp/pub/stills/2004-06-30/tornado.jpg
http://www.hesp.net/teachers/husseys/pages/pages/USA_MI_Ann%20Arbor.htm http://www.mnworkforcecenter.org/Bemidji/
http://www.mennonitemission.net/Work/Service/MVS/locations/stlouis-mo.asp http://hypertextbook.com/bent/photos/capitol.green.market.html
http://hypertextbook.com/bent/photos/eastern.north.dakota.html http://www.worldhistory.com/wiki/C/Columbus%2C-Ohio.htm
http://sartorio.com/DigitalPhotos/Cincinnati http://www.sportsfanhome.com/gridiron_collection/
http://www.opt-sci.arizona.edu/jcwyant/W7AH/QSLCards/States/20%20m/pages/KS-Kansas-20m-W0CEM.htm
http://www.50-us-staaten.de/seiten/vt_l.html http://www.accommodationsusa.com/ri/greater+providence.html?uid=a55dc7366da73ffbd5e24d0aeddb2513
http://www.basilea.it/bilder/Bilder/HTML_Index/Allegheny_River%2C_Pittsburgh%2C_Pennsylvania.html
http://www.irlfunds.org/aif/Pittsburgh/
http://www.pages.drexel.edu/~jkr25/Info.html http://www.phototravels.net/new-england/ne0009/ne-connecticut-v-25.html
http://www.marcelwin.com/usa_tb29.htm
http://www.bergoiata.org/fe/American-photos/america_csg099_marlow-new_hampshire.jpg
http://www.bergoiata.org/fe/American-photos/10.htm
http://www.snowmobile-tours.com/content/Snowmobile_Tour_Times/Mount_Snow.jpg
http://www.patrickkellogg.com/travel/images/Rhode%20Island%20View.jpg http://hock.net/snapshots/new-england/new-hampshire/new-hampshire-river.jpg
http://oz.irtc.org/ftp/pub/stills/1996-08-31/maine.jpg http://www.linkvermont.com/townsvill/barre_montpelier/images/montpelier_statehouse_large.jpg
http://image.pegs.com/images/LW/LW1799/LW1799_b1b.jpg http://www.bu.edu/workandfamily/Frames/middle%20current.html
http://www.newyork-urlaub.de/NYpics4Web/index.html http://www.ozgurgenc.net/images/resim_afis/manzaralar/7/new_hampshire-1.jpg
main page image http://en.wikipedia.org/wiki/Image:Map_of_USA_showing_regions.png
http://www.homeworkspot.com/ask/statecapitals.htm http://www.50states.com/ http://www.50states.com/statehood1.htm
http://www.npc.navy.mil/NR/rdonlyres/414FE620-75EF-49D3-9C24-BD3CE4F211CA/0/StarsandStripesForever.mp3
http://www.npc.navy.mil/NR/rdonlyres/035A0B3A-86C8-437D-8BA8-B4D888376C40/0/NationalAnthem.mp3
Ludy, Rob. Professor. TIE 553 Disney
Magnet Cluster, National-Louis University, Chicago, IL September-November 2005.
Piepho, Betty. Classmate. TIE 553 Disney Magnet Cluster, National-Louis University, Chicago, IL September-November 2005.
http://dest.travelocity.com/DestGuides/multimedia_video_region/0,3325,TRAVELOCITY|US,00.html
videos used for informational purposes
Video
References
The project videos were originally part of the following series, available from
http://www.unitedstreaming.com
, a product of Discovery Education.
The American South A clip from the program World Geography North America: United States
An Overview of the Six New England States A clip from the program American Geography Close-ups: New England States Volume II Middle Atlantic Region
A clip from the program US Geography: From Sea to Shining Sea: The Country Evolves
The States of the Midwest and Great Plains Region From the program US Geography: From Sea to Shining Sea: Midwest and Great Plains Region An Introduction to the Midwestern States
A clip from the program American Geography Close-ups: The Midwest Volume I
Resources and References used for the Constellation Webquest
http://www.astronomical.org/portal/modules/wfsection/article.php?articleid=83
http://www.astrofilitrentini.it/mat/costell/uma_e.html http://www.comfychair.org/~cmbell/myth/ursa_major.html
http://www.geocities.com/CapeCanaveral/Launchpad/1364/Constellations.html
http://www.comfychair.org/~cmbell/myth/umjgif.html http://www.astro.uiuc.edu/~kaler/sow/uma-p.html
http://www.dibonsmith.com/uma_con.htm
http://www.astronomical.org/portal/modules/wfsection/article.php?articleid=84
http://www.comfychair.org/~cmbell/myth/ursa_minor.html http://www.dibonsmith.com/umi_con.htm
http://www.geocities.com/CapeCanaveral/Launchpad/1364/Constellations.html
http://www.astro.uiuc.edu/~kaler/sow/umi-p.html http://www.astrofilitrentini.it/mat/costell/umi_e.html
http://www.dibonsmith.com/umi_con.gifhttp://www.comfychair.org/~cmbell/myth/umngif.html
http://www.astronomical.org/portal/modules/wfsection/article.php?articleid=60
http://www.dibonsmith.com/ori_con.htm
http://www.comfychair.org/~cmbell/myth/orion.html http://www.geocities.com/CapeCanaveral/Launchpad/1364/Constellations.html
http://www.astro.uiuc.edu/~kaler/sow/orion-p.html
http://www.dibonsmith.com/ori_con.gif
http://www.comfychair.org/~cmbell/myth/origif.html
http://www.astronomical.org/portal/modules/wfsection/article.php?articleid=78
http://www.dibonsmith.com/tau_con.htm
http://www.comfychair.org/~cmbell/myth/taurus.html
http://www.dibonsmith.com/tau_con.htm
http://www.astro.uiuc.edu/~kaler/sow/taurus-p.html
http://www.comfychair.org/~cmbell/myth/taugif.html
http://spaceflight.nasa.gov/station/ - Nasa International Space Station site
http://library.thinkquest.org/25763/lindex.htm - vote for your favorite constellation!
http://library.thinkquest.org/12272/data/Chris4.html - some ideas about the
future of space travel http://www.scaled.com/projects/tierone/041004_spaceshipone_x-prize_flight_2.html
- information about a modified airplane that flew into outer space!
http://amazing-space.stsci.edu/ - learn more about space through interactive
games
Links and Informational References for Curriculum Web Project
http://webquest.sdsu.edu/webquest.html
San Diego State University Webquest Portal and Bernie Dodge information on webquests
Behavior Home Page
http://www.state.ky.us/agencies/behave/homepage.html
The Teacher's Encyclopedia of Behavior
Management
http://www.state.ky.us/agencies/behave/bi/encyndex.html
Emotional-Behavioral Disability: Technical
Assistance Manual
http://www.state.ky.us/agencies/behave/bi/ebddef.html
Social Skills Resources
http://www.state.ky.us/agencies/behave/bi/ss.html
Time-out Procedures
http://www.state.ky.us/agencies/behave/bi/TO.html
Understanding Behavior: An Interactive
Tutorial
http://serc.gws.uky.edu/pbis/
Positive Behavioral Interventions and
Supports (PBIS)-Functional Assessment
http://www.pbis.org/tertiaryPrevention.htm
Positive Behavioral Interventions &
Supports
http://www.pbis.org/
PACER: Parents helping Parents (What
is a Functional Assessment?)
http://www.pacer.org/parent/function.htm
http://specialed.about.com/cs/teacherstrategies/a/Strategies.htm
Practical Strategies for the Classroom arranged into the following categories:
Classroom Environment, Time Management and Transitions, Presentation of Materials,
Assessments and Grading, Behavior
http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm
Best Practices for Behavior Disorders in the Classroom
http://specialed.about.com/od/integration/a/directions.htm
Helping the Child with Auditory Deficits - Strategies for Following Instructions
http://specialed.about.com/od/teacherstrategies/a/modify.htm
Accommodations, Modifications and Interventions – includes questions to
ask oneself as you plan lessons
http://specialed.about.com/od/teacherstrategies/a/organized.htm
Helping the LD Child with Organization
http://www2.edc.org/accessmath/resources/StrategiestoConsider.pdf
Accessibility Strategies to Consider, arranged in General, Curriculum Adaptation
and Classroom Environment sections
http://www2.edc.org/accessmath/resources/GuidingQuestions.pdf
Guiding Questions for Planning Accessibility Strategies
http://www2.edc.org/accessmath/resources/strategiesToolkit.pdf
Long document organized into Specific Tasks / Focal Student Needs / Possible
Accessibility Strategies for Conceptual Processing, Language, Visual Spatial
Processing, Organization, Memory, Attention, Psycho-Social Skills and Fine Motor
Skill areas.
Disabilities, Teaching Strategies and
Resources
http://www.as.wvu.edu/~acad/sitemapm.html
for math specifically, can be used elsewhere as needed.
http://www.interventioncentral.org/htmdocs/interventions/study/starttofinish.shtml
Classwork & Homework: Troubleshooting Student Problems From Start to Finish
http://childdevelopmentinfo.com/learning/teacher.shtml
Suggested Classroom Interventions For Children With ADD & Learning Disabilities
There is also a very helpful table that describes specific behaviors and the
type of accommodations to try for each.
http://www.uni.edu/coe/inclusion/strategies/types_adaptation.html
9 types of adaptation – a common theme in special education is the nine
areas where accommodations are most useful/successful for the largest number
of kids – this site is taken from Adapting Curriculum and Instruction
in Inclusive Classrooms: A Teacher's Desk Reference, by Deschenes, C., Ebeling,
D., and Sprague, J., 1994.
http://www.pacificnet.net/~mandel/SpecialEducation.html
Scroll down to “Modifying The Elementary School Curriculum For Students
Of Special Needs: A List Of Ideas”
http://www.rushservices.com/Inclusion/classroom_teachers.htm
From “Inclusion…Yours, Mine, Ours” and Inclusion based website
with lots of great resources if not a lot of specific accommodations per se.
References for the TIE593 Seminar Study: How do they compare?
Beck, Katie 2006, Fifth Grade Teacher, interviewed by Jennifer Turk, transcript of interview, 17 November.
Becker, H. J. (2000). Access to classroom computers. Communications of the ACH, 43(6), 24-25. Retrieved November 16, 2006 from NLU EBSCO database.
Conwell, Kelly Network Manager, Engle, Brian Director of Educational Technology, & DeGuzman, Mike Network Engineer (2005), interview by Jennifer Turk (Barasch) transcript of interview, 10 February.
Day, C. W. (2004, June). Are you in or out?. American School & University, June, 43-44. Retrieved November 16, 2006 from NLU EBSCO database.
Day, C. W. (2003, September). Smarter classrooms. American School & University, September, 54-55. Retrieved November 16, 2006 from NLU EBSCO database.
DeGuzman, Mike 2006, Network Engineer, interviewed by Jennifer Turk, transcript of interview, 17 November.
Glenview Public School District 34 Intranet Website (2006). Glenview School District 34 Technology Plan 2006 – 2009 Executive Summary.
Glenview Public School District 34 (1999). Glenview School District 34 Technology Plan 2000-2006.
Glenview Public School District 34. Example of resources. Retrieved November 21, 2006 from http://www.glenview34.org/ho/Resources/resources_home.html.
Grant, M. M., Ross, S. M., Wang, W. & Potter, A. (2005). Computer on wheels: An alternative to 'each one has one'. British Journal of Educational Technology, 36(6), 1017-1034. Retrieved November 16, 2006 from NLU EBSCO database.
Harris, A. (2005). The mobile computer lab: Learning on wheels. Media & Methods, May/June, 12-13. Retrieved November 16, 2006 from NLU EBSCO database.
Interactive Illinois Report Card, Retrieved November
17, 2006 from
http://iirc.niu.edu/scripts/district.asp?districtID=140160340&test=all
(Glenview) and
http://iirc.niu.edu/scripts/district.asp?districtID=140160390&test=all
(Wilmette).
Jedlink, Judy 2006, Technology Facilitator, interviewed by Jennifer Turk, transcript of interview, 17 November.
Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1994). Designing Learning and Technology for Educational Reform. Oak Brook, IL: North Central Regional Educational Laboratory. Retrieved November 20, 2006 from http://www.ncrel.org/sdrs/engaged.htm.
Lanahan, L. & Boysen, J (2006). Computer technology
in the public school classroom: Teacher
Perspectives. Education Statistics Quarterly, 7 (1-2). Retrieved November
19, 2006 from
http://nces.ed.gov/programs/quarterly/vol_7/1_2/1.
McKenzie, J. (1998). The WIRED classroom: Creating technology enhanced student-centered learning environments. From Now On, The Educational Technology Journal, 7(6). Retrieved November 21, 2006 from http://fno.org/mar98/flotilla.html.
Owston, R. D., & Wideman, H. H. (2001). Computer access and student achievement in early school years. Journal of Computer Assisted Learning, 17, 433-444. Retrieved November 16, 2006 from NLU EBSCO database.
Quinones, S. & Kirshstein, R (1998). Appendix
C. An educator’s guide to evaluating the use of technology in the schools
and classrooms. U.S. Department of Education Office of Educational Research
and Improvement. Retrieved November 19, 2006 from
http://www.ed.gov/pubs/EdTechGuide/appc-8.html
Riley, R. W. (1995-96). Connecting classrooms, computers and communities. Issues in Science and Technology, Winter, 49-52. Retrieved November 16, 2006 from NLU EBSCO database.
Silverman, Emily 2006, Seventh Grade Teacher, interviewed by Jennifer Turk, transcript of interview, 17 November.
Wilmette Public Schools District 39 (2003-04). Example of resources. http://www.wilmette39.org/resources/students/default.html.
Wilmette Public Schools District 39 (2003-04). Organizational chart. Department of Technology & Media Services. Retrieved November 17, 2006 from http://www.wilmette39.org/techmedia/profiles/techdeptorgchart.pdf.
Wilmette Public Schools District 39 (2003-04). System
information. Department of Technology and Media Services. Retrieved November
17, 2006 from http://www.wilmette39.org/techmedia/techsystems.htm
Articles and Websites related to research in ESR506 and ESR507 Projects
Broer, Stephen M., Doyle, Mary Beth, & Giangreco,
Michael F. (2005). Perspectives of
students with intellectual disabilities about their experiences with paraprofessional
support. Exceptional Children Vol. 71, No.4, pp. 415-430.
In this article, 16 students with special needs who are schooled in regular
education settings with an assigned personal paraprofessional who accompanies
them throughout their days were interviewed to gain their perspectives on having
a 1:1 assistant in the regular education settings. The students reported both
positive and negative feelings associated with this aspect of their schooling.
Buckley S. , and Bird G. . (1998). Including children with Down syndrome (Part 1). Down Syndrome News and Update. 1(1). In this first part of a two part series, this article investigates what is needed to make inclusion of children with special needs work for the whole school community. The development of a successful inclusive school environment, an inclusive school philosophy, the organization of the school and the teachers roles are disussed.
Buckley S. , and Bird G. . (1998). Including children with Down syndrome (Part 2). Down Syndrome News and Update. 1(2), 60-66. The second part of the two part series includes a focus on the needs of the students as individuals and the planning of curriculum by the teachers as part of the bases for successful inclusive school environments.
Buckley S. , Bird G. , Sacks B. , and Archer T. (2002). A comparison of mainstream and special education for teenagers with Down syndrome: implications for parents and teachers. Down Syndrome News and Update. 2(2), 46-54. Looking back at two studies of students with Down syndrome in mainstream and special schools, one from 1987 and one from 1999, this current article found that the best outcomes for students were in mainstream schools, and that special school could not provide the language models or the curriculum challenges that mainstream school settings, with support for students with Down syndrome in the classrooms provided.
Buysse, Virginia, Goldman, Barbara Davis, &
Skinner, Martie L. (2002). Setting effects on friendship formation among young
children with and without disabilities. Exceptional Children Vol. 68, No. 4,
pp.503-517.
Pre-school children with disabilities in inclusive education settings were compared
with typically developing children in those settings to determine the how the
setting or placement, may or may not affect friendships for both groups. Social
competence indicators were discussed from sociological and psychological perspectives.
Collins, Belva C., Hendricks, Tracy Bushman, Fetko,
Kathleen, & Land, Lou-Ann. (2002). Student-2-student learning in inclusive
classrooms. TEACHING Exceptional Children VOL. 34 NO.4 MARCH/APRIL.
The learning of students with disabilities in inclusive settings in elementary
and secondary schools was targeted for a “peer-involvement” project.
This article includes a review of what the literature says about learning from
peers in inclusive classrooms, as well as, the ways in which students with disabilities
learned “nontargeted” information while included in the lessons
in general education settings with their peers. The involvement of peers in
the learning process for students with disabilities was highlighted.
Cuckle, Pat; Wilson, June. Social relationships
and friendships among young people with Down’s syndrome in secondary schools.
British Journal of Special Education, Jun2002, Vol. 29 Issue 2, pp66-72.
Using interviews of students matched for age and gender in mainstream schools,
this study was part of a larger study intended to improve inclusive practices
in mainstream schools for students with disabilities. This smaller part looked
specifically at friendships and the social lives of the small sample of students
it chose to interview.
Cunningham, Cliff C.; Glenn, Sheila; Lorenz, Stephanie; Cuckle, Pat; Shepperdson, Billie. Trends and outcomes in educational placements for children with Down syndrome. European Journal of Special Needs Education, Oct98, Vol. 13 Issue 3, p225. Changes in attitude towards children with Down syndrome, by society as a whole, have cleared the way towards the increasingly more common trend of these children attending mainstream schools, as opposed to schools for students with severe needs or even schools for children with learning disabilities. This article looked at past research which indicated no specific benefits for children with Down syndrome to attend special schools.
de Graaf G. (2002). Supporting the social inclusion of students with Down syndrome in mainstream education. Down Syndrome News and Update. 2(2), 55-62. This article focuses on parents of children with Down syndrome, from their role as caretakers, responsible for providing their children with the most and best early intervention services to agents of social behaviour who should plan for, provide for and take an intense interest in finding proper social learning situations for their children with Down syndrome.
Fox, Sam; Farrell, Peter; Davis, Pauline. Factors associated with the effective inclusion of primary-aged pupils with Down's syndrome. British Journal of Special Education, Dec2004, Vol. 31 Issue 4, p184-190. Relationships with peers, and support relationships were looked at in this article highlighting the experience of 6 different schools that include children with Down syndrome in their mainstream educational settings. The focus was on two specific areas, how support is provided to students with disabilities in the mainstream classroom, and the teachers’ opinions on the running of this type of inclusion classroom.
Giangreco, Michael F., Edelman, Susan W., &
Broer, Stephen M. Paraprofessional support of students with disabilities: literature
from the past decade. Exceptional Children Vol. 68, No. 1, pp. 45-63.
This article is what the title says, a review of past literature concerned with
paraeducator support, specifically for students with special needs, and often
in regular education settings. The reviewed literature is from the years 1991
to 2000. Suggestions for further research and alternatives to this type of student
support conclude the review.
Giangreco, Michael F., Edelman, Susan W., &
Broer, Stephen M. Schoolwide planning to improve paraeducator supports. Exceptional
Children Vol.70,No.1, pp.63-79.
Paraeducator support of students with special needs in regular education settings
is researched from the perspective of the whole school planning team. There
are paraeducator planning supports available, but do schools use them. Could
the use of planning supports focusing on the uses and priorities of paraeducators
improve the educational process for the students and others on educators?
Giangreco, Michael F., Yuan, Susan, McKenzie, Barbara,
Cameron, Patricia, & Fialka, Janice. "Be careful what you wish for
...": Five reasons to Be concerned about the assignment of individual paraprofessionals.
TEACHING Exceptional Children VOL. 37 NO.5 May/June 2005.
This article highlights parent, school and teacher worries when including a
student with special needs in the general education settings on a regular basis.
The use of an individual aide has often been seen by all parties as a ticket
into general education settings, a safeguard for the child in terms of social
and communication aspects of being included and a “give” to the
teacher who accepts and attempts to teach students with special needs amongst
their other general education students. Benefits and inadvertent negative effects
of 1:1 assistants are discussed, as well as, students’ own perspectives
on the assignment.
Harriott,Wendy A., & Martin, Sylvia S. Using culturally responsive activities to promote social competence and classroom community. Teaching Exceptional Children Sept/Oct 2004 p48-54. This article begins with an introduction to a student with Down syndrome who is educated in a regular education setting but is not necessarily included by her classmates. It supports the initiative of teachers to use culturally responsive activities with their whole class in order to foster inclusion as a feeling and way of learning, and not just as a placement. Activities for teachers in the elementary grades to promote social inclusion including language skills in a diverse education setting are included in the article.
Holden B. and Stewart P. (2002). The inclusion of students with Down syndrome in New Zealand schools. Down Syndrome News and Update. 2(1), 24-28. This informative article is a guideline for teachers who will likely teach students with Down syndrome in their mainstream classes due to the inclusive trend in education. Some basic facts, teaching approaches including consideration for the physical environment of the classroom, curriculum modifications and social/emotional needs of the students are discussed.
Kumin, L. (1998). Down Syndrome: A Promising Future, Together. Wiley-Liss, Inc. Available at: http://www.ds-health.com/speech.htm
Laws G., Taylor M., Bennie S., and Buckley S. (1996). Classroom behaviour, language competence, and the acceptance of children with Down syndrome by their mainstream peers. Down Syndrome Research and Practice, 4(3), 100-109. Available at: http://www.down-syndrome.net/library/periodicals/dsrp/04/3/100/DSRP-04-3-100-EN-GB-P.pdf
Lloveras R. B, and Fornells M. G. (1998). The Group: An instrument of intervention for the global development of the child with Down syndrome in the process of social inclusion. Down Syndrome Research and Practice. 5(2), 88-92. This research looks at the movement towards inclusive schooling for children with Down syndrome from a global perspective. This article advocates for children with intellectual disabilities to have the opportunity to develop relationships with children with matched intellectual levels, especially if they attend mainstream schools where the majority of the students will be of average intelligence.
Moran, Anne; Abbott, Lesley. Developing inclusive
schools: the pivotal role of teaching assistants in promoting inclusion in special
and mainstream schools in Northern Ireland. European Journal of Special Needs
Education. Jun2002, Vol. 17 Issue 2, p161-173.
In Ireland, teaching assistants are used in both mainstream classrooms to help
include students with special needs, and in special schools for children with
disabilities. The training and qualifications for teaching assistants is varied
and not considered sufficient by the teachers who work with these assistants
in the classroom. A call for better training of teachers who supervise/work
with the assistants was heralded. Also, clarification of duties and responsibilities
of teaching assistants was desired by all involved.
Panacek, Luanne J. & Dunlap, Glen. The social
lives of children with emotional and behavioral disorders in self-contained
classrooms: A descriptive analysis. Exceptional Children VOLUME 69, NUMBER 3
Spring 2003.
Students with emotional/behavioral disabilities in segregated special education
school settings were compared to typically developing children in general education
school settings in terms of their social lives and attachments through interviews
with the students. The students in the segregated settings were found to have
more social connections to their home/neighborhood friends than to the other
students with special needs in their schools. The opportunity for them to associate
with typically developing peers in their homes/neighborhoods was highlighted
and concerns for future placements in segregated settings was forwarded by the
authors.
Petley K. (1994). An investigation into the experiences of parents and head teachers involved in the integration of primary aged children with Down syndrome into mainstream school. Down Syndrome Research and Practice, 2(3), 91-96. Available at: http://www.down-syndrome.info/library/periodicals/dsrp/02/3/091/dsrp-02-3-091-EN-GB-P.pdf
Scheepstra, Annette, J. M., Nakken, Han, & Pijl,
Sip Jan. Contacts with classmates: The social position of pupils with Down’s
syndrome in Dutch mainstream education. European Journal of Special Needs Education.
Vol. 14, No. 3, 1999, pp. 121-220.
This research looks at the type of contact children with Down syndrome in mainstream
classrooms have with their peers without disabilities and what social position
they hold in those classrooms. Teachers and students differed in their ratings
of popularity of the students with Down syndrome. The teachers generally viewed
the children with Down syndrome as part of the group, either neutral or leaning
towards popular, while students tend to rate these same children as neglected
(alone). Incidents of peer connection were less for the children with Down syndrome
than for their classmates without disabilities.
Symeonidou, Simoni. The changing role of the support teacher and the case of Cyprus: the opportunity for a cooperative teaching approach. European Journal of Special Needs Education, Jun2002, Vol. 17 Issue 2, p149-159. This article looks into the generally limitedly defined role of the support teacher in mainstream school settings. It follows the progression of educational practices for teaching students with special needs in special schools through the current trends of inclusion. The role of the support teacher has adapted due to these changes, but is often undefined and different based on individual settings, needs of the teachers and needs of the students the teachers are assigned to support.
WebMD Inc. (2005) Sources: March of Dimes and National
Down Syndrome Society
Accessed June 12, 2006 and available at: http://www.webmd.com/content/article/8/1680_54175.htm?SRC=Google&Placement=downssyndrome&gclid=CNznvNqt4YICFSebIgod0jT4eg