kmoliver's Tags
kmoliver's Trails
This trail is a collection of Trailfire trails created by graduate students in ECI 511 (distance education technology integration course) at North Carolina State University. Most of the students in ECI 511 are teachers who have created a trail for their own K-12 students, so the various trails in this collection should provide some topic ideas for Trailfire trails in K-12. I personally think the best trails go beyond annotating the Web page and include instructions for students to try out something on the page (e.g., take the quiz, do the simulation), or questions for students to answer from the information found on the page. Some of the students' trails below include guiding questions. See, for example, trails by Kelly Glover, Lisa Johnson, Earnestine Pollard, Robert Thomas, Valerie Faulkner, Alice Hager, Karen Hughes, and Kathleen Mapson.
A trail of
31 pages
A list of Web 2.0 sites with potential application to K-12 content areas.
A trail of
24 pages
This short trail was created to demonstrate the ability of Trailfire to hold questions for students. If you mark a selection of Web sites for students to view in a trail, you might also embed questions at each mark on the trail to help focus students on specific elements on those Web pages. Otherwise, they may just browse aimlessly without ever picking up any information. You could have students answer the questions by leaving a comment on the mark, but that would give away the answer to other students. You could also have students work in groups and click the "email" link that sits atop each mark and send the teacher their responses via email. Or you could just give students a handout with all the questions or give them a file with the questions so they can take notes on a computer. Finally, note that instead of the teacher creating a trail for students, a great way for students to learn about a topic is to have them create trails and questions for a study partner or their peers.
A trail of
9 pages
Business and Information Technology Education is a broad curriculum in North Carolina middle and high schools. This trail suggests technology tools and resources that may be integrated to meet global outcomes of the curriculum and to address goals of specific Business and Information Technology Education courses, including Accounting, Computer Applications, Networking, E-Commerce, Small Business Entrepreneurship, and more. Where the curriculum focuses on tools, Business and Information Technology Education is particularly suitable for interdisciplinary projects with other subject areas.
A trail of
20 pages
This trail was created for students in the technology integration class ECI 511 at North Carolina State University. It provides an introduction to the range of tools and resources available to support English/Language Arts education. As shown in the Roblyer text on page 295, technology is commonly used in English/Language Arts to support language skills development (vocabulary, phonics, comprehension), literacy development-reading, and writing.
A trail of
14 pages
This trail was created for students in the technology integration class ECI 511 at North Carolina State University. It provides an introduction to the range of tools and resources available to support foreign language and ESL instruction.
A trail of
8 pages
This trail was created for students in the technology integration class ECI 511 at North Carolina State University. It provides an introduction to the range of tools and resources available to support History/Social Studies. As shown in the Roblyer text on page 354, technology is commonly used in History/Social Studies to support simulated problem solving, graphical representation of historical information, virtual trips to historical locations, digital storytelling, digital information critiques, and electronic research.
A trail of
26 pages
This trail was created for students in the technology integration class ECI 511 at North Carolina State University. It provides an introduction to the range of tools and resources available to support math. As shown in the Roblyer text on page 329, technology is commonly used in math to help students represent mathematical concepts, solve mathematical problems, participate in data-driven activities, and communicate about math.
A trail of
13 pages
This trail was created for students in the technology integration class ECI 511 at North Carolina State University. It provides an introduction to the range of tools and resources available to support music and art education. As shown in the Roblyer text on page 375, technology is commonly used in music to support composition, practice, and teaching music history. As shown in the Roblyer text on pages 381-382, technology is commonly used in art to support visualization of art, virtual field trips, manipulating digital images, graphic design, and sharing art.
A trail of
14 pages
This trail was created for students in the technology integration class ECI 511 at North Carolina State University. It provides an introduction to the range of tools and resources available to support physical education and health. As shown in the Roblyer text on page 398, technology is commonly used in PE and health to help students monitor and improve motor skill performance, shape beliefs and behaviors toward proper physical activity, assess personal health goals, and obtain valid health information. Many opportunities exist for interdisciplinary projects with science and math, as students study the body and health trends.
A trail of
12 pages
This trail was created for students in the technology integration class ECI 511 at North Carolina State University. It provides an introduction to the range of tools and resources available to support science education. As shown in the Roblyer text on page 338, technology is commonly used in science to support science concept learning, inquiry-based science, authentic science, and to provide access to science information and tools.
A trail of
20 pages
