Integrating Technology Final Project - 2009

The Integrating Technology Project for Cohort II is an individual or collaborative project using Web 2.0 tools and digital technology to foster communication, collaboration and creation of classroom lessons, units and projects. For inspiration and content it draws on the technology training provided in the 2008-2009 Integrating Technology Mini Camp Workshops and the content standards specific to NC K-12 Social Studies as well as those for Computer Skills and Information Skills.

The main objectives of the mini camps and the project are to change the attitude and behavior of both the classroom instructor and students by encouraging the use of 21st century technology to foster teaching and learning. The projects created should emphasize the strengths of using technology while focusing on social studies concepts and topics. The projects should provide virtual access to content and materials.

Final projects can be combined or divided into several different categories, all of which can be used to enrich the social studies curriculum, strengthen Web 2.0 and other technology skills, and provide integrated, conceptual and/or thematic learning opportunities. Each final project can be structured as whole group instruction, individual student projects, in-class collaborative learning groups, and/or class-to-class, or class-to-outside resource interactions. Don't feel that you must use all of these although you may do so. These are just ideas and suggestions.


The final project should comply to the following:
  • Curriculum Standard-Focused Projects — The final project units/lessons/projects should be based on specific social studies curriculum content standard area(s) and would be designed to enrich and teach students about a specific subject or subjects in social studies. Standards from Computer Skills and/or Information Skills are supporting standards in that the content that the project will be based upon is to be social studies content.

The final project should be typed up using the template provided. Because these final project units or lessons are going to be archived and posted on the DPI website participants are asked to get approval to use a template format other than the one that has been provided to by DPI
The project has three mandatory components:
  1. Typing of an overview describing the teaching unit that your project will be based upon – Participants will need to type up a detailed overview describing what the project is all about. Click for template:
  2. Using the Unit Template provided or approved to type up a complete project – Participants will need to make certain that all word, ppt., links, and other documents are attached to or submitted with their final submission. Click for template:
  3. Using at least three (3) of the technologies learned in this year’s mini camp workshops – Some participants prefer to create a project that incorporates all of the technologies learned in this cohort while others will prefer to stick to the minimum requirement of using at least 3 of the technologies learned in this cohort.
Here are some suggested example options of how participants can combine the required
minimum of three (3) technologies.

  • -A participant may want to do a unit using Geocaching and Google Earth and use Google docs to do the pre-planning.
  • -A participant may want to do 3 separate lesson plans with each lesson plan focusing on just one type of technology. (Each lesson technology must be different).
  • -A Participant may want to do one unit that incorporates 3 types of technology.
  • -A Participant may want to do 2 types of technology in one unit and 1 type of technology in another unit.
  • -A Participant can design units with all or as many technologies as they would like but they must use a minimum of 3 different technologies.

III. Alternatives

There are two alternative ways to complete this final project:

  1. A participant who is not a classroom teacher may want to design a final project based on the creation of a series of professional development training sessions or modules that the participant had designed for others.
  2. Participants may partner with another individual to create a joint final project.

Here are just a couple of examples of how two people can partner to complete a project.

Example: If an 8th grade class in Raleigh had to research and find information about their region of the state or about historical
places in the capital while an 8th grade class in on the coast researched information about their region or about historical events
and places on the coast. Then the classes could use Skype to connect to each other and share and teach information. They might
also use Google tools to begin to organize and do preliminary research or to work with each other across the state while being in
different cities. This type of collaboration can be done from school to school in the same district or between teachers in the same
cohort region.

Example: A teacher may like to plan to set up a blog study group for EOC preparation or other forms of study review.

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