Unit+Overview

__Section I. Unit Overview __
 * Team Member A**


 * Background and goals **

Johnson, Levine, and Smith (2009) said globalization impacts the way we work, collaborate, and communicate; those who do not use technology to expand their global connections will be left on the sidelines. Many of today’s emerging technologies are collectively referred to as cloud computing. According to McFedries (2010), in cloud computing our data and software reside within the cloud, and we access everything not only with personal computers (PCs) but also with mobile devices such as netbooks, tablet PCs, and Smartphones. The same source likens the cloud to the electric grid. Like the electric grid provides instant access to affordable electricity, the cloud offers quick, cheap access to computing power and storage space (McFedries, 2010). The cloud is simply the internet, and it is where and how people work today.

Outside of school, students blog, network, and game in the cloud. They are connected through computers, cell phones and hand held devices, but once they enter the school building, they are forced to shut down all their connections (Gersh, 2009; Prensky, 2008). Today’s students are different and there is a growing need for literacy in emerging technologies (Johnson, Levine, & Smith, 2009).

In line with connectivism, plugging into the cloud in the classroom provides authentic experiences for the learner in the ways that people work and play today, not in solitude, but in vast, complex networks. The goals for participants in this instructional program are:


 * Gain an awareness of cloud computing technologies and their educational uses,
 * Accept that cloud computing technologies add value to education,
 * Know how to apply cloud computing technologies in constructivist learning, and
 * Create at least one application for a K-12 classroom.


 * Introduction **

To be successful, meaningful, and lasting, learning must include practice, knowledge and context (Brown et al., 1989 as cited in Ertmer & Newby, 1993). The overall goal of the instruction is that teachers exit with the capability and intent to integrate technology into their classrooms. To facilitate the transfer of knowledge, the course will be designed using a constructivist model.

Constructivism is an ideal model for integrating cloud computing technologies in the classroom. The basic assumption of constructivism is that people are active learners and must construct their own knowledge; while, social constructivism emphasizes the role of social interaction in learning (Ormrod et al., 2009). In the constructivist classroom teachers act as facilitators and design their instruction to actively engage students with content through manipulation of materials and social interaction (Ormrod et al., 2009).“Cognitive science research has found that embedding the instruction in a familiar context enhances both student achievement and student attitudes” (Boyd & Jackson, 2004; Ku & Sullivan, 2000; Papadoulos, Demetriadis, & Stamelos, 2009; PT3 Group at Vanderbilt, 2003 as cited in Morrison et al., 2011). Context is a critical component of problem-based learning.

To facilitate integration of cloud computing in K-12 educational settings, educators will receive instruction within a problem-based context. The course will be arranged in three sections:
 * Introduction to cloud computing
 * Using wikis in the classroom
 * Using YouTube in the classroom

Each section will be delivered using the 5E constructivist model of instruction which consists of five phases engage, explore, explain, elaborate, and evaluate(Bybee et al., 2006). In the 5E model, learners solve problems and create meaning by actively engaging in authentic real world situations.

**Learning Objectives**

This course is designed to motivate K-12 teachers to integrate cloud computing into their classrooms and to give teachers the skills to apply cloud-based technologies to enhance instruction. The technologies covered in this one hour course are YouTube and Wikis.

As a result of the instructional program, participants will explain the rationale to use cloud computing in the classroom and will develop one or more applications to enable students to use cloud based tools in the classroom in a way that mirrors how technology is used in the world at large.

The learning objectives are:


 * To desire to integrate cloud computing into the classroom,
 * To gain the skills to apply cloud based computing to enhance instruction using a Wiki, and
 * To gain the skills to apply cloud based computing to enhance instruction using YouTube.

This guide will give instructors the information they need to plan, conduct and evaluate this course using the 5E constructivist instructional model. Supplemental materials and links to internet resources are also provided for the instructor. The Table of Contents presents the organization of the guide and includes:
 * About this Guide **


 * Unit overview,
 * Pre-workshop planning,
 * Instructional environment, equipment, and materials,
 * Instructional delivery and sequencing, and
 * Assessment of learning.

This guide is a one stop shop for the instructional leader.


 * Table of Contents **

I. Unit Overview


 * Background and goals of overall project
 * Introduction to the workshop
 * Goals and Learning Objectives
 * Structure of this guide (table of contents and an “about this guide”)

II. Pre-workshop planning


 * Preparing participants
 * Student Groupings
 * Giving participants advance information

III. Instructional environment, equipment, and materials


 * Considerations for the delivery environment
 * Equipment and materials
 * Handouts and media support

IV. Instructional Delivery and Sequencing


 * Overview of lesson
 * Sequence of activities
 * Step-by-step process

V. Assessment of Learning


 * Pre-assessment strategies (before learning)
 * Formative assessment strategies (during learning)
 * Summative assessment strategies (after learning)


 * References **

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N., (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications: Executive summary. Colorado Springs, CO.: BSCS.

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism: Comparing critical features from an instructional design perspective. //Performance Improvement Quarterly//, 6(4), 50-71.Gersh, S. (2009). Global projects and digital tools. Multimedia & Internet @Schools, 16(1),10-13.

Johnson, L., Levine, A., & Smith, R. (2009). //The Horizon report// (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from [] McFedries, P. (2010). The Complete idiot’s guide to google chrome & chrome os. Penguin Group, New York, NY. Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). (Chapter 5).Hoboken,NJ: John Wiley & Sons, Inc. Prensky, M. (2008, March). Turning on the lights. Educational Leadership. 65(6), 40-45