Sequencing and Strategies

Handheld Instructional Model

Tammie Munsen, Sandy Nightingale, Ginny Gustad, Marcia Torgrude

Goals	Objectives	Sequencing	Strategies	Assessment
Goal I: Describe how handhelds can be used in the classroom to enhance student learning in their curriculum.	a. Given a comparison of a desktop computer to a handheld in terms of size, cost, ease of access, and mobility, participants will discuss how their team will address the anytime, anywhere issue of computers. b. Given a list of curricular areas with ideas for using the handheld to enhance each, participants would engage in team discussion and develop a list of ways they could use handhelds to enhance their particular curriculum. c. Building on the curriculum enhancement, participants will also be asked to describe how students might use the handheld to create projects, products, or take tests.	Learning Related Sequencing: Interest - Give the participants the information about and value of handheld use in the classroom to promote their desire and interest Concept-related Sequencing: Logical Prerequisite – Provide ideas or themes for handheld use in classroom and how the handheld might be used as an assessment tool.	a. The presenter will facilitate a discussion of the value of handhelds using the scenario - the challenges of desktop computers are the benefits of handheld computers in terms of ratio, cost, size, and accessibility - challenging the participants to develop other scenarios for the value of handhelds in the classroom which will be shared with the class. b. The presenter will provide a PowerPoint slide which depicts the four core curricular areas, provide one example of the handheld being used as a tool to enhance the learning, and engage the participants in team brainstorming to develop a list of ways the handheld could be used as a tool to enhance each curricular area. c. Adding a third column to the chart developed by the teams, the presenter will ask the participants to now consider and list forms of assessment that might used in each area with the handheld as the only device at hand. Instructional Materials: Handhelds in the Classroom Video, Elliot Soloway, Hi-Ce.com Computer, Handheld, Projector Prepared PowerPoint Slides Inspiration Software for brainstorming Chart Paper, Marking Pens, Tape Chapter 1 – Handheld Use in Schools: Why, When and How, Neal W. Topp, Ph.D. College of Education, University of Nebraska at Omaha, http://www.unocoe.unomaha.edu/handhelds/chapter1.htm The Handheld Educator, Volumes 1-4, Technology and Learning Magazine	a. Teams, you are to develop a scenario for the value of handhelds in the classroom. You have 30 minutes to prepare your document using the Inspiration Program on your computer. Print this document and post on the wall for large group discussion. b. Teams, you will now create a list of curricular areas and to the right, list at least 3 ways the handheld could enhance the learning of each curriculum. At the end of 30 minutes, each team will turn to the team on your right and share your list. c. Prior to posting your information on the wall, make a third column on your chart and name forms of assessment that could be used in each curricular area when the handheld is the only device at hand. At the end of 20 minutes, post your results on the wall. A large group discussion of the postings will follow.
Goal II: Enter and share data using the handhelds	a. After instruction on the basic features of the handheld, participants are beamed a 10 question quiz and respond with 90% accuracy. b. Utilizing created student data, participants beam information to one another. c. Given a demonstration of the features of the handheld participants will demonstrate to others in their group how to utilize the memo pad, notepad and Graffiti. d. After a demonstration of the memo pad, each participant will create a short note to parents and beam it to their neighbor. e. Participants will demonstrate the methods of entering student data into the address book after instruction.	Learner-Related Sequencing: Logical Prerequisite – The instructor will demonstrate the basics after which the students will demonstrate proficiency. Concept Related Sequencing The learner will need to become proficient with the features and basics of the handheld so they can create, share and accesses data using the handheld computers.	a. The instructor will demonstrate and explain the elements of a handheld, after which the student will demonstrate comprehension. b. The presenter will demonstrate the basics of beaming between participants, after which the students will create and share data amongst each other. c. The instructor will show participants the scripting features available on the handheld after which the learner will demonstrate proficiency utilizing the applications memo pad and note pad. d. After a short demonstration of the features of the memo pad, participants will create a letter to parents and beam it to their neighbor. e. The instructor will demonstrate to participants how to access and add information to an address book, after which students will create and beam data created. Instructional Materials: Computer, Handheld, Projector Prepared PowerPoint Slides Handouts of steps to use the features described. Quick reference handout for Graffiti.	a. Teams of 3-4 participants are given 30 min. to create a test, which assess participants memo pad, note pad and Graffiti skills. Each student is create a portion of the test, beam their portion to team other members so each member has a compete test stored on their handheld. Each team exchanges their test with another team to administrate and score the test. b. Teams will create a parent letter explaining how the handheld computer is being used in the classroom. Each member will write and beam portions of the letter to a team member secretary. The final draft will then be shared and beamed with other team members or class participants. c. Participants will create a “business” card and this address is to be beamed to each part pant
Goal III: Schedule and organize tasks	a. Teachers will enter parent conference dates and school calendar events into the handheld date book after being instructed on the features. b. Teachers will generate a checklist for a class project using the TODO list feature that has been demonstrated.	Learning-Related Sequencing: Identifiable Prerequisite – Instruct learners on the features necessary to use the date book, beginning with starting the date book and progressing to more complicated tasks. Concept-related Sequencing: Propositional relations – Provide examples of using the TODO list feature for class projects so the participants may generate a checklist for a class project of their own using the TODO list feature.	a. The presenter will demonstrate the basic features of the date book, providing time for the participants to enter parent conference dates and school calendar events into the handheld date book. b. The presenter will provide a PowerPoint presentation providing examples of using the TODO list feature for class projects. Participants will then generate a checklist for a class project of their own. Instructional Materials: Computer, Handheld, Projector Prepared PowerPoint Slides Handouts of steps to use the date book and TODO list features	a. Participants will demonstrate knowledge of the basic features of the date book by entering parent conference dates and school and calendar events into the handheld date book. They will then beam the information to the instructor. This, along with instructor observation of the participants during the process, will be used to evaluate understanding on the features of the date book. b. Participants will generate a checklist for a class project using the TODO list feature of the handheld. They will then beam the checklist to the instructor along with responses to the following: List other ways in which the TODO list feature can be used in your program/subject area. b. What benefits do you expect you and your students to gain from using this feature?
Goal IV: Download applications to handhelds	a. Teachers will use the computer to download applications for curriculum enhancement from the internet after being provided a list of web locations. b. Working in partners, teachers will synchronize at least three downloaded applications to their handhelds.	Learning-Related Sequencing: Identifiable Prerequisite – Teach the process of downloading applications to the handheld. Learning-Related Sequencing: Identifiable Prerequisite – Teach the process of synchronizing applications such as e-mail and calendar so both the handheld and the PC have the same information.	a. The presenter will demonstrate the basic steps to download applications to the handheld. Participants will then be allowed time to download applications for curriculum enhancement from a provided list of web locations. b. The presenter will demonstrate the process of synchronizing applications. Participants will be provided with handouts of the steps. They will then synchronize at least three downloaded applications to their handhelds. Instructional Materials: Computer with Internet, Handheld Handouts of steps to synchronize applications List of web locations from which to download applications K12 Handhelds – http://www.k12handhelds.com/apps.php Planet 5^th –http://www.mpsomaha.org/willow/p5/handhelds/howtos1.html The Concord Consortium – http://pie.concord.org/list.php3?PALM_Session=60b7d93a79f1792ef3ebd93acd33986a	a. Participants will download three applications to their handhelds. They will then analyze the ways in which these applications can be used for curriculum enhancement and beam their reflections to the instructor. This, along with instructor observation during the process of downloading applications, will be used to evaluate understanding. b. Working with partners, participants will synchronize three downloaded applications to their handhelds. When completed, they will show the instructor the applications they have synchronized.
Goal V: Determine which handhelds will be suitable for students	a. After the instructor demonstrates the features of the iPac and the Palm, teams of participants will evaluate the pros and cons and return with team conclusions. b. After being presented with information concerning the variety of handhelds available, teachers discern and select the handheld most appropriate for their classroom.	Learning-Related Sequencing: Familiarity – Ensure that the participants are familiar with the variety of handhelds available for classroom use. Concept-Related Sequencing: Class relations – Facilitate discussion that analyzes benefits, possible drawbacks, cost, overall effectiveness, etc.	a. The presenter will demonstrate the basic features of selected handhelds. Participants will then practice using each of the models to gain a better understanding of how each works. b. The presenter will provide the participants with data related to cost, ease of use, and consumer report information and available websites with regard to the handhelds demonstrated. c. Participants will be placed in small groups to assess the overall effectiveness of the models presented. While in small groups, they will use chart paper to list their findings with regard to cost, ease of use, pros, cons, etc. They will return to the large group and share their findings so they can be combined for all to see. Based on the information presented, the participants will select the handheld model most appropriate for their classroom use. Instructional Materials: Chart paper, markers, tape PowerPoint Presentation Handhelds – iPac and Palm Consumer website: http://www.consumersearch.com/www/electronics/handheld_computers_pda/ Gradebook 2 – http://www.gradebook.com Teachers P.E.T. – http://www.coffeepotsoftware.com/products.htm Learner Profile – http://www.learnerprofile.com LearnTrac – http://www.elearningdynamics.com Classroom Wizard – http://classroomwizard.com	a. Questionnaire Based on the information created on the chart paper and the research provided, individual participants will take 5 minutes to respond to a questionnaire with regard to handhelds. The results will highlight individual preference. b. Observation: Participants will share within their group, their personal preferences to see how they compare. c. Checklist: Participants will use a checklist to compare and equally assess each handheld. Participants will consider usability as well as cost factors to make a selection for the classroom.
Goal VI: Access student information	a. Teachers will download parent information and student schedules from the school database after instruction is given. b. After evaluating various handheld student assessment programs, each group will identify the program they find most beneficial	Learning-related Sequencing: Identifiable Prerequisite – Teach the process of downloading data to the handheld Concept-related Sequencing: Propositional relations – Provide example of how the data can be used with an assessment program so the participants may evaluate other assessment programs.	a. The presenter will demonstrate the basic steps to download parent information and student schedules from the desktop computer to the handheld, providing participants the opportunity to complete the downloads they desire for the use in their classroom. b. The presenter will provide links to various sites for teams to research assessment programs and tools. Participants will evaluate the programs and provide the group their findings. Instructional Materials: Demonstration information preloaded on instructor computer. The Handheld Educator, Volumes 1-4, Technology and Learning Magazine Assessment and Evaluation Guideline, Carol S. Holzberg, Ph.D. – www.techlearning.com The International Symposium on Handheld and Ubiquitous Computing, http://www.teco.uni-karlsruhe.de/huc/tutorials.html Handheld Education Software, http://pie.concord.org/list.php3?PALM_Session=60b7d93a79f1792ef3ebd93acd33986a Palm Central, http://Palmcenter.com Gradebook 2 – http://www.gradebook.com Teachers P.E.T. – http://www.coffeepotsoftware.com/products.htm Learner Profile – http://www.learnerprofile.com LearnTrac – http://www.elearningdynamics.com Classroom Wizard – http://classroomwizard.com	a. Instructors, you will download the parent information for three of your students and synchronize this to your handheld. You will then download the schedules of these three students and synchronize this information to your handheld. Share your information with me from your handheld once the synchronization is complete. b. Teams, select the assessment program you will evaluate and experiment with the program’s features on your handhelds. One team member write the benefits to this program, another write the weaknesses within the memo pad of your handheld and beam your information to the third member to combine into one document. Beam this final document to each team member and to the instructor.