Thursday, May 28, 2009
My ePortfolio
I've just completed my ePortfolio and uploaded it to the Moodle. What a sense of relief and accomplishment. I really enjoyed ED451. First of all Dr. C is a great professor. She has a sense of humor, which makes class zoom right along. I love "Use your teacher voice." It has become part of my vernacular. And, ED451 helped me broaden my technology repertoire. I can do so much more than surfing the net and composing email. Anyway, I've attached the URL for my ePortfolio to share. I used Google Sites, which I initially found less than intuitive. But, I kept at it and finally figured it out. The "Help" forum really did its job. I hope you enjoy my presentation and that it will help future ED451 students. Here is the URL to my ePortfolio: http://sites.google.com/site/deveneciaeportfolio/.
Monday, May 25, 2009
My Multimedia Fish Tank Lesson Plan
Technology can be frustrating and gratifying; frustrating when I can’t figure something out, and gratifying when I do. I would spend hours trying to figure something out, and many times I would give up and look for another solution. Even when I find a solution, I think about my failed attempts and how I could have made it work. Well, this is the love hate relationship I have with technology. However, I feel more confident about my abilities. And, to complete this assignment, I approached technology with greater verve. The only stipulation was to use multimedia: more than one source. The purpose of this paper is to reflect on my experience creating this lesson plan, to include which NETS*T standard it applies to, what I learned, how I used new technology, what I liked the least and what I liked the best.
Although this lesson plan can satisfy more than one of the six NETS standards, I choose Standard II: Planning and Designing Learning Environments and Experiences, which indicates teachers plan and design effective learning environments and experiences supported by technology (International Society for Technology in Education ). My lesson plan is called The Classroom Fish Tank. The students were to design a fish tank for the classroom. They were to use multimedia, create a blog, with a visual component, and deliver a persuasive presentation using PowerPoint. This assignment allows students to see, hear and do, which supports the diversity of student learning. Having students work in groups and using discussion rather than lecture support a student centered environment. And, having students use computers and the internet, which many are quite adept at, supports the learning experience because it is something they enjoy. And, with students becoming more technologically adept, it is imperative that teachers plan their lessons with technology in mind.
Technology is also helpful in creating an enriched classroom experience for students with disabilities. I included a student in a wheelchair with limited use of his hands in my lesson plan. I did not feel it necessary to make many changes to accommodate this student since he could get around with his wheelchair and the use of a key board is well within in the physical limitations of many children in wheelchairs. Although objectives should be the same for all students, a teacher should be well prepared to revise the activities of the lesson plan to include the myriad of disabilities students may have. A teacher should learn as much as possible about the disability itself and about the specific abilities of the student. As in the film Enabling Dreams (Edutopia), technology can make a big difference in the learning experience of students with disabilities. And, whether or not a student has a disability, teachers should make a concerted effort to incorporate technology in their lesson plans.
As I mentioned earlier, I approached this assignment with greater verve. I really wanted to display more of what I learned, and that I explored other avenues to complete the assignment. There are three new things I used. I used a new program called Debut Video Capture with my webcam to create my introduction. I’m not pleased with the result because of the low quality of the webcam. I also used window’s movie maker for the clip at the end. I used photos rather than a video, and I incorporated some background sound. When I created my rubric, I wanted to embed the document in my website, which I accomplished with limited success. I played around with Scribed.com and Issuu.com. I eventually used Issuu.com, although both programs were easy to use. I found Issuu.com more intuitive to use. Speaking of the Rubric, I can say that what I learned and what I liked the best about this assignment is related to the rubric. Creating your own rubric is the best thing a teacher can do when planning a lesson. Because it makes you think about whether or not your objectives make sense. While creating my rubric, I had to revisit my objectives to make sure that I stated the objective in a way that made sense, and was what I really wanted to accomplish. What I liked the least was the frustration I experienced when I couldn’t make something work the way. For example, I wanted to use GoogleSites because the examples of the prior students’ were created on GoogleSites and they were visually appealing. Unfortunately, I could not find the same templates. I also could not figure out how to change the width of the text box. So, as much as it was frustrating, this lesson plan was quite rewarding. The most important thing I will take from this assignment is that we were required to model the use of technology to present the lesson.
Edutopia. (n.d.). Retrieved May 26, 2009, from Assistive technology: Enabling dreams: http://www.edutopia.org/assistive-technology-enabling-dreams-video
International Society for Technology in Education . (n.d.). Retrieved April 12, 2009, from National Educational Technology Standards: http://www.iste.org/
Although this lesson plan can satisfy more than one of the six NETS standards, I choose Standard II: Planning and Designing Learning Environments and Experiences, which indicates teachers plan and design effective learning environments and experiences supported by technology (International Society for Technology in Education ). My lesson plan is called The Classroom Fish Tank. The students were to design a fish tank for the classroom. They were to use multimedia, create a blog, with a visual component, and deliver a persuasive presentation using PowerPoint. This assignment allows students to see, hear and do, which supports the diversity of student learning. Having students work in groups and using discussion rather than lecture support a student centered environment. And, having students use computers and the internet, which many are quite adept at, supports the learning experience because it is something they enjoy. And, with students becoming more technologically adept, it is imperative that teachers plan their lessons with technology in mind.
Technology is also helpful in creating an enriched classroom experience for students with disabilities. I included a student in a wheelchair with limited use of his hands in my lesson plan. I did not feel it necessary to make many changes to accommodate this student since he could get around with his wheelchair and the use of a key board is well within in the physical limitations of many children in wheelchairs. Although objectives should be the same for all students, a teacher should be well prepared to revise the activities of the lesson plan to include the myriad of disabilities students may have. A teacher should learn as much as possible about the disability itself and about the specific abilities of the student. As in the film Enabling Dreams (Edutopia), technology can make a big difference in the learning experience of students with disabilities. And, whether or not a student has a disability, teachers should make a concerted effort to incorporate technology in their lesson plans.
As I mentioned earlier, I approached this assignment with greater verve. I really wanted to display more of what I learned, and that I explored other avenues to complete the assignment. There are three new things I used. I used a new program called Debut Video Capture with my webcam to create my introduction. I’m not pleased with the result because of the low quality of the webcam. I also used window’s movie maker for the clip at the end. I used photos rather than a video, and I incorporated some background sound. When I created my rubric, I wanted to embed the document in my website, which I accomplished with limited success. I played around with Scribed.com and Issuu.com. I eventually used Issuu.com, although both programs were easy to use. I found Issuu.com more intuitive to use. Speaking of the Rubric, I can say that what I learned and what I liked the best about this assignment is related to the rubric. Creating your own rubric is the best thing a teacher can do when planning a lesson. Because it makes you think about whether or not your objectives make sense. While creating my rubric, I had to revisit my objectives to make sure that I stated the objective in a way that made sense, and was what I really wanted to accomplish. What I liked the least was the frustration I experienced when I couldn’t make something work the way. For example, I wanted to use GoogleSites because the examples of the prior students’ were created on GoogleSites and they were visually appealing. Unfortunately, I could not find the same templates. I also could not figure out how to change the width of the text box. So, as much as it was frustrating, this lesson plan was quite rewarding. The most important thing I will take from this assignment is that we were required to model the use of technology to present the lesson.
Edutopia. (n.d.). Retrieved May 26, 2009, from Assistive technology: Enabling dreams: http://www.edutopia.org/assistive-technology-enabling-dreams-video
International Society for Technology in Education . (n.d.). Retrieved April 12, 2009, from National Educational Technology Standards: http://www.iste.org/
Thursday, May 14, 2009
13 Disabilities
The following is information obtained from: http://old.nichcy.org/pubs/genresc/gr3.htm
Children and Youth Aged 3 Through 21. The IDEA lists 13 different disability categories under which 3 through 21-year-olds may be eligible for services. For a child to be eligible for services, the disability must affect the child’s educational performance. The disability categories listed in IDEA are:
autism,
deaf-blindness,
emotional disturbance,
hearing impairment (including deafness),
mental retardation,
multiple disabilities,
orthopedic impairment,
other health impairment,
specific learning disability,
speech or language impairment,
traumatic brain injury, or
visual impairment (including blindness).
Under IDEA, a child may not be identified as a “child with a disability” just because he or she speaks a language other than English and does not speak or understand English well. A child may not be identified as having a disability just because he or she has not had enough instruction in math or reading.
How Does IDEA Define the 13 Disability Categories?
The IDEA provides definitions of the 13 disability categories listed above. These federal definitions guide how states define who is eligible for a free appropriate public education under IDEA. The definitions of disability terms are as follows:
1. Autism...
...means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects educational performance. Characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to changes in daily routines or the environment, and unusual responses to sensory experiences. The term autism does not apply if the child's educational performance is adversely affected primarily because the child has emotional disturbance, as defined in #5 below.
A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.
2. Deaf-Blindness...
...means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
3. Deafness...
...means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.
4. Emotional Disturbance...
...means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(c) Inappropriate types of behavior or feelings under normal circumstances.
(d) A general pervasive mood of unhappiness or depression.
(e) A tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
5. Hearing Impairment...
...means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deafness.”
6. Mental Retardation...
...means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
7. Multiple Disabilities...
...means concomitant [simultaneous] impairments (such as mental retardation-blindness, mental retardation-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.
8. Orthopedic Impairment...
...means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly (e.g. clubfoot, absence of some member, etc.), impairments caused by disease (e.g. poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
9. Other Health Impairment...
...means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—
(a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and
(b) adversely affects a child’s educational performance.
10. Specific Learning Disability...
...means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of mental retardation; of emotional disturbance; or of environmental, cultural, or economic disadvantage.
11. Speech or Language Impairment...
...means a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.
12. Traumatic Brain Injury...
...means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not include brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.
13. Visual Impairment Including Blindness...
...means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
Children and Youth Aged 3 Through 21. The IDEA lists 13 different disability categories under which 3 through 21-year-olds may be eligible for services. For a child to be eligible for services, the disability must affect the child’s educational performance. The disability categories listed in IDEA are:
autism,
deaf-blindness,
emotional disturbance,
hearing impairment (including deafness),
mental retardation,
multiple disabilities,
orthopedic impairment,
other health impairment,
specific learning disability,
speech or language impairment,
traumatic brain injury, or
visual impairment (including blindness).
Under IDEA, a child may not be identified as a “child with a disability” just because he or she speaks a language other than English and does not speak or understand English well. A child may not be identified as having a disability just because he or she has not had enough instruction in math or reading.
How Does IDEA Define the 13 Disability Categories?
The IDEA provides definitions of the 13 disability categories listed above. These federal definitions guide how states define who is eligible for a free appropriate public education under IDEA. The definitions of disability terms are as follows:
1. Autism...
...means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects educational performance. Characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to changes in daily routines or the environment, and unusual responses to sensory experiences. The term autism does not apply if the child's educational performance is adversely affected primarily because the child has emotional disturbance, as defined in #5 below.
A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.
2. Deaf-Blindness...
...means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
3. Deafness...
...means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.
4. Emotional Disturbance...
...means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(c) Inappropriate types of behavior or feelings under normal circumstances.
(d) A general pervasive mood of unhappiness or depression.
(e) A tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
5. Hearing Impairment...
...means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deafness.”
6. Mental Retardation...
...means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
7. Multiple Disabilities...
...means concomitant [simultaneous] impairments (such as mental retardation-blindness, mental retardation-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.
8. Orthopedic Impairment...
...means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly (e.g. clubfoot, absence of some member, etc.), impairments caused by disease (e.g. poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
9. Other Health Impairment...
...means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—
(a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and
(b) adversely affects a child’s educational performance.
10. Specific Learning Disability...
...means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of mental retardation; of emotional disturbance; or of environmental, cultural, or economic disadvantage.
11. Speech or Language Impairment...
...means a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.
12. Traumatic Brain Injury...
...means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not include brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.
13. Visual Impairment Including Blindness...
...means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
Sunday, May 10, 2009
Here is my Technology Tools Assessment. There were eight tools we had to assess, four of which were mandatory: Delicious, Firefox, Google Aps, and Moodle; the other four were of my choosing: DimDim, Weebly, TokBox, and LiveText. I used a scale of one to five, five being best.
Uploaded on authorSTREAM by deveneciajoseph
Uploaded on authorSTREAM by deveneciajoseph
Saturday, May 9, 2009
Enabling Dreams
Enabling dreams is a truly heartwarming video of how assistive technology has improved handicapped students’ lives. It’s an important video because it shows what handicapped students can accomplish with assistive technology. It also raises the question of revising lesson plans to include handicapped students. The biggest difference I see in a revised lesson plan is to ensure active participation of the handicapped student. The objectives should be the same. But, the delivery should take into consideration the physical limitations of the handicapped student. In my ASSURE lesson plan, I had students record the number of times they can bounce a tennis ball every ten seconds for two minutes. If the handicapped student could not use their hands, I would have him/her record the results or count out the ten second intervals. Another idea is to add an objective to show how the handicapped student was involved in the activity by creating a video. Assistive technology can help handicapped students overcome their disabilities. And, with revised lesson plans, can help narrow the gap between handicapped students and physically able students. It can also help physically able students better appreciate the struggles handicapped people have to overcome on a daily basis.
Friday, May 8, 2009
Internet Safety Presentation
Today we presented our website on internet safety. The url is: http://safetnet.synthasite.com/.
Please check it out and let us know what you think. It was designed with non-savvy parents in mind who could use some basic information to keep their kids safe.
Please check it out and let us know what you think. It was designed with non-savvy parents in mind who could use some basic information to keep their kids safe.
Thursday, May 7, 2009
Sunday, April 12, 2009
Learning to Use Technology: Creating a Lesson Plan
I don’t consider myself technologically savvy. But, I do have a minimum level of proficiency. So, when it came to having to create an ASSURE lesson plan, I felt somewhat intimidated. First of all, I am not currently teaching, and I have not taught before. So, having to come up with a lesson plan was in itself a challenge, and having to use an ASSURE model made the task even more daunting. The first thing I did was to search the web for examples and templates. I even asked cohorts who took the class for their samples. After seeing so many ASSURE lesson plans, I got a better sense of how to approach the assignment. And, what prompted me to step out of my comfort zone was when Dr. Cyrus reminded another student that this class was about technology. This was an enlightening assignment for me in that it introduced me to the NETS*S standards and the ASSURE model, and encouraged me to utilize technology.
NETS is the acronym for National Education Technology Standards developed by the International Society for Technology in Education (ISTE). “The NETS•T (NETS for Teachers) 2000 defined the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings” (International Society for Technology in Education ). Of the six Standards, I find the following objectives to be most appropriate for this assignment: 3D – Teaching, Learning, and the Curriculum – Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: manage student learning activities in a technology-enhanced environment; and, 4C – Assessment and Evaluation – teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. When first introduced to this assignment we counted M&Ms candies. The point of which was to get us to think about a lesson plan that would require students to be able to count something and discuss their findings. In the first day of my lesson plan, the students had to count the number of times they could bounce a tennis ball in 10 second intervals for two minutes, which required no technology. The students simply had to use a timing device with a second hand and pen and paper to record data. After gathering their data, the students then had to access the internet to find an appropriate digital spreadsheet to display their results. Standard 3D is applicable here since the teacher had to allow enough time between non-tech and technology activities. On the second day, the students used the digital spreadsheets to generate tables and graphs, and then discussed their findings. The discussion of the results is where 4C is applicable. They had to explore what variables could have produced different results, and what variables might not have affected the results. In my opinion, you can’t apply just one standard to any given lesson plan.
“The ASSURE model is an ISD (Instructional Systems Design) process that was modified to be used by teachers in the regular classroom. The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students” (The ASSURE Model). In my notes from class I wrote; objectives have to be observable and measurable which is one of the things I learned about lesson planning. In this lesson plan I also learned the ABCDs of stating your objectives: Audience (who are your students), Behavior to be demonstrated, Conditions under which the behavior will be observed, and Degree to which the learned skills are to be mastered…Who, what, where and how? In class while we were discussing other students’ ideas, coming up with objectives seemed to be the most difficult. I believe one student said “Students to display critical thinking.” Well? How do you observe critical thinking and measure critical thinking? Another thing I learned about lesson plans is you don’t have to re-invent the wheel. Through the internet, there are thousands of lesson plans from all subjects. So, you can tap the creativity of others to help students learn. I made extensive use of my Delicious bookmarker, which is a great way to take advantage of the work other educators have done to find worthwhile education related resources. What is great about lesson plans is they are dynamic. You don’t have to stick to the same plan for each class. One lesson plan does not fit all.
This assignment was definitely an eye opener for me. I’ve stretched my abilities with technology to a level I had not dared to before, which is the best thing to come out of this assignment. I’ve actually made much use of what we have learned in class. The most obvious is the application of hyperlinks. Up to this point, I have three hyperlinks, two to my references, and one to my Delicious bookmarker. I use my delicious bookmarker interchangeably between classes. I always have it open when I am working in my Audio Visual or Human Growth and Development classes. I generally start my searches with Delicious and check out what others have discovered. If I find something on Google or Google Scholar, I will bookmark it in Delicious. I also made use of Slide.com. And, I created a website for my lesson plan on Weebly.com. Weebly was the easiest of three sites I attempted to use. The other two were Google Sites and Doodlekit. I was frustrated with Google because it wasn’t as user friendly as I thought it would be. And, Doodlekit only allowed a maximum of 5 free pages on which to build a site. However, with Weebly, I’m assuming, because of its simplicity, it is not a very sophisticated site. I’m sure I would have to pay to enhance what I can do on my website. Free is the word and I can only see my technology proficiency improving at this point.
The worst part of this assignment was coming up with an idea. Not being a teacher makes matters worse, because I can’t draw on prior experiences. Having graduated in 1984, doesn’t allow me with many experiences to draw from since issues of diversity and technology were not issues at all. However, I am thankful for the internet and my Delicious bookmark.
There’s so much to being a good teacher, and having a plan is part of the process. Planning or lack of planning can be the difference between your students learning or not. This assignment was definitely an eye opener for me. It allowed me to learn about NETS standards and the process of putting together an ASSURE lesson plan. I’ve also stretched my boundaries and took advantage of free technology to put together my lesson plan. All in all, I’ve made some personal gains during the process of completing this assignment, which I hope will continue to improve upon.
References
International Society for Technology in Education . (n.d.). Retrieved April 12, 2009, from National Educational Technology Standards: http://www.iste.org/
The ASSURE Model. (n.d.). Retrieved April 3, 2009, from http://www.unca.edu/education/edtech/techcourse/assure.htm
References
International Society for Technology in Education . (n.d.). Retrieved April 12, 2009, from National Educational Technology Standards: http://www.iste.org/
The ASSURE Model. (n.d.). Retrieved April 3, 2009, from http://www.unca.edu/education/edtech/techcourse/assure.htm
Friday, March 27, 2009
Property taxes
Property taxes on Guam are extremely low. Let's keep it that way.
The University of Guam
Texas Tech University
The University of Guam
Texas Tech University
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