BP8_RILS Final Project

Hello, everyone.

I finally got a hold on how to get videos from Viddler to my blog.  Thanks, FSO Support!

Here is what I have for my Final Project:



Here is what the scenario will be when I present this at my school:

Enjoy the reading!

Brief Overview:

The users will be able to configure their iGoogle home page to the point where it meets their specific needs.

1.)  Target audience:

My target audience will be a class of approximately 20 sixth grade students.

2.)  Materials:

·      Access to a computer with Internet access

·      A notebook for taking notes of the process

3.)  Objectives:

·      Students will create their own unique iGoogle home page using the options available through the Google software.

·      Students will apply the knowledge of Web 2.0 software that they can use for their specific purposes and add them to their iGoogle home page.

·      Students will understand the importance of iGoogle and how they can use iGoogle as a “pathway” to their unique Internet needs.

4.)  Procedure:

                                  i.         All students will need to access the Google home page.

                                ii.         Once students access the Google home page, all students will be required to create their own Google e-mail address [this is a requirement if they are to use iGoogle].

                               iii.         Students will then log onto iGoogle using their newly created usernames and passwords.

                               iv.         Students will be shown how to configure iGoogle through the “Settings” options.  Students will be shown what options they can use to configure their home page (e.g. how to add “boxes of links,” reconfigure their different linked pages, create different pages with the same iGoogle account).

                                v.         Once students are finished, students will “test” their pages to see if their links are fully functional.

5.)  Web 2.0 tool:

The Web 2.0 tool is iGoogle.  iGoogle is essentially a home page replacement which allows the user to access many areas of the Internet through their one home page.

http://www.google.com/ig

6.)  Social Participation:

·      Students will work in collaboration to configure their iGoogle pages in order for them to be unique for their own use.

·      Students will need to identify what they would like to have on their home pages first.

·      Students will first learn about the widgets and search the widgets they will need to put in their home pages.

·      Students will be shown how to configure the home page itself (add, delete, and edit widgets, choose their unique theme, etc.).

·      Students will work together to “test” their home pages to see if their links are operational (e.g. write blogs to each other from the iGoogle page, write e-mails from the iGoogle page).

7.)  Making Connections:

·      Students will first write what they would like to access (e.g. access to Facebook, access to their e-mail)

·      Students should decide what is important for them to access since their iGoogle will be unique for them (e.g. a need for an online dictionary, a need for an online encyclopedia, a need for access to social media).

·      Students will decide what links will allow them to communicate with others.  Students must also realize that others will be able to see their page when others access their page.

8.)  Create/Produce:

All students will have a fully unique and functional iGoogle home page.

9.)  Assessment:

Students will work in collaboration by checking the iGoogle home page of a partner; this collaboration will be between two students.  Students will “test” the home page of another student.  Things that should be checked are (1) working links, (2) aesthetics (e.g. how it looks [too much information on page, not enough information on page]), (3) relevant use for what a student needs (e.g. are pages appropriate for a sixth grade student, will student make use of information on page).  There will be an online assessment created that student will use to “grade” the page of another student.

10.) Reflection:

a.)   The reflection for the student should be written and placed online.  This way, students can practice both their writing skills and practice using one of their Web 2.0 tools to reflect what they learned (e.g. write on a blog so others could hear, create a concept map of what they learned).

b.)  Because I will be the person implementing the RILS, I would write my reflection online for others to see; when I mean “others,” I mean my fellow teachers and possibly other students who may have access to my blog (which is where I plan to write my reflection).