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Transforming Social Studies Instruction with Interactive Whiteboard Systems

Price

Transforming Social Studies Instruction with Interactive Whiteboard Systems

Western Oregon University

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
  • Hours: 45.00
  • University Credits: 3.00
  • Promotions
What you need to know

CE Credits Online Courses Have Been Approved for Academic Credits through Western Oregon University

  • Start anytime and work at your own convenience
  • Available 24/7 from any computer with Internet access
  • One-on-one facilitation

IMPORTANT INFORMATION

Western Oregon University (WOU): WOU offers post baccalaureate, 600 graduate level credits based on the quarter system. The tuition cost is $50 per credit, plus a $10 processing fee, payable to CE Credits Online.

  • Step 1:Select your course(s) from the catalog tab above and enroll following the onscreen instructions.
  • Step 2: To request Western Oregon University (WOU) Credits:
    Western Oregon University Registration Form

    If you want WOU credit for the CE Credits Online course, you are required to submit a registration form for the course within 2 weeks of starting the class. Located on your “Student Homepage” (after you enroll) you will find a Request University Credit section under Obtaining Credits. You will select Western Oregon University and follow the instructions for requesting and paying for your WOU credits.

    To ensure that you receive credit for a specific quarter, your request, registration form and payment need to be received 20 days before the end of that quarter or the first of the month, whichever one is earlier. For example if the quarter ends on June 10th we would need to receive your request, registration form and payment by May 22nd.
  • Step 3: Once the credit fee has been paid, your completion paperwork and WOU registration will be submitted to WOU 18 days prior to the quarter ending. Allow three weeks after the end of the quarter before requesting an official or unofficial transcript.
Quarter Ending date
Fall 2012 12/13/2013
Winter 2014 03/21/2014
Spring 2014 06/17/2014
Summer 2014 08/15/2014

You can find directions for requesting an official transcript on the Western Oregon University Registrar page.

Western Oregon DEP contact information
Division of Extended Programs
Western Oregon University
345 N Monmouth Ave.
Monmouth, OR 97361
Phone: 1-800-451-5767
Fax: 503-838-8473
Email: extend@wou.edu

Western Oregon University Registration Form
If you want WOU credit for the course, the Division of Extended Programs (DEP) of Western Oregon University requires completed DEP registration forms. CE Credits Online will submit your course completion paperwork for each CE Credits Online course. Please print the Western Oregon University Registration Form and complete items #1-15, skip #14 Method of Payment. Sign and date on #16 and fax to CE Credits Online 1-425-844-4164 or mail to:

CE Credits Online
Attention: Sandra Blazevich
23224 NE 156th PL.
Woodinville, WA. 98077

CE Credits Online can not process your academic credit request without the completed Western Oregon University DEP registration form. If you have any questions please contact DEP office or visit the website: http://www.wou.edu/provost/extprogram/creditoverlay_CEONLINE.php.

Course Description

Transforming Social Studies Instruction with Interactive Whiteboard Systems


This course will introduce you to the transformative possibilities that interactive whiteboard systems can have on your social studies curriculum. An interactive whiteboard system is comprised of many separate components from many companies, but when integrated into a whole system, it becomes a powerful instructional tool in the hands of a trained teacher. The first section of this course will provide a brief overview of different digital whiteboard systems and current research of their effectiveness in the classroom. The next section will build a strong foundation of skills necessary to successfully control the hardware and software used. These skills include basic operations, manipulating graphics and objects, overlay tools, and integrating peripheral products. The last section will show you how to integrate these skills into several social studies lessons which then you will apply this knowledge to create a lesson of your own. This course features over 45 videos comprising over five hours of core video-based training, allowing you to see a credentialed teacher/ certified trainer actually using an interactive whiteboard system. The skills and their integration into social studies instruction covered in this course are designed to be transferable to any hardware or software platform.
Please Note:
Although having access to any brand of digital whiteboard is not required, it will greatly enhance your learning experience. Most of the software applications referenced are available as free downloadable trials and are compatible with Windows and Mac operating systems.

Most lessons in this course demonstrate hardware and software features through the use of core and auxiliary videos. Core videos, which are embedded in the web page, have been created and professionally produced specifically for this course and feature a digital whiteboard system from SMART Technologies. Auxiliary videos, which can be accessed via web links, have been produced by others and feature different digital whiteboard systems.

Syllabus
  • Course:
    Transforming Social Studies Instruction with Interactive Whiteboard Systems
  • Prerequisites:
    None

Course Description:

This course will introduce you to the transformative possibilities that interactive whiteboard systems can have on your social studies curriculum. An interactive whiteboard system is comprised of many separate components from many companies, but when integrated into a whole system, it becomes a powerful instructional tool in the hands of a trained teacher. The first section of this course will provide a brief overview of different digital whiteboard systems and current research of their effectiveness in the classroom. The next section will build a strong foundation of skills necessary to successfully control the hardware and software used. These skills include basic operations, manipulating graphics and objects, overlay tools, and integrating peripheral products. The last section will show you how to integrate these skills into several social studies lessons which then you will apply this knowledge to create a lesson of your own. This course features over 45 videos comprising over five hours of core video-based training, allowing you to see a credentialed teacher/ certified trainer actually using an interactive whiteboard system. The skills and their integration into social studies instruction covered in this course are designed to be transferable to any hardware or software platform.
Please Note:

Although having access to any brand of digital whiteboard is not required, it will greatly enhance your learning experience. Most of the software applications referenced are available as free downloadable trials and are compatible with Windows and Mac operating systems.

Most lessons in this course demonstrate hardware and software features through the use of core and auxiliary videos. Core videos, which are embedded in the web page, have been created and professionally produced specifically for this course and feature a digital whiteboard system from SMART Technologies. Auxiliary videos, which can be accessed via web links, have been produced by others and feature different digital whiteboard systems.

Course Objectives:

  • Identify components of an interactive whiteboard system
  • Discuss current research in instructional technology as it applies to your classroom
  • Understand how to use specific skills including basic operations, manipulating graphics and objects, overlay tools, and integrating peripheral products
  • Practice using software used in an interactive whiteboard system
  • Identify how skills covered in this course can enhance and transform many social studies lessons
  • Apply skills learned in this course to develop your own social studies lesson
  • Discuss challenges and successes in using interactive whiteboard systems in your classroom

Student Expectations:

This online course is experiential, interactive, and features many streaming video training modules. Participants will complete journal exercises and online assignments. In addition, participants will be expected to practice and use specific skills in their own setting and report the results to the online forum. Participation is necessary for passing the course.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.

Class Outline:

  • Lesson 1: Building Background on Interactive Digital Whiteboard Systems
    • 1.a Components of Integrated Digital Whiteboard Systems
    • 1.b Comparison of Digital Whiteboard System Major Brands
    • 1.c Research on Student Achievement and Integrated Whiteboard Systems
    • 1.d Current Trends in Educational Technology
    • 1.e Reflective Journal/Forum Exercise
    • 1.f Glossary of Terms & Resources
    • 1.g Quiz
  • Lesson 2: Learn & Practice Skills - Basic Operations
    • 2.a Attaching Links
    • 2.b Pages, Undo, & Paste
    • 2.c Page Management
    • 2.d Pen Tools
    • 2.e Recording Sound
    • 2.f Screen Capture
    • 2.g Table
  • Lesson 3: Learn & Practice Skills - Graphics
    • 3.a Gallery : Search Content Types
    • 3.b Manipulation: Aligning Objects
    • 3.c Manipulation: Attach Link and Sound
    • 3.d Manipulation: Copy, Clone
    • 3.e Manipulation: Drag & Drop
    • 3.f Manipulation: Lock, Group
    • 3.g Manipulation: Move, Rotate, Size
    • 3.h Manipulation: Selecting Multiple Objects
    • 3.i Properties: Line And Text Styles
    • 3.j Properties: Page Recording
    • 3.k Properties: Set Picture Transparency
    • 3.l Graphics – Quiz
  • Lesson 4: Learn & Practice Skills - Overlay Tools
    • 4.a Use & Modify Ink Layer
    • 4.b Magnifier and Print Screen
    • 4.c Pointer & Screen Shade
    • 4.d Spotlight
    • 4.e Virtual Keyboard
    • 4.f Reflective Journal/ Forum Exercise
  • Lesson 5: Learn & Practice Skills - Peripheral Products
    • 5.a 3D Mouse
    • 5.b Document Camera- Hardware Overview
    • 5.c Document Camera- Native Software
    • 5.d Google Earth: Overview
    • 5.e Google Earth: Layers
    • 5.f Google Earth: Save a Location
    • 5.g Google SketchUp: Overview
    • 5.h Online Interactives: Flash/Java
    • 5.i Streaming Videos
    • 5.j Video Conference: Overview
    • 5.k Wireless Slate (SMART Airliner)
    • 5.l Peripheral Products – Quiz
  • Lesson 6: Learn & Practice Skills - General Activities
    • 6.a Graphic Organizers in Various Programs
    • 6.b Process Recording in Various Programs
    • 6.c Selection of Picture Elements
    • 6.d Table Creation in Various Programs
    • 6.e Reflective Journal/Forum Exercise
  • Lesson 7: Curricular Integration - Observing Details in Pictures and Maps
    • 7.a Lesson Description and Guided Practice
    • 7.b Modifications/ Extensions
    • 7.c Reflective Journal/ Forum Exercise
  • Lesson 8: Curricular Integration - Interactive Timelines
    • 8.a Lesson Description and Guided Practice
    • 8.b Modifications/ Extensions
    • 8.c Reflective Journal/ Forum Exercise
  • Lesson 9: Curricular Integration - Map Comparison Throughout History
    • 9.a Lesson Description and Guided Practice
    • 9.b Modifications/ Extensions
    • 9.c Reflective Journal/ Forum Exercise
  • Lesson 10: Curricular Integration - Using and Creating Maps
    • 10.a Lesson Description and Guided Practice
    • 10.b Modifications/ Extensions
    • 10.c Reflective Journal/ Forum Exercise
  • Lesson 11: Curricular Integration - Virtual Reality Exploration
    • 11.a Lesson Description and Guided Practice
    • 11.b Modifications/ Extensions
    • 11.c Reflective Journal/ Forum Exercise
  • Lesson 12
    • 12.a Alternatives to Using Force – Your School's Policy
    • 12.b No School Policy
    • 12.c IEPs and Use of Force
  • Lesson 12: Curricular Integration - Create and Implement Your Own Lesson
    • 12.a Create and Teach a Lesson
    • 12.b Reflective Journal/ Forum Exercise
  • Post-Survey
  • Evaluation
  • Final Exam

Contact Information:

info@cecreditsonline.org

425.788.7275

Your State Information

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

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Newsletter


CE Credits Online is pleased to announce it is launching the CE Credits Online Monthly Newsletter. Every month the newsletter will offer a discount on one or more CE Credits Online courses—often with savings that can amount to hundreds of dollars. The only way to receive these discounts (using a promotional code) is to receive the newsletter. The newsletter is free and will have various features we believe will be of interest to all educators.

Once you sign up for the newsletter, you will receive a confirmation email and a link to the CE Credits Online Newsletter and the discounts that are being offered for that month. Discounts change monthly.

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Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • Standards-based
  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff
Reviews
  • Wow! I really enjoyed this course. The availablity for me to work at my own pace over the summer was just what I needed. I really enjoyed the format that was used in the lessons that were presented. The refresher course on the history of education and the impact that leaders have had on our educational system was very intersting to me. There is so much that you forget after you have graduated from college and moved out into the working environment. It was a trip going down memory lane to go back and think through the theories of great minds such as those of Piaget, Maslow, Erickson, Vygotsky, Gardner and Kohlberg. I still struggle with the No Child Left Behind law. I live and teach in Alaska. Our geographics is much different from that of other states. There are many communities (villages) and teachers within these communities that struggle to meet the requirements for this law. I do appreciate this being a topic that was touched upon at the end of this course. Thank you.

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  • I really enjoyed the videos. They were very well done and easy to follow and understand. I could take what I learned and apply it immediately to my own instruction.                                  

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  • I have enjoyed learning some new strategies for teaching problem solving and look forward to incorporating them into my instruction the remainder of this year, as well as with a fresh group of students from the beginning of the year next year. One element that resounded strongly with me was Polyps four steps for problem solving. I found it enlightening to learn how to improve upon an instructional strategy that I thought I was already using. The clarity and simplicity of the process helps me to help my students to dig deeper into the problems, incorporate previous learning, and have a plan for moving forward with their solution. Another learning experience I appreciated dealt with extending word problems. I never thought it could be so easy to give students multiple opportunities to solve similar problems, not to mention the opportunities to differentiate. What a great way to get the most bang for your buck when teaching kids to recognize the structure of word problems. There are many other elements of this course that I have embraced to help kids to dig deeper, and understand more.I will continue to use the four steps for problem solving and extensions daily, and I will continue to work to help them become better "math writers".

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  • The lessons and course information was extremely useful and informative. I enjoyed gaining the new information and am looking forward to implement the vast majority of it in my classroom. The ideology of the coursework was also enlightening and enhanced my understanding of the course material.                                

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I found this class enlightening and encouraging. Due to working with students with severe needs I found that I already implement some of the tactics in my teaching such as scaffolding and utilizing different learning styles such as tactile and audio. I found it interesting that I tend to have the students produce the same end product when I know that the students differ in their learning styles. Reflecting on this I realized that I use what is comfortable to complete and what I feel is easiest to grade. I don't have it all figured out and there is much more that I can implement in my class. I was a little worried that differentiating instruction was going to mean that I had to individualize to each student but through working the chapters I realized that it is giving students opportunities to demonstrate their knowledge and receive knowledge through different modalities. I am aware through this class that I need to break my lesson into three pieces the content, process and product. Even though they are different I learned that all three parts blend and compliment each other.The tools I learned are the basics and foundations of good teaching. Implementing them in my classroom will not allow students to be successful but will enhance my teaching and breath new life into my lessons.

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  • I am surprised at the amount of material I’ve learned. Now I know the names and techniques of things I actually do within my classroom. One key component I have learned is that differentiation doesn't mean a different learning plan for each student, but using various modus operandi will address the needs of all learners in my classroom. If only just using different content, process and products doesn't reach all students then I can tier and scaffold lessons so that high, middle, and low struggling learners can reach the criteria and benchmarks that they need to meet. Students who are advanced or need extra encounters can work on anchor activities. I already have many ideas that I want to use this school year in my class, especially an "anchor wall" or an “on-going work folder” where students can come in contact with material or ideas to keep going and further their knowledge, understanding and awareness of a subject or academic focus. I do many of the things suggested in this course already, but I can do them more deliberately and with more diligence with the end in mind.

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