6.+Information+Systems,+Summer+2012

=Information Systems, LIBMEDIA 641, Summer 2012 - Instructor: Dr. Eileen Schroeder, UW-W=

Projects
BYOD Lesson Plan Database

BYOD Policy Comparison

Moodle Module - iPads - Discussion Forum Rubric

Moodle Module - iPads - Discussion Rubric Final

Moodle Module - iPads - Unit Grades for iPad Module

Lesson Plan - GROUP PROJECT - Food & Nutrition

eBook & eReader Implementation Plan and Outline

iPad Implementation Outline

Peer Feedback for eBook Group Module on Moodle

Network Map

Course Reflections
The first half of this course focused on personal devices and their successful implementation in the classroom. Working in small groups, we compared various personal devices, from iPads and eReaders to Netbooks and Chromebooks. Each person in the group, coming from a different district, had their own personal experiences with the various devices. Although there are pros and cons to any device, it became quickly apparent that all districts should have some plan in action for BYOD or 1:1 programs -- the device chosen would be unique to each District, their network, and their students and families. Working in the Neenah Joint School District, I talked a lot with my group about our current roll-out of a 1:1 program with iPads. At the time of the class, our district had beta-tested the idea with two elementary classrooms and three middle school classrooms. At this time, our district is currently 1:1 with iPad in grades 4-8. With this course, we created a BYOD database for use as a resource. We also participated in various modules within Moodle to discuss the various pros and cons to new technologies and their use in the classrooms. It is important to note that the implementation of 1:1 or BYOD programs is different depending on the age group you are working with -- elementary, middle, or high school. My focus was on elementary schools as that is where I am currently working.

The second half of this course had each student diving into Moodle and actually teaching a module, along with other group members. Our group focused on the implementation of the iPad. Besides daily readings and discussion questions, we charged each group in "class" to research and design a implementation process for purchasing apps for the iPads, given a specific budget amount and classroom size. This was an excellent exercise in online teaching. To be honest, I'm not sure which is more difficult and time-consuming -- **taking** an online class or **teaching** an online class. Both take much more time, effort, and discipline than a regular, face-to-face class. It was interesting to note, that even with graduate students, there are still students who are actively involved in the class, and others that simply hang out and are there. The grades for students reflected their participation and professionalism within the course. My experiences in this course; however, spurred me to teach my online safety unit to my fifth grade students using Edmodo -- teaching the class completely online. In practical terms, this class was extremely beneficial to both me and my students.

Part of this course also focused on networks -- understanding how they are set up and maintained, their structures, etc. Included in my projects in a network map that my partner and I created. I have to admit, my understanding of networks is my weakest area; however, I understand much more now than I did before the course. After the course ended, I asked our tech for a tour of our server space -- something I found fascinating after having taken this course.