Technology Integration Presentation Video

 

 

 

 

 

Technology Integration Unit Project Lesson Plan

Hello All,

Below is my Lesson Plan for my Technology Integration Unit Project.

Thanks
David

CONCEPT MAP OF UNIT

Topic: The PaperWise Document Management System Lecturer: Mr. David M Tyler, PaperWise Team Leader and Analyst Audience: DCCCD Administrative Assistants Academy Attendants Length of Class: 1 Hour

My topic is Digital Document Management Systems and the PaperWise Document Management System. Twice a year the Dallas County Community College District Organizational Development office conducts an Administrative Assistants Academy. The Academy classes last six months and are held once a month. As the District PaperWise Team leader and Analyst, I am ask to conduct a class on the District Paper Less Environment. My concept for this lesson is to follow the learning theories of Dr. Jerome Bruner. I believe that Dr. Bruner's concept of the Constructivism theory, that learners construct new ideas and concepts based on existing knowledge is perfect for this class. By teaching this class, I want to build on the Administrative Assistants present knowledge of a physical filing and storage system. The concepts I want them to learn are the concepts digital document management and filing. The structure of my lesson plan starts with an introduction to electronic Document Management. I then introduce the Document Management System they will be using, PaperWise and the benefits of using it. I continue with basic functionality of PaperWise and PaperWise Security. I then finish with an introduction to Document Retention. Dr. Bruner's emphasis on the structure of the learning process highly influenced the structure in my lesson plan as I want the attendees to conceptualize what digital document management is, the differences between physical and digital and the benefits of digital document management. With the structure of this class, my purpose to guide the attendees into the perception that digital document management is the new category of document management for the Dallas County Community College District. I want encourage the Administrative Assistants who attend my seminar to consider Digital Document Management to be the new standard practice for document management in the District.

 

Key learning(s)	unit essential questions	optional instructional tools
What a Document Management System is. An introduction to the PaperWise Document Management System. Basic concept of PaperWise integration with other DCCCD systems and software programs. The Benefits using of the PaperWise Document Management System. Basic PaperWise Functions. PaperWise Security and Briefly touch on document retention.	What is a Document Management System? What is the PaperWise Document Management System? How the PaperWise Document Management System help me do my job better? How does the PaperWise System work? How do I get access to it?	Microsoft Power Point Slides and Multimedia Videos Microsoft Power Point Slide handout for note taking

 

Lesson Concept	Lesson Concept	Lesson Concept	Concept
Introduction to Document Management Systems	Introduction to the PaperWise Document Management System	Basic PaperWise Functions	PaperWise Security and Document Retention
Lesson essential questions	Lesson essential questions	Lesson essential questions	Lesson essential questions
What is a Document Management System?	What are the benefits of using the PaperWise Document Management System?	How does PaperWise work?	How secure are documents that are stored in PaperWise?
vocabulary	vocabulary	vocabulary	vocabulary
Document Management System Electronic Storage System	Digital File, Digital Image, Screen Scraping, Redundant Disk Storage	Scanning, Indexing, Scanning, ImageWise, Query, Annotations	Firewall, Encryption, Feature Lockout, Image Server, Database, Document Retention

 

additional information

This seminar is not intend to be a complete class on how to use the PaperWise system. The District software training department conducts PaperWise Basic and Advanced courses. Additionally, my seminar is not intended to cover Document Retention in its entirety. The District Records Manager conducts a seminar on Records Retention during the course of the Academy.

Article Review #3: Microflipping

This review is on an article publish April 21 2014 in the Digital Campus 2014 issue of The Chronicle of Higher Education. The article is entitled Microflipping: a Modest Twist on the ‘Flipped Classroom.

                In this article the author, Sam Buemi debates the merits of the Flipped Classroom.  The Flipped Classroom as the author defines it, means that students learn content outside of the classroom and then actively engage with that same material during class time.  According to the author, advocates of the Flipped Classroom see it as a substitute for the traditional way of education.  Advocates of the Flipped Classroom consider the traditional way of education to be standard off-the-shelf type of education.  He goes on to say that the Flipped Classroom type of education is frequently viewed as an all or nothing at all venture that does not help students as much as it could.  His view is that educators who endeavor to get the most out of the Flipped Classroom style of instruction typically invest in the all of the bells and whistles (social media, video-editing software, and other educational technology) or they don’t invest at all.

                In his article Mr. Buemi advocates a different approach to the Flipped Classroom he calls the Microflipped Classroom.  In his scenario, the Microflipped classroom is a combination of the traditional way of instruction and the Flipped Classroom.  It combines the best of both manners of instruction.  His observations have been that faculty members and student alike are either apprehensive about adopting new technologies in the classroom or they are eager to adopt new technologies in the classroom.  Either way, students either come to class prepared or some students don’t.  He feels that requiring students to complete work outside of the classroom is not the total answer to this age of problem.  His outlook is that the Microflipped Classroom instruction model is designed to engage the students who do the required assignment for class and also the ones that don’t.  In the Microflipped model of instruction, the instructor uses a mix of lecture and technology integration throughout the class lesson.  His lesson plan would include a script that would alternate between lecture and technology engagement.  The script he outlined in this article uses five minutes of lecture time followed by engagement with materials such as clicker-type questions, mobile app engagement, and small or large class activities.  He states that Microflipping complements traditional teaching by emphasizing that class engagement and critical thinking are a central priority in helping students learn.

I found this article by Mr. Buemi to be very intriguing and enlightening.  I am very fascinated by the idea of combining traditional instruction with technology in a way that integrates the two.  His method of engaging the students who do not come to class prepared would seem to be quite effective.  I will add this to my toolbox in hopes of being able to use it one day as an instructor.

Buemi, Sam (2014, April 21). Microflipping: a Modest Twist on the ‘Flipped’ Classroom. The Chronicle of Higher Education, The Digital Campus 2014. Retrieved from http://chronicle.com/article/Microflipping-a-Modest-Twist/145951/?cid=wb

Article Review #2: Projectors Get Interactive

This review is on an article from the March 2014 issue of the journal Campus Technology. The article is entitled Projectors Get Interactive.

               In this article, the author reviews the use of interactive short-throw projectors in the classroom. The author details Indiana Wesleyan University’s solution to enable class collaboration and interactive participation while remaining within allocated budget constraints.  The school had considered multiple interactive whiteboards, but this solution was cost prohibited.  As an alternate solution, the school installed multiple ordinary whiteboards and instead purchased interactive projectors.  Interactive projectors enable class participates to collaborate on class subjects by allowing them to capture what is written on the ordinary whiteboards, saved and then be emailed as a .jpg image. In the article the university’s director of institutional media technologies (IMT) Brian Hertzog stated, “The technology has been a huge success on campus”.  The article went on to say that since the initial installation of the interactive projectors in one classroom, the university has added 16 other projectors throughout the campus.  Another 37 projectors will be added to two newly constructed building.

               I found this article to be very thought-provoking. I think that there is definitely a practical application to use interactive projectors not only in the classroom  but also in the boardroom.  Here at the business office I work at, we are always white boarding something.  It would be great to be able to allow all members of the meeting to collaborate with their input on these different white board sessions.  The director of the Information Technology department I work in now has always had a policy of “We don’t want to be on the bleeding edge of any new technology”.  This equates to not buying any new technology until all of the bugs have been worked out.  In the article Mr. Hertzog advised against dumping traditional projectors altogether because they can still be used in larger lecture rooms (the interactive projectors are being installed in classrooms settings of 35 students or less at his college).  He recommended buying one projector and installing it in a room and urging faculty to come and have a look.  Ironically, in a way he is following the same strategy.  If the faculties at your college are not ready to adapt the new technology of interactive projectors, it would not be advisable to purchase very many of the units until the faculties have adapted the new technology.  Basically, working all of the bugs out mentally.

Schaffhauser, Dian (2014, March) Projectors Get Interactive, Campus Technology, Vol. 27 No. 7, pg. 29, 31.