Journal of Technology-Integrated Lessons and Teaching https://journals.uwyo.edu/index.php/jtilt <p> </p> <p><span style="font-weight: 400;">The Journal of Technology-Integrated Lessons and Teaching is a peer-reviewed, open-access journal that publishes technology-rich lessons, activities, micro-credentials, and badges for PK-16+ professionals. Published semi-annually, the journal provides a venue for high-quality, international learning representations with additional information regarding their context and setting, design rationale, implementation, and lessons learned. Resources are distributed under a </span><span style="font-weight: 400;">Creative Commons, Attribution, NonCommercial, ShareAlike license</span><span style="font-weight: 400;">. </span><span style="font-weight: 400;">This journal is sponsored by the </span><a href="https://aect.org/ted.php"><span style="font-weight: 400;">Teacher Education Division</span></a><span style="font-weight: 400;"> of </span><a href="https://aect.org/"><span style="font-weight: 400;">The Association for Educational Communications and Technology</span></a><span style="font-weight: 400;"> in partnership with </span><span style="font-weight: 400;">The University of Wyoming</span><span style="font-weight: 400;">.</span></p> University of Wyoming Libraries en-US Journal of Technology-Integrated Lessons and Teaching Editors' Note: Welcome! https://journals.uwyo.edu/index.php/jtilt/article/view/7265 <p>Welcome to the Journal of Technology-Integrated Lessons and Teaching (JTILT). This practitioner-focused journal publishes technology-rich lessons and materials for teachers and teacher education audiences around the world. These lessons and materials differ from other repositories because they</p> <ul> <li>are peer-reviewed,</li> <li>document the design considerations and context associated with instructional development,</li> <li>include critical reflections regarding implementation,</li> <li>are freely available for adaptation, use, and dissemination through a <a href="https://creativecommons.org/licenses/by-nc-sa/4.0/">Creative Commons, Attribution-Non-commercial-Share-alike 4.0 International license</a> (CC-BY-NC-SA 4.0).</li> </ul> <p>This international journal provides a space to share technology integration approaches in all aspects of the teaching profession (e.g., preservice, induction, inservice, professional development, leadership). Thus, JTILT is a venue to highlight, reflect, and continue conversations regarding teaching approaches. It allows teachers, media specialists, technology coordinators, professors, teacher educators, administrators, and other interested individuals to share best practices and glean from others’ work.</p> Craig E. Shepherd Cecil R. Short Copyright (c) 2022 Craig E. Shepherd; Cecil R. Short https://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-07 2022-07-07 1 1 1 1 10.13001/jtilt.v1i1.7265 Exploring Copyright while Making Memes https://journals.uwyo.edu/index.php/jtilt/article/view/6895 <p>Copyright, fair use, and open licensing are essential terms for preservice teachers in what is often referred to as the information age. Digital resources abound, and it seems so easy to copy, paste, screenshot, download, or stream. This lesson invites preservice teachers to consider whether they are permitted to use everything found online, even if resources are used only in their classrooms.</p> Jacob Hall Copyright (c) 2022 Jacob Hall https://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-07 2022-07-07 1 1 2 9 A Teacher’s Guide to Copyright, Fair Use, and Creative Commons in the United States https://journals.uwyo.edu/index.php/jtilt/article/view/6995 <p>This multi-day lesson introduces preservice teachers to copyright laws and how they influence resource use. The lesson also introduces fair use principles and components of a fair use claim before describing the limitations of fair use for practicing teachers. Creative Commons licenses are then introduced and explained as a better approach for resource use. Creative Commons resources are still protected by copyright law. However, the authors/owners of these works automatically grant some use rights under specified conditions. This granting of rights leads to a discussion about open education resources (OER). After this discussion, learners discover how to locate Creative Commons resources, cite them, and use them appropriately.</p> <p>Time: Two, 50-minute classes</p> Craig Shepherd Copyright (c) 2022 Craig Shepherd https://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-07 2022-07-07 1 1 10 22 10.13001/jtilt.v1i1.6995 Micro:bit Hero: Using MakeCode to Replicate Popular Songs https://journals.uwyo.edu/index.php/jtilt/article/view/7057 <p>This lesson opens with an introduction of how to program the Micro:bit using block code to play music using the piano keyboard embedded in the music section of Micro:bit Make Code.&nbsp; In this lesson, students explore how to make music using this feature and learn how to program the Micro:bit using MakeCode to incorporate rests and different notes (quarter, half, and full) to replicate nursery rhymes or popular songs.&nbsp; The lesson concludes with a discussion of the challenges/limitations of coding the Micro:bit to play music.&nbsp; Students also&nbsp; shared their musical creations with their peers through a “Name that Tune” game where they attempted to guess which popular song or nursery rhyme their peers had replicated in MakeCode.</p> <p>Time: 30-45 minutes</p> Brian Johnson Copyright (c) 2022 Brian Johnson https://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-07 2022-07-07 1 1 23 28 10.13001/jtilt.v1i1.7057 "We’re Coding A Drone?!” https://journals.uwyo.edu/index.php/jtilt/article/view/6983 <p>Drones are purchased for PK-12 schools with little thought to how they can be used to support learning (Carnahan et al., 2016). This activity introduces drones and coding to PK-12 teachers through a social constructivist design. Employed in an online setting, teachers can be exposed to coding and drones without individual access to the hardware to consider how drones could be used in their classrooms. During the activity, learners are introduced to block coding and code a drone flight which is then flown and videotaped by the instructor. Learners then view and reflect on their drone flights and discuss integration ideas that directly support their classroom and content.</p> Irene Bal Copyright (c) 2022 Irene Bal https://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-07 2022-07-07 1 1 29 41 10.13001/jtilt.v1i1.6983 Maker Activities and Academic Writing in a Middle School Science Class https://journals.uwyo.edu/index.php/jtilt/article/view/6869 <p>Academic language is an important focus area in middle school. However, academic writing in science classes is challenging for middle school students. Maker activities can contribute to students’ academic language development through artifact creation with tangible resources (Own, 2018). This makerspace and academic writing project, codesigned by a science teacher and a technology integration specialist, invited middle school science students to work on academic writing through maker activities.</p> Ashley Stewart Jiangmei Yuan Copyright (c) 2022 Ashley Stewart, Jiangmei Yuan https://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-07 2022-07-07 1 1 42 48 10.13001/jtilt.v1i1.6869