[MUSIC] So, newbie. Do you think you got this? Well, let's find out. Computer, upload simulation one. >> Simulation one? >> Yes, a classroom with live students. Planning to use technology in a lesson plan is one thing, but using technology with your students, well, that's something completely different. >> I don't understand. >> You will. >> So, these are students using the technology that I've given them, am I right? >> Very good, newbie. But your job now is to ensure that they are indeed learning using the technology. Exactly how would you do that? >> Right now. I don't know. What was my objective, what were my assessments? >> I'm impressed, newbie. The objective was successful completion of a persuasive essay. You can see the specifics here. You'll also see the instructions on this paper as well as the rubric you'll use to evaluate your students. >> And it has dates of completion. Hey, I'm good. >> [LAUGH] Yeah, okay. So, you will be assessing their essays at a later date but for now you're asking them to create organizational devices to help them organize their ideas. Again, let me ask you, what can you do to help ensure that they are actually using the technology correctly? >> Okay I see, you mean during the class? I guess I would need to observe their work and maybe answer some questions. >> Demonstrate. >> Okay! [NOISE] >> What seems to be the problem? >> This is stupid. I can't get this to work. >> Hold on, hold on, don't do that. >> It's just, I can't get this dumb thing to look right. Look at this. Look at this. >> I don't know what I'm looking at. >> Thanks a lot. It's even worse than I thought. What is this text box doing here? I want bubbles. I just don't know how to get bubbles, all I have is squares. I don't want squares, I want bubbles. How do I get bubbles? >> I'm not sure what you mean. I think that [NOISE] >> Thanks, thanks. Now you broke it. >> What were you doing with a drink right there? >> What is that wrong, I mean what if I just dry it off? >> No, no. >> It's fine. >> Just give it. Just stop, just give it a few minutes and then we'll turn it on again. >> Yo teach, come here. >> How are you doing, student? Looks like you enjoy technology a lot. >> Yeah, cat videos. These are hilarious. >> Cat videos. What in the world? Why aren't you on the web site that I told you about? >> These cats are hilarious, did you see that? One second, hello? Nah, I'm not doing anything, just sitting in class, super boring. >> Not doing anything? Boring? You are too doing something. Give me that phone! >> No, I don't want to, you can't have it. >> Teacher, teacher, come look at the brainstorms that I created. >> Finally, someone who is using the website. >> So I created some brainstorms, do you want to see them? >> Yeah, absolutely, that is better. Wait, what's this? My brainstorm on Keanu Reeves, he's dreamy. I just love him so much. That's why I carry this video around with me. >> Keanu Reeves, seriously how is this a persuasive essay? >> Persuasive? I thought you just had to choose a topic on anything. >> And defend the position. It says it all in your handout that we read together in class. Where is your handout? >> Wait, so I can't write about Keanu? >> Well, I don't know. Maybe. Look, the point is- >> Stop. End program. Okay, so can you tell me what just happened? >> Seriously, I don't even know. >> It looks like we have a lot more work to do than I originally thought. [MUSIC]
