December 2014 Training: 7:45-9:40 a.m.

2 Articles with integration ideas and some excellent information about the redefinition of curriculum and instruction through the use of technology.

http://www.edweek.org/tm/articles/2012/01/25/tln_magiera1.html

http://www.edutopia.org/technology-integration-guide-description

SAMR Model Template



iBooks/iBooks Author
ibooks-laptop.jpg
ibooks-laptop.jpg





Class Tools

classtoolsnet.jpeg
classtoolsnet.jpeg

  • Web Link: http://www.classtools.net/
  • Description: A number of tools (I haven't even used all of them yet) that can be use
  • d across curricular areas. Include are tools that allow you to upload images and create labels to generating Twitter tweets and Facebook/Fakebook pages for historical figures. Teacher find these tools to be very engaging to students.
    • Classroom Connection: Social studies teachers have had students create a Fakebook page for historical characters with posts from both the historical figure and their friends. Uploading pictures of events, friends from their time period, posts from events significant to their time period, etc. Another example a literature teacher completed using the tools was to have students create SMS messages from chraracters in the book and then students used the SMS message as a classroom challenge with others in their groups/class.





QR Codes

https://esu3ipads.wikispaces.com/QR+Codes
Description: QR (Quick Response) Codes originated by a Toyota Subsidiary in Japan where they were used in the automotive industry to track vehicles in assembly. QR codes are black and white two-dimensional square codes on a white background. Once you know what a QR code is, you will begin seeing them everywhere---magazines, pizza boxes, stores (I even found one on the sticker of my banana linking me to the Dole web site :)
Classroom Connection:Student Book Reviews
http://www.teachertube.com/video/student-book-reviews-254551



Google Classroom
ibooks-laptop.jpg
ibooks-laptop.jpg




Quicktime Player

http://westsidetraining.wikispaces.com/Quicktime+Player
How to use QuickTime Player to play media files on your Mac
QuickTime Player is a great application for playing media content, including HD (high definition) video in OS X. QuickTime Player supports many modern codecs and file formats, so simply double-click your media file in the Finder and it will open in QuickTime Player. If a media file doesn't automatically open in QuickTime Player by double-clicking it, you can choose the Open File option from the File menu, browse to the file's location, and select it. Additionally, you can open a streaming media file (or event) by clicking the File menu and then choosing Open Location and entering the Internet address (the URL) for the movie file.
The playback controls in QuickTime Player work simply with Rewind and Fast Forward buttons, and with the Play button handling both playback and stopping.

  • Screen Recording
  • Audio recording (Fluency Samples etc.)
  • Video recording



Using Drawing Tools in Google Docs
With this Daily doodle Drawing Document your students can gain skill and confidence in their creative abilities, use their imagination, all while creating their own content instead of simply looking for graphics or content online.
Can be a part of a great copyright workshop.




KidBlog
Description Kidblog is a wonderful resource for student blogging. According to Kidblog's website, kidblog.org "is designed for elementary and middle school teachers who want to provide each student with their own, unique blog. Kidblog's simple, yet powerful tools allow students to publish posts and participate in discussions within a secure classroom blogging community. Teachers maintain complete control over student blogs." Kidblog has several advantages over other blogging sites:
  • Teachers can create a class blog, and add student accounts without needing student email accounts.
  • Students have their own unique blogging space. They can create posts and comment on other students' posts.
  • Teachers have control over approving students' posts and comments before they are published to the blog.
  • The site is secure. Students must login to read posts and write comments.
  • Teachers can post private comments, so that only the child who wrote the post may see the teacher's comment. This is a great way to leave feedback for the student.
Curriculum Connections
  • create book discussions (great for literature circles or book reports)
  • post prompts for writing
  • communicate with parents and students about classroom news, policies, and events
  • journal writing online
  • publish student work (writing, photos, video, etc.)



Integration Activities from Edutopia Article

http://www.edutopia.org/technology-integration-guide-activities#1story

Activity One: Digital Storytelling

The purpose of this activity is to give workshop participants a chance to experiment with various grade- and subject-appropriate digital tools that will enable their students to tell a story or relay ideas through multimedia.
  • Grades: K-3
  • Subject: Literacy
  • Digital tool: Storybird
  • Technology required: one laptop computer, desktop computer, or tablet per participant; Internet connection; projector connected to an Internet-enabled computer
  • How to:
    1. Show participants sample Storybird stories, pointing out usernames, artwork, page layout, length, and the commenting feature.
    2. Have workshop participants create a teacher account in Storybird.
    3. Model for participants how to choose artwork and begin a story. Point out how the story cannot be built ahead of time and the importance of limiting story length for students' first story so that the story maintains focus.
    4. Give them the challenge of creating a three-page story, including a cover (allow about ten to 15 minutes).
    5. Guide participants through publishing their story, focusing on the privacy settings and proper tagging, which will help them locate their stories later.
    6. Have participants navigate to each other's stories by searching by tag or by username. Have them read the stories and leave comments for each other.
    7. Ask participants to think of how this tool would help their students obtain a better grasp of a specific literacy strand or specific skill that they teach during the year.
    8. Have workshop participants work through answers to questions such as these:
      • How much time will I have with my students?
      • What kind of access to technology do I have? Will I need to make special arrangements?
      • How will I assess student learning?
      • How will student use of this tool allow them to learn something or learn in a way that they couldn't without the tool?

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Activity Two: Digital Citizenship

The purpose of this activity is to have participants familiarize themselves with various grade-appropriate topics in digital citizenship. Participants will choose a lesson or unit to teach in their classrooms.
  • Grades: K-12
  • Subject: All
  • Digital tool: Common Sense Media website
  • Technology required: one Internet-enabled laptop or desktop computer per one or two participants; projector connected to Internet-enabled computer
  • How to:
    1. Ask participants what digital citizenship is. Ask them why it matters. If desired, start a KWL (know, want to know, learned) chart and begin listing what participants know.
    2. Give participants the choice to either work alone or in teams of two to three by grade or subject area.
    3. Have participants register at Common Sense Media. All participants, even if working in a group, should create an account.
    4. Have participants navigate to Common Sense Media's digital citizenship curriculum page to view the curriculum.
    5. Model how to navigate the site to locate resources for particular grade levels and topics (e.g., etiquette, research).
    6. Give participants ten to 15 minutes to look through the materials and choose a lesson or unit that they feel is most applicable to their classroom.
    7. Have participants share the lesson or unit they chose and why they chose it.
    8. Have workshop participants work through answers to questions such as these:
      • How much time will I have with my students?
      • What kind of technology will I need? What kind of access to technology do I have? Will I need to make special arrangements?
      • How will use of this tool transform my current practice?
    9. Time permitting, return to the KWL chart and add what participants share that they have learned.

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Activity Three: Checking for Understanding

The purpose of this activity is to give workshop participants a chance to experiment with using mobile devices to get a snapshot of student understanding or as a conversation starter.
  • Grades: 6-12
  • Subject: All
  • Digital tool: Socrative
  • Technology required: one laptop computer, desktop computer, tablet, or mobile phone per participant; Internet connection; projector connected to Internet-enabled computer
  • Note: Workshop provider should already have set up an account and a sample question and be familiar with how the tool works ahead of time.
  • How to:
    1. Using a premade survey, have workshop participants respond, using their devices (phone, tablet, or computer) to respond to the question.
    2. Explain the various kinds of questions that can be created using Socrative.
    3. Ask participants how they see this tool being used in their classrooms.
    4. Have participants create an account on Socrative so they can write their first survey question.
    5. Encourage participants to experiment with a variety of questions and settings.
    6. Have participants volunteer to share their questions and solicit votes (depending on the size of the group, either have all participants share or have a few volunteer). Participants may not be able to project their quizzes, but will be able to track answers in real time on their devices.
    7. Have workshop participants work through answers to questions such as these:
      • How much time will I have with my students?
      • What kind of access to technology do I have? Will I need to make special arrangements?
      • How will student use of this tool transform my current practice?

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Activity Four: Creating Screencasts

The purpose of this activity is to give participants an opportunity to create a screencast that they could use to explain tricky concepts to their students. This activity can also serve to give participants a start in creating videos in preparation for "flipping" their classrooms.
  • Grades: 4-12
  • Subject: Math
  • Digital tools: Geogebra and Screencast-O-Matic
  • Technology required: one Internet-enabled desktop computer, laptop computer, or netbook for each participant; projector connected to Internet-enabled computer
  • Tip: Have the software already installed either locally on the machine or as a Google Chrome extension.
  • How to:
    1. Ask participants what a "screencast" is. Ask how they are used. If no one can define them, then explain that a screencast is a recording of a computer screen or whiteboard that is used to teach others.
    2. Provide examples of screencasts. The best places to look are at Khan Academy and in any tutorial videos that teach how to use software (e.g., Microsoft Windows Movie Maker tutorial).
    3. Show participants the Geogebra software or web app and its basic features.
    4. Give participants ten minutes to explore the software.
    5. Ask participants to share ideas they have for using this software in their classrooms. Have them think of an upcoming math concept that they will be teaching. Explain that they will be teaching this concept using a screencast of Geogebra.
    6. Give participants five minutes to plan a one- to two-minute lesson using the Geogebra software or web app.
    7. Model creating a screencast using the Screencast-O-Matic site, focusing on resizing and moving the recording window, using the recording controls, and saving a screenshot. (Tip: Have participants save their screencasts to their computers as an mp4 file. Later on, they can explore the other options on their own.)
    8. Have participants navigate to the Screencast-O-Matic home page and click Start Recording. They will then be prompted to run a Java applet, which they should allow. They will then see a box with record, pause, and microphone buttons at the bottom. They can resize and move the box to fit around their Geogebra window
    9. Explain that they will now create a one- to three-minute screencast teaching a concept in Geogebra. Have each participant click the record button when they are ready. (Tip: To cut down on background noise, have participants either use a headset with a built-in microphone -- something as simple as headphones they use with their smartphones -- or have them spread out into different areas of the room.)
    10. Give participants five minutes to record their screencasts and save them.
    11. Give participants two minutes to trade devices with a neighbor and watch each other's screencasts.
    12. After devices have been returned to their owners, ask participants what they liked about the other person's screencast and, as a group, begin to pull together a list of qualities that make a successful screencast.
    13. Have workshop participants work through answers to questions such as these:
      • How will I use this tool with my students?
      • What kind of access to technology do I have? Will I need to make special arrangements?
      • How will both student use and my use of this tool transform my current practice?