Technology in the ClassroomIt’s not just for Free Time anymore…

Presented by Christy Lamb and Tami SpeicherPresented by Christy Lamb and Tami Speicher

Did You Know 2.0

http://www.youtube.com/watch?v=k-8DRPCJ86U

Goals & Objectives:

Empower participants to use technology throughout the school day, increase their performance, and demand excellence in these areas: Classroom Management Curriculum Delivery Extensions and Remediation Practical Uses Technology Literacy

Disclaimer

This presentation is not really about technology, in and of itself. It is about 21st century skills for students and teachers.

“The most important thing to remember about technology in our classrooms is that it is not about the technology…The technology comes along because it has become the pen and paper, light and sound, of the twenty-first century” (cited in Beard, 2008, 32).

Get your 21st Century Skills Map at: www.21stcenturyskills.org

Practical Classroom Practical Classroom Management:Management: Non-Accountant Excel Spreadsheet Uses Lesson Planning Turning in Work/Email Portfolios Checking for Plagiarism Personal Scheduling

Non-Accountant Excel Spreadsheet Uses

•Grade book

•Edulink

•School Fusion

•Edline

•Schoolmax

•Call Log

•Attendance

•Rubrics

Lesson Planning

•Excel•Publisher

Turning in Work/Email Portfolios

•Non-Personal Account Email•Time Stamp•Digital Format•Easier to check for Plagiarism

Checking for Plagiarism

•Search Engines•Find on Page (Ctrl+F)•Online Texts•Yahoo Answers

Technology has made it

easier for

Technology has made it

easier for

students to plagiariz

e, why not m

ake

students to plagiariz

e, why not m

ake

technology make it

easier for y

ou to

technology make it

easier for y

ou to

check for it

?

check for it

?

Curriculum Delivery- Overhead Replacement Classroom T.V. as Monitor

Group Meeting Rooms Assistive Technology

Classroom T.V. as Monitor

Classroom T.V. (replaces your overhead) (svideo, CoAx) Demos PowerPoint Presentations

Smart Board White Board with projectors

Safe Videos for the Classroom

YouTube.Com is too risky because it contains inappropriate content. Some safer sites to try:

TeacherTube.com Teachers.tv (British spin on Teacher Tube) Archives.Gov

(Gardner, 2008)

Group Meeting Rooms

•WebEx

•Breeze

•Go to Meeting

•Elluminate

•Angel

•Blackboard

•Skype - VideoPhone

meetings

Virtual Classroom

Communication

Assistive Technology•Educational Software

-Reading or Read Aloud

-Writing - voice activated

-Joy Sticks

-Touch Screens

-Writing Tablet

Extensions and Remediation WebQuests & Scavenger Hunt Virtual Field Trips & Virtual Science Fair Multi-Genre Projects One-on-One Lessons Drill & Practice Intense Research-Amazon Cooperative Learning

WebQuests, Virtual Field Trips , & Scavenger Hunthttp://webquest.org/search/

MetaSearch for specific WebQuest: WebQuest + name of topic (WebQuest + Train, WebQuest + Dolphin, WebQuest + Civil War)http://www.pitt.edu/~poole/eledScavenger.html http://homepage.mac.com/cohora/ext/internethunts.html

These are two sites found by typing: Web + Scavenger Hunt or Internet + Scavenger Hunt

http://oops.bizland.com/vtours.htm These are some examples of sites to enable you to plan and carry out virtual field trips

Multi-genre Projects

http://writing.colostate.edu/gallery/multigenre/introduction.htm

http://fvwp.uwosh.edu/tech/multigenre.htm http://www.sheboyganfalls.k12.wi.us/cyberenglish9/multi_genre/multigenre.htm

These are some examples of websites that explain and show samples of Multi-genre projects,

One-on-One Lessons

http://www.elluminate.com/

This site provides an opportunity to sign up for a one-on-one tutoring session. You Can have up to 3 people in virtual class.

Drill & Practice Web Resources

Kathy Schrock@ http://school.discoveryeducation.com/schrockguide Jeopardy

www.Freerice.com -vocabulary-grammar-famous paintings-chemical symbols-countries-world capitals-French-German-Italian-Spanish-pre-algebra-multiplication tables

Intense Research-Amazon “There is so much information available that it is almost

too much, and if people aren’t prepared to process the information effectively it almost freezes them in their steps”

(cited in Wagner, 2008, 22).

62% of poll respondents rejected the idea that basic language, reading, and writing skills must be mastered before critical 21st century literacy abilities can be cultivated. The majority view is that decision-making and analytic ability has to be fostered concurrently with core skill development” (Williamson, 2008, paragraphs 2 and 3).

How Is Literacy for the 21st Century Different? “Nearly two-thirds of the poll respondents indicated that their teaching methods had undergone marked changes reflecting new concepts of literacy. The most important 21st century literacy skills identified by poll respondents focus on decision making, interpretation, and analysis.  Specifically, the top three abilities required for student success by poll respondents are: The ability to seek information and make critical judgments about

the veracity of sources (rated very important by 95% of poll respondents).

The ability to read and interpret many different kinds of texts, both in print and online (94%).

The ability to innovate and apply knowledge creatively (91%)

Intense Research-Amazon

Intense Research-Amazon Using Amazon.com allows one to:

Search for many books according to a topic. Familiarizes one with the popular and most recent

texts. Allows you to view the table of contents, first few

pages or even first chapter, and index. Read a review of the book. Search text for key terms.

Cooperative Learning With~

UniversitiesOther Classes or classroomsOther countries through:

Blogs- Professional Memberships & AssociationsEmail- dedicated, non-personalSocial Networks – Xanga, My Space, Online Journal

Technology Literacy

Integrity of Message Texting, Emailing, and Blogging as Genre Maximizing Components of Word Avoiding Plagiarism

Integrity of MessageMean what you say, say what you mean!

•All caps and some fonts embody their own message, maybe not one you mean to send.

•Do not write, and instruct your students not to write, anything that they would not want someone else to read, or something they would not say to the person’s face. LOL does not make hurtful words, less hurtful.

•Make sure that it is not technology for technology’s sake. Use technology to engage is good, but make sure there is an underlying State Standard to fall back on.

Texting, Emailing, and Blogging as Genre Texting

What a great way to teach voice and point of view! Example: Ask students to fracture a fairy tale by expanding a

scene which contains dialogue between 2 characters. Students will write a script of a text conversation exchanged between the two characters. Students will incorporate the voice and point of view of the characters, while putting a spin on the story. Students will draft the conversation in typical text lingo and in regular English. The regular English version will be performed in Reader’s Theater.

For older students, use a scene from a play or novel.

E-Mailing- Teach acceptable writing conventions.

Texting, Emailing, and Blogging as GenreLanguage versus Text-Blog

Blogging is a legitimate form of writing because it requires higher order thinking skills. One must still follow the generally accepted writing conventions. A blog worthy of subscribing too:

http://ncteinbox.blogspot.com/

Teachers Blog Too!“Many teacher blogs—there are as many as 6,000, according to www.Technorati.com —are now being read not just by other teachers but by parents, elected officials, and policy wonks, the article notes. They ‘raise important issues and give the rest of us a peek into a world that we see and hear about very rarely or only anecdotally through the media,’ said Alexander Russo, an education writer who blogs at This Week in Education.”

(Rebora, 2008, paragraphs 1 and 2)

Maximizing Components of Word • APA/MLA

•http://www.easybib.com/•http://www.noodletools.com/

• Formatting- teach how to set defaults•Easier to read•Makes a standard page, a standard•Prevents squeezing margins and super fonts

• Acceptable Conventions•Tell them what you want•Be specific•Font style, margins, titles, font size

Avoiding Plagiarism•Teaching how to avoid plagiarism is not enough.

•Check for plagiarism using Google or online texts.

•Have a policy in place when you need to deal with it.

•Make sure you have administrative support if you do not have a school wide policy in place.

•Have your students, and parents if possible, sign a statement of understanding of expectations. If possible educate both on what plagiarism is and is not and explain fully the ramifications of multiple infractions.

•Check for your test/quiz/chapter review questions posted to sites such as Yahoo Answers or a similar site.

Personal Scheduling

Schedule everything:OutlookOther Online Calendars

Schedule TasksMake a plan for follow-up and scheduleSchedule time for you

The 21st Century Student

http://www.youtube.com/watch?v=_A-ZVCjfWf8

Aligning to Standards:Standard 1: Nature of Technology

Students develop an understanding of technology, its characteristics, scope, core concepts* and relationships between technologies and other fields.

Standard 2: Technology and Society InteractionStudents recognize interactions among society, the environment and technology, and understand technology's relationship with history. Consideration of these concepts forms a foundation for engaging in responsible and ethical use of technology.

Standard 3: Technology for Productivity ApplicationsStudents learn the operations of technology through the usage of technology and productivity tools.

Standard 4: Technology and Communication ApplicationsStudents use an array of technologies and apply design concepts to communicate with multiple audiences, acquire and disseminate information and enhance learning.

Aligning to Standards:Standard 5: Technology and Information Literacy

Students engage in information literacy strategies, use the Internet, technology tools and resources, and apply information-management skills to answer questions and expand knowledge.

Standard 6: DesignStudents apply a number of problem-solving strategies demonstrating the nature of design, the role of engineering and the role of assessment.

Standard 7: Designed WorldStudents understand how the physical, informational and bio-related technological systems of the designed world are brought about by the design process. Critical to this will be students' understanding of their role in the designed world: its processes, products, standards, services, history, future, impact, issues and career connections.

(ODE, 2006)

If you would like to contact us: Christy Lamb500 West Wilson Bridge Road, Suite 130Worthington , Ohio 43085614-840-9401 ext 321clamb@connectionsacademy.com Tami Speicher500 West Wilson Bridge Road, Suite 130Worthington , Ohio 43085614-840-9401 ext 328tspeicher@connectionsacademy.com

Resources:Beard, Carla. (2008, September). It’s not about the technology. Council Chronicle,

18 (1).

Ohio Department of Education. (2006?) Technology Academic Content Standards. Retrieved on October 1, 2008 from

http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1707&ContentID=1279&Content=51505

Rebora,Anthony. (2008, September 24). The rise of the teacher blogger. Retrieved September 29, 2008 from

http://blogs.edweek.org/teachers/webwatch/2008/09/teacher_blogs_gaining_prominen.html

Wagner, Tony. (2008, October). Rigor redefined. Educational Leadership, 66 (2).

Williamson, Kent. (2008, September). Reading between the lines- and everywhere else” where literacy is headed. Retrieved September 29, 2008 from

http://www.ncte.org/about/gov/cgrams/news/130271.htm