Reflection

First of all, this has been a really great class.  I learned so much from everyone.  Our course perfectly reflected this weeks discussion topic.

I think this course in particular gave us much more opportunity to continuously practice using the Web 2.0 tools.  It wasn't just learn about a tool and file it away.  This "play time" was the best part for me.  I enjoyed creating work with the tools which increased my comfort level.  As technology continues to evolve in the classroom setting, we need to be comfortable evolving to learn new tools and continuously learning how to integrate them to increase the effectiveness.

I hope everyone has a wonderful holiday season and if you are lucky enough to have snow (I'm actually stranded at my in-laws tonight :/)  Anyway, happy holidays to everyone and thank you for all of the support.

Jenn

Tools for Teachers

Here is a link to my wiki!


QR Code

So, How Do You Know NETS Competencies Are Being Met?

I think it’s important not only for the Technology Integrator but the classroom teacher to know what the NETS expectations are.  As teachers we are bombarded with what we need to get done, teach, collect data on... NETS standards need to be integrated into the curriculum expectations.  I like how our Media Specialist (who acts as the tech integrator) at our school meets with each grade level before school begins to go over the grade level expectations.  She shares with us what she will explicitly teach and what we need to integrate into our instruction.  She makes it clear that she will support us with this either through suggestions and ideas or demonstrating/co-teaching so that we can see how it works.  

Overall, it’s a positive way to share the expectations without making it feel like the teacher (once again) has more piled on their plates.

A scenario...

Grade level teachers have been asked to add more options and performance based assessments to their repertoire of assessments. This is an example of NETS-A Visionary Leadership.  

At our school, the administration in conjunction with our IB Steering Committee have set this goal for each grade level.  Specifically, each grade level has been asked to  augment the assessments used in each of the six headings that our units fall under.  I work at an IB school, so this is directly tied in with our requirements to be an IB school.

As a goal, I see this as an example of NETS-A Visionary Leadership.  I see the administrator setting up this expectation but then using other NETS standards to ensure that her staff meets the expectations.  This would fall under Digital-Age Learning and Excellence in Professional Practice.

NETS Wiki

Here is a link to my wiki.  I had a hard time getting my head what we were supposed to include in this wiki, thanks to those who helped me make sense...

http://641netscompetencies.pbworks.com/w/page/70895971/Home%20Page

Virtual High School Connecticut Style

Virtual High School is offered in Connecticut through www.vhscollaborative.org.  In my city, Stamford, 3 of the public schools offer virtual courses. Grades from online courses will only be added to the GPA from accredited schools according to district policy. One high school, AITE, an inter-district magnet school with only 650 students, offers various options including  Project Lead the Way (PLTW) www.pltw.org  which is for pre-engineering or biomedical sciences. They offer a four year course sequence with an opportunity for college credit. Cisco Networking Academy https://www.netacad.com/ offers a 2 year program toward certification in CCNA. There is also a mentoring program for students interested in Architecture, Construction or Engineering www.acementor.org  Finally, a complete catalog of classes available virtually can be found at http://thevhscollaborative.org/.  The school has so much to offer and is popular in the local communities.  It is not for everyone.  

My daughter went there for 1 year but opted to transfer to her district school.  She felt that the courses offered were amazing and the teachers were engaging but that the social aspect was lacking.  Now she is in our district school with 2400 students and is loving it!   

The other two schools a magnet middle school and an inter-district K-8 school offer mainly advanced courses for students who need them.  My friend’s son, who attended a different middle school in town was allowed to take geometry in 8th grade with the students from the other school.  There ended up being logistical issues and miscommunications with the family about the teacher interaction.  This was not a positive experience for this particular student.  But, it is also an example of why this type of school does not work for everyone.  He is exceptionally bright and definitely gifted but is very very unorganized and unfocused.  This set up was not for him!

I can see how these programs could add to the courses being offered at a school.  I think I would like to see an in house teacher interacting with the students, especially for a first class to ensure that the student was focused and mature enough to stay organized.  For the high school level, I would like to see programs that encouraged collaboration with other schools and students.  Also, I could see the programs being used to differentiate programs being offered.  If there were not enough students interested in certain courses, this could be a way to add diversity to the course offerings.

Virtual Learning Environments

I think depending upon the age, maturity of the student and the rigor of the program Virtual Learning Environments have there place in education.  I LOVE going to school online.  This virtual learning environment has worked out beautifully for me.  I do find it interesting that when I first wanted to find a school online, my coworkers thought I was crazy.  I knew I had the demeanor to work independently and I did not need the social aspect of seeing people.  I'm a visual learner, so sitting in a class listening to a lecture is a complete bore to me.  The thought of driving the I-95 during rush hour sounded unbearable.

The other comment I heard was wanting to know why the cost was the same as if the program was somehow less rigorous because it was online.  The tuition at SNHU is the same as Sacred Heart University and Fairfield University which are 2 of my local options.  My friend is a professor and I asked him about whether he would teach an online course.  He said probably not, mainly because he works with undergrads and doesn't think they are as organized as they should be.  He also enjoys the social aspect of the "craft' he thinks it's his most positive feature as a professor.  Knowing him, I'd have to agree. So on to secondary and primary virtual learning environments.  Here are some positives and negatives from my perspective:

Positive Aspects of Virtual Learning Environments

• The option to take courses not offered by the district school.  This would be a positive addition to any type of school.  Also, the virtual classroom would allow students to take a course even if there were not enough students interested to form a tradition class.
• Geographically, students living in rural areas would be able to take courses not normally offered.  The monies saved on transportation can be used for other expenses.
• Resources would be compiled in one location which would allow students in different areas who need specific programs to be accessible.  It seems you CAN be in 2 places at once.
• Schedule flexibility is necessary for some students either due to health limitations or outside commitments.
• The ability of the student to work at their own pace is wonderful.  Students would not need to rush through work to keep up and conversely, students wouldn’t need to wait for the rest of the class either.
• 1:1 attention from teachers would allow for more differentiation and assurance that the student understands the work.
• Students would have the opportunity to interact with students from various communities and locations.  Sharing this information would give students a different perspective and more of a global approach.

Concerns About Virtual Learning Environments

• The younger the students are, the more developmentally inappropriate this type of school would be.
• Transparency of the school, course work, teachers and assessments would be necessary to ensure that the school is rigorous enough and meeting the needs of the students.
• Some of the goals of CCSS is to improve collaboration, communication and problem solving skills.  Virtual schools would need to ensure that these areas are addressed as part of their curriculum.  It would be easy to have the social interactions removed from the daily class work if students are not physically together in the same space.
• The home environment would need to be a positive environment where education was valued.  Too many times when discussing students who are struggling, the aspect of the families view on education is mentioned.  If school is not important than the student suffers.  This would be exasperated in a solely virtual school setting.
• Teachers are not bots! Part of our craft is the social and human interaction. It’s not just the curriculum we teach.  The younger the students, the more important this aspect is.
• Students already have a large amount of screen time, this would add to that daily amount.

• By solely attending a virtual learning community, you lose the school community.  Book fairs, ice cream socials, movie nights, dances. Some of my children’s best friends are from kindergarten!
  

Virtual Library from Group Wiki

Virtual Library, A Must!
Our world is ever evolving. Our students need to be able to work successfully in this ever changing environment. Here is a What's Hot/What's Not Poster for successful school libraries from the National Association of Independent Schools.
Technology and the Library:
What’s Hot, and What’s Not?

What's hot	What's not
Physical and virtual libraries as hubs of creating new knowledge and educational innovation.	libraries as stand-alone centers of knowledge consumption.
regular collaboration with the technology team to ensure consistency in skills, approach to technology, and technology policies.	librarians teaching technology in a vacuum, or ignoring the technology curriculum, while staying out of the conversation about technology policy or plans for the school.
Staffing that allows librarians to visit classrooms, to teach and accompany students on the research experience where it is happening, and to attend faculty meetings and department meetings across the curriculum.	Understaffing the library so the teaching librarian has to supervise the library and miss authentic research and collaboration moments.
Keeping a curated selection of books and digital resources that are used, and weeding and updating the collection on a regular basis.	Keeping an archive of books and resources that are rarely used.
encouraging the librarian to experiment and play with new digital resources and tools.	no opportunities to offer ebooks and new media to students and faculty due to budget constraints.
offering collaborative workspaces for students and noise-cancelling headphones for those who want silence.	Shushing students all day.
lending gear from laptops to iPads, from phone chargers to video cameras, from rulers to calculators.	advocating in-library use only for many materials.
librarians active in their personal learning networks in order to stay aware of the rapidly changing field and to help lead the discussions about new and meaningful avenues for technology in the curriculum.	librarians not willing (or not given the opportunity) to implement change in the library program or services offered.
collaborating with teachers to create inquiry-based projects that seamlessly integrate research and information literacy skills into the academic curriculum.	leaving the librarian out of the planning process and implementation in regard to research and technology resources.
learning how to search google effectively.	one million hits in your google results list.
a library space with powerful Wi-Fi, numerous outlets, whiteboards, moveable furniture, and easy access to the virtual library.	inflexible learning spaces.
a welcoming, student-centered library that supports learning and curiosity.	a library where students feel there are too many rules with no purpose.

Learning to utilize the current and ever changing resources available allows our students to learn how to be successful researchers. This process is ongoing and can be applied to all subject areas. The media specialists, technology integrators and teachers help our students use these resources most effectively. 


References
National Association of Independent Schools. Retrieved from 
http://www.nais.org/Magazines-Newsletters/ISMagazine/Pages/The-New-School-Library.aspx

Jenn Freeda

Pro Library Debate from Group Wiki

Why We Need School Libraries
I am a firm believer that we need to maintain our school libraries. As a teacher of young students, I see the excitement that students have when they check out books. All sorts of books... They may be drawn in by the book cover, subject matter or maybe having seen their friends read the same series. The kinesthetic aspect of reading is very important in my mind.
According to an article in the CEA newsletter, "well-staffed, well-stocked, and well-used school libraries are correlated with increases in student achievement on the order of 4 percent to 20 percent, as measured on student performance on standardized tests."

Our youngest students have an unprecedented amount of screen time at a young age. The American Academy of Pediatrics has recommended limits for screen time. "The AAP recommends that parents establish "screen-free" zones at home by making sure there are no televisions, computers or video games in children's bedrooms, and by turning off the TV during dinner. Children and teens should engage with entertainment media for no more than one or two hours per day, and that should be high-quality content. It is important for kids to spend time on outdoor play, reading, hobbies, and using their imaginations in free play.
There is something special about a student so absorbed in their book that they are walking into school while reading. I'm happy to say that I see this happening daily with multiple students.

References
Canada Education Association. Retrieved from http://www.cea-ace.ca/education-canada/article/ignoring-evidence-another-decade-decline-school-libraries

American Academy of Pediatrics. Retrieved from http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/pages/media-and-children.aspx

THE LIBRARY DEBATE

Too Much Of A Good Thing...

I wanted to try an iPad app that I saw called,  Little Story Creator.  It is designed for upper elementary aged kids and is really easy to use.  Here is my presentation, it will automatically advance to the next slide but the timing is not great.  You can manually advance it also, with a sweep of a finger.

Also, I made a Goanimate video too, just for fun.  Check it out, it was my first attempt, I really like the dancing.

Enjoy.
Jenn

Technology Across Age Groups

¯\_(ツ)_/¯  Do you like my little guy?  I saw him today and decided he looked cute...

Here is a link to my data.  I usually like "playing" with data.  I'll be honest, I was not surprised by the differences between the age groups.  From a logistical point, I found the data difficult to tabulate because the age brackets varied slightly.  I ended up, collecting separate age groups depending upon the data I found.

In general, the younger the user, the more frequent they used technology.  I did notice that for the older generation that they owned more devices than I expected.  I think this may be for 2 reasons.  Firstly, they can afford it.  Secondly, in many cases the older generation (grandma and grandpa) want to communicate with their children and more importantly grand children.  My mother in law communicates with her children and oldest grandchild via email, texting and Facebook and uses Snapchat, Instagram and texting for the younger grandchildren.  I also think that the improvements made to e-readers have made the purchase and usage by the older generations increase.  I never thought I'd see the day when my mother, a retired English teacher who reads ALL THE TIME would use a Nook.  Well, never say never.

Resources for Data Collection

text messaging

http://www.phonedog.com/2011/12/16/how-many-text-messages-do-you-send-per-month-on-average/

How people access the internet

http://www.pewinternet.org/Infographics/2013/How-Americans-go-online.aspx

Teens access the internet

http://www.pewinternet.org/~/media/Files/Reports/2013/PIP_TeensandTechnology2013.pdf

mean median average use comparison

http://www.pewinternet.org/Reports/2010/Cell-Phones-and-American-Adults/Part-4-A-comparison-of-cell-phone-attitudes--use-between-teens-and-adults/Adults-and-teens-share-similar-calling-patterns.aspx

Device Ownership

http://www.deloitte.com/assets/Dcom-UnitedStates/Local%20Assets/Documents/us_tmt_Executive_Summary_Devices_Study_052112.pdf

Source of News

http://blog.tsgglobal.com/Portals/26816/docs/Variety%20of%20Media%20Use%20Statistics.pdf

Tech Configurations

I may have taken a different approach to this assignment than I was supposed to.  I opted to look at different grades and concentrate on a particular theme for that age group.  For example, in 2nd grade I did 2 themes, non fiction learning and writing.  The activities are designed around the particular configuration.  In the case of BYOD, elementary students would most likely be too young to bring devices of any kind (at my school we have to confiscate the devices.) So, I opted to include in class activities or suggested apps that parents could use at home.  

	Activity #1	Activity #2	Activity #3	Activity #4	Activity #5
Technology Activity Explanation -	Kindergarten/Grade 1 Throughout the year, these young students are learning and mastering the letters, corresponding sounds and the phonemic skills needed to learn to read. Here are some ways of supporting the classroom learning of these important skills.	Kindergarten/Grade 1 Science based projects can become outdated quickly.  Technology based resources help to keep the resources current.	Grade 2 Non Fiction learning is very important in Grade 2.  Students can practice the research cycle using technology based tools to hone the skills in this area.	Grade 2 Creating their own stories can take on new meaning when technology based tools are used.	Grade 3+ Using tools to express student learning. This creative outlet is important especially as students need to collaborate more often and demonstrate their understanding of a topic.
Potential Issue/s	Differentiation is going to be the biggest issue for teachers to deal with.  Students start kindergarten with a wide range of skills. In first grade you may still have many students who are at the Emergent reading level. Having access to a variety of technology tools can help a teacher support the students at their varying levels.	Potential issues could be finding current resources with active links.  This would most likely happen with WebQuests that can become outdated quickly.	Students may have difficulty working independently at this grade level.  Teachers will need to work closely with students to assure that they are on task.  It’s important to have routines in place to make working with a partner run smoothly.	Students may still need support typing their stories into the computer.  These skills are very important to learn early.  This is especially true as we begin administering the SBAC exams.  Being able to use the keyboard effectively is imperative.	Differentiation is an ongoing issue.  Students using technology may become easily distracted.  It may also be difficult for students to collaborate with a partner.  The teacher needs to pay close attention to this, especially given the independent aspect of technology based work.
One computer classroom	In a one computer classroom, ideally it will be attached to a SMART Board.  Where a variety of tools can be used.  This could include Starfall.  The letter and sound and early PA skills can be introduced whole class using this site.  It is kid friendly and very engaging.  It is a great tool for students who need multiple modalities to best understand a concept.	Using the classroom computer that is attached to the SMART Board is an excellent way to launch a unit.  This can be done with a provocation such as.. Creating a presentation using Google Earth and NOAA to find various locations and the weather forecast for a particular day.  It could be exciting to see the various forecasts especially if your school is in an area where the weather does not fluctuate much.  This can also be done for sunrise and sunset times throughout the world. Developmentally, our K/1 students are so egocentric, it is great to offer them different perspectives on events familiar to them i.e. the weather etc.	Use the SMART BOARD to front load a subject.   Wonderopolis.org has many inquiry based topics to learn about.  They are designed to have students think and ask what they are wondering.  This could be an excellent way to launch a unit.	Using the SMART Board the class could research and learn more about a favorite author.  Some authors are available to Skype which could be a very exciting opportunity for students to engage in.	Having only one computer in the classroom could be a large roadblock in the classroom setting.  In this case, the one computer, may be the way that students share their work with their teacher and peers.  This could be used as part of their presentations, if they are computer based (compared to device based tools.)
Small cluster of computers in classroom (10)	Students who are struggling with early phonemic awareness might benefit from Lexia.  This self leveling program generates a report for the teacher so that in class support can be better tailored also.	Students could work on WebQuests that are specifically aligned to the topic.  The students could work in small groups or independently as part of their class time.	During class, research resources, approved by the district could be made available on the school or grade website.  Students need to practice where to find information and to learn to distinguish between beneficial resources and those that should not be used.  This skill is an integral component of the research cycle.	Students could create their own online books using podcasting.  This is a wonderful opportunity to practice fluency and to be able to hear themselves read. Garage Band and Quicktime Player are both simple ways for students to create their own podcasts.	Small clusters of computers are great for a project approach to learning.  Students could use collaborative tools like Google Docs to each contribute to a project that they are working on.  This would allow all of the students to be actively engaged simultaneously but at the same time sharing their contributions with each other.
Portable computer cart COW (netbooks)	At the primary level this may be difficult for students to handle depending upon the configuration of the classroom (i.e. small tables with multiple children.)  The portable lab could be utilized if necessary using the same types of lessons as a computer lab based lesson.	At the primary level this may be difficult for students to handle depending upon the configuration of the classroom (i.e. small tables with multiple children.)  The portable lab could be utilized if necessary using the same types of lessons as a computer lab based lesson.	Whole group time using non fiction based websites like National  Geographic for Kids ,BrainPOP Jr. and Pebble Go This can be differentiated and the teacher can use Google Docs to create a research web for the student to complete.  This toggling between Google Docs and websites is good practice for the SBAC which uses this skill often in the testing.	Students in a leveled reading group could enjoy online books by a favorite author.  Listening to books being fluently being read is important as they work on improving this skill.	Students could use Comic Life to create cartoons around a specific topic.  Students would research their topic, organize their information then create comics based on the research.  Non fiction topics are particularly fitting using this tool.  Also, story elements could be further explored using Comic Life.
Computer Lab 1:1 technology for all	The lab is an ideal way to differentiate for all students simultaneously.  Using a program like the Learn to Read portion of Starfall allows the teacher to assign a particular level for students to practice.	Students could use BrainPOP Jr and other interactive programs that concentrate on Weather at their own pace.	ibid.  This is a good opportunity for students to practice their research skills.  Students could work independently or in partners.  The teachers could offer support while students work independently.	ibid.	ibid. If the whole class is working on a project, then the teacher is able to check in with partners and individuals to offer support and guidance.
BYOD	Kindergarten/Grade 1 students would be too immature to participate in BYOD.  A suggestion might be to have a link to suggested home activities that parents could access for at home practice.  Surveying the parents as to what devices they have available would help to focus the list of suggestions.  Parents could also use these same suggestions in their local library if they do not have computer or device access at home.	Kindergarten/Grade 1 students would be too immature to participate in BYOD.  A suggestion might be to have a link to suggested home activities that parents could access for at home practice.  Surveying the parents as to what devices they have available would help to focus the list of suggestions.  Parents could also use these same suggestions in their local library if they do not have computer or device access at home.	This is still young for children to be bringing devices to school but it is an ideal time to use iPads in the classroom for small group projects or independent practice.  Students can use iPads to create Gamis via Tellagami.  This could be a way for students to show their understanding of a particular topic.  Apps can be used that allow students to practice a particular skill.  For example, Geoboard by Math Learning Centers offer exploration and practice associated with geometry.	Haiku Deck an iPad app,  can be used for creative presentations. Tools like Story Buddy 2 offer students an opportunity to create their own stories using a library of royalty free photos or they can upload their own photos.  This tool could be used for creating non fiction books as well.	The elementary level is still too young for most students to have their own devices that could be brought to school.  Ideally, the school has a collection of devices that can be shared among the staff for collaborative work.

Student Data Spreadsheet

Student Data Sorted By Strand

I opted to use Google Spreadsheet
to make my student data spreadsheet.  I have used various spreadsheet programs before but I do not create them often.  I think it would be difficult for teachers to dedicate the time to using a spreadsheet like this unless the information was already available online and could be merged or even cut and pasted into a program.  I find the number of formulas available to be overwhelming at first.  It took me a while to figure out how to use a =countif formula to determine the number of correct responses per question.

Support using formulas can be found at this link.

I also wanted to sort the data by Strand.  I decided that having it sorted that way was going to be more helpful to the teacher than just the question number.  In an attempt to make this stand out more, I opted to highlight by strand also. I also alphabetized the list which will make it easier for the teacher to find her student by name.  Any additional students who are added to the list will be alphabetized also.  This is done by sorting the range highlighted.  It's important not to sort the entire page by mistake.

This is a screen grab of the Data drop down menu for sorting a range.  Simply highlight the range that you want sorted.

Many people are not used to looking at spreadsheet so color coding can be helpful.  I chose red for the incorrect responses.  This gives a visually quick look at the overall question.  This was accomplished by using a conditional formatting.  The formatting functions found here are extremely helpful for sorting and extrapolating data.  Conditional formatting is like an "If, Then" question.  I formulated it by saying that "If the text is exactly B (or what ever the correct response was) Then the print was in Black.  Then you have to add, "Text does not contain B (or whatever the correct response was) Then print was in Red.

I might also have noted questions that gave a consistent incorrect answer (i.e. 80% of the incorrect responses answered "B".)  This information could be helpful to a teacher who is trying to determine why a student answered incorrectly.  This would be most helpful in specifically reteaching a particular point.

In this particular data, there were 2 questions that over 80% of the students answered incorrectly.  This type of information helps to inform the next steps taken by the teacher, including when to refocus and reteach concepts missed by that many students.  I could see how breaking down data can help to inform instruction within the class, grade or school.  At our school we often spend staff meeting time extrapolating information out of standardized testing scores.  This can be cumbersome but in many cases allows us to target specific areas that need additional support.  At the classroom level, this information could be collected from summative assessments in an attempt to make sure that the students fully understand the concepts being taught.

Here is a link to my Prezi about Technology in Education.

Using Technology to Improve Student Learning

Freeda Professional Development Experience 4_1

I started my career teaching at a very small preschool many years ago.  Our director was a huge fan of having professional development that was tailored to the needs of our school.  Early on, it was very thoughtful training and I still use information garnered from the different consultants that were used.  Our principal used a model where the consultant would spend the day observing in our classrooms and then was able to differentiate to best meet the needs of the group.  It was very helpful and felt almost personalized. The consultants were specially picked to meet our specific needs (it was an Ultra Orthodox Jewish preschool.)

I then moved onto public elementary school where the professional development was very, VERY hit or miss.  Some of the classes were chosen simply because of the location of the class (sad but true!) Who wants to go across town to take a class at 3:30 after teaching all day?  

Many times the district/grade level wide offerings were not clearly defined and our time is wasted terribly. These are my least favorite types of trainings.  More times than not, I felt disappointed by the information learned.

Our school based professional development is most closely aligned to our school’s needs.  This makes sense, it’s a smaller group and our principal is able to better identify our differing needs.  Some of the best professional development has been geared toward our International Baccalaureate needs.  Our staff chooses the speakers and we are able to tailor the PD to meet our needs.  We are able to come prepared if needed.  I think this is the most effective way of implementing professional development.  By knowing the objectives ahead of time, a teacher is able to focus on what is going to be covered.  It gives the teachers an opportunity to get their heads around the ideas before setting foot in the door. This model applies to any type of professional development.  Planning! Planning! Planning!

I think the least effective courses are ones that are not

effectively planned.  The objectives are not clearly stated and the purpose of the day is unclear.  I’d like to say that those don’t happen often, but I cannot say that.  We have a poor history of certain departments wasting our time by not being prepared.

Our staff is close, we know that the learning curve in an IB school is tough so we support our newer teachers.  I have a somewhat unique opportunity in my school, our principal sends us to IB trainings located around the country (it used to be around the world but sadly those days are gone!) For example, there is an IB Americas Training Session this weekend.  We do not have any teachers attending. These trainings help to not only bring our newest teachers up to speed, but upper level courses are offered for seasoned teachers.  We each go every 4 years.  Upon returning, we share our new learning in a staff meeting for all to learn from.  Some of our teachers are also IB trainers so they actually attend training sessions as instructors.  It is really an effective way to learn.  In addition to sharing our new knowledge, we are expected to implement ideas that we learned.  This can be tough sometimes, but because of the various levels of teacher education, we can collaborate and figure out what is best for our school.  Honestly, many times this model works.  Sometimes, not so much!  I think that happens with any professional development.

Freeda 3_2 Scenario Solutions

I thought the scenarios were all very interesting and it was challenging to come up with a variety of ideas that were not only creative and engaging but also could be differentiated to meet the varying needs of the students. 

I really wanted to work on the astronomy scenario but in my research, I discovered that many of the resources were linked through the US government specifically NASA  and NOAA  which of course are temporarily suspended.  

Many of the other resources that I found referenced using NASA as a primary source of informationI found myself not only looking for resources for researching but also for resources that students could use to create and share their new learning.  I think it is easy to get lulled into making the same types of presentations.  We need to remember that not only are there many options available but that some modes are better than others for specific scenarios.  Students are also different types of learners and it is great to allow students to work in a mode that best exhibits their learning and personal style.

Some resources for the 4th grade social studies unit include Blue Planet Biomes.  This site gives an overview world map and links to definitions and photos of each of the biome types.  Use Google Maps to examine the land formations.  It is important to remove the roads and town information on the map. In the right hand corner of the map, click on the the square map to change to satellite setting.  There is a drop down menu located there so that labels can be removed. The weather feature could be used so the students could see the different temperatures found in the regions.  This type of navigation within Google Maps could be differentiated depending upon the student.  I understand Misson:Biomes-NASA Earth Observatory is a great resource, but is also not available at this time.   

The math scenario sounded like lots of fun.  

Some of the issues I noticed with this site was that for elementary aged students it was difficult to find tools that were user friendly and allowed the students to create floor plans.  I thought it would be interesting for students to see images of floor plans.  Most children are not going to be familiar with the layouts found in floor plans.  By researching google images for floor plans, a teacher would be able to find appropriate plans to show to the class prior to creating their own.  

There are many websites and apps available but from what I can see most are too difficult to be used by elementary students.  

2-5 Motivation

I loved the list of 50 ways to integrate technology. Some were familiar to me, but many were new. I think having a handy list of tools available to make it easier for teachers to experiment with the tools is very helpful. I think this would be most effective after the technology integrator met with the teacher or team to share their unit or objectives. At that point, the technology integrator can discuss then compile some ideas and share them with the teachers. Once the teachers have decided what they would like to try, I think being available to model, co-teach or just advise the teachers would be effective. An idea might be to use an iPad app like www.showme.com to create tutorials for the teachers to view at home or off hours at their convenience. This is a quick way for the technology integrator to give some support. They are easy to create and the links can be emailed and no download is needed to view. Also, the teacher can use this same tool as a way to share information with parents about homework or other specific task that might be confusing in a written email.

 Using game show websites like Jeopardy can be fun in a classroom setting. I think it would be effective to use these as part of staff meetings as a way to introduce the technology to the teachers. The games can be created and tailored to meet your specific needs. While using these in class is the goal, having the opportunity to play the games as part of meetings allows the teachers to experience how fun they can be. I hope you like my quick attempt at a Jeopardy game.

 Helping teachers create rubrics that align to their lessons helps ensure that the lessons are aligned to the objectives being taught. Sites like iRubric are easy to use and are a good way to help align what is being taught and assessed. In the article posted by Jukes, the 4 ways to ensure that a student is learning were noted. This information can be helpful as teachers are trying to determine the purpose of the lessons and the methods in which they are teaching. We need to ensure that the students are actually learning and not just experiencing the bells and whistles of technology. These strategies could be applied to all lessons, not just the fun and exciting ones. What are the objects of the lesson? Can they show mastery of the learning objective? Do we evaluate the process not just the finished project. This is especially important as students learn to collaborate with each other and share their work with their peers and teacher.

 Frankly, I think if the administration is not only supportive of integrating technology into the classroom setting but also shares these success stories with other schools, it is good for morale. The administrators are so busy, I know, but it would be nice to have them come visit and really see what is going on in the classroom. I’m not talking about planned visits, but more pop in visits. They won’t always see the most exciting lesson (I taught the letter i today (yawn..) but if they frequent the class often, they will see some amazing learning going on.

 References
Branch, J. (2010). 50 Ways to Integrate Technology In Your Classroom Tomorrow. Retrieved from https://sites.google.com/site/anchortechnologytomorrow/home/50-ways-to-anchor-technology

Jukes, I. (2013). 4 Ways to Ensure Students Learn While Creating. Retrieved from http://fluency21.com/blog/2013/10/01/4-ways-to-ensure-students-learn-while-creating/?fb_source=pubv1

Motivation Teachers to Use Technology. (2013). Education World. Retrieved from http://www.educationworld.com/a_admin/admin310.shtml

Freeda Discussion 2-2

First of all, I love math and I thought that Wolfram’s talk was great! Hey guess what, it’s time for math...

I think the philosophy of what he spoke of crosses into other subjects but I was trying to think of examples of what that would look like in other subject areas and I am stumped except for a few. Spelling was an idea, we all rely on spell check and for the most part it doesn’t matter if you know how to spell anymore. The spell check will mostly fix it for you. In other subjects like science there is some information that could be handled by computers so that the actual concepts become the important part.

 My daughters would tell you that chemistry would be a good example of a subject matter that could be taught in a way that would give students “intuition and experience by being able to interact and feel it” (Wolfram) Instead of just learning how to compute the atomic mass of an element, students could concentrate on why certain plastics are harder than others or are considered food grade or how solutions become super saturated. Both are important to know if you like to cook.  That being said, it is helpful for students (and parents) to have access to information on the internet that gives students extra support when trying to understand new concepts.  YouTube and Kahn Academy are examples of sites that offer video tutorials.

I think ideas from Wolfram’s talk could be very helpful to a Technology Integrator. The questions that poses could be asked of the teachers who are planning their units. What is the importance of what is being taught? What is the over arching lesson? What is the enduring understanding? Wolfram didn’t use UbD language, but to me that is what he was referring to. To collaborate fully, I think it’s important for the teachers and Technology Integrator to share and discuss the end goal. What do they want the students to learn? How does it link to their other learning? This information will help the Technology Integrator focus on the important aspects of the unit and help develop a plan to integrate technology into the unit most effectively.

References
Wolfram, C. (2010). TED Talks. Conrad Wolfram:Teaching Kids Real Math with Computers. Retrieved from http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers.html

Freeda Discussion 2-1

I have been on the receiving end of each of the mentioned techniques to learn about new technology. Of all the methods mentioned, none are effective unless the teacher is given the opportunity to use, or as I like to say, “play” with the tools before trying to implement them. I personally find a combination of the techniques to be the most effective. It’s important to have explicit teaching time when learning about new tools and technology. That includes hands on guidance prior to working with students. This could be as professional development for a grade level or school staff. Too many times, teachers are exposed to new technology in a way that seems really exciting but by the time you get back to your school, the new learning has been put into the folder that you were given and it gets filed along with all the other things we need to do.

Many times the new learning is not geared to a specific grade level. An example, as a kindergarten teacher, most professional development is geared toward a range of grades instead of just kindergarten. We usually end up with K-3 teachers. There are so many great ideas that we as a staff have learned about over the years, but in many cases the information presented assumes that the students can read. Well, Kindergartners are generally at an emergent stage and not able to rely on their independent reading skills. This becomes lost professional development time for us. Working directly with grade levels would allow the Technology Integrator to tailor the needs.

Teachers need to learn about the tools, experience and play with the tools and then see how to use them in the classroom setting. This can be done using modeling by the Technology Integrator or even by another teacher, preferably by a teacher from the same grade level. This really helps the teacher see how the new technology can be applied in a way that is appropriate for their grade level. I also feel it’s important to collaborate with the teacher or the grade level/subject matter teachers while they are planning their units and lessons. This allows the teachers to fully integrate the use of technology and view it as an important aspect of the unit being taught, not just an add on technique. This collaboration along with exposure to the different tools allows the Technology Integrator to differentiate their teaching to meet the varying needs of the individual teachers.