My favorite tool: Google Docs!! I have found SO many uses for Google Docs as an administrator. The Master Calendar has proved to be immensely popular with my teachers and the leadership team. It is also VERY easy to copy/paste two weeks at a time to send out weekly to ensure everyone knows what is coming up each week. It also allows those who do not access it on a daily basis (I do) to be aware of the weekly activities in all departments. In addition, I am finding that I am encouraging others to try it out (i.e. TELPAS information, tutorial log, etc.) and finding that others are loving it as much as me. I also liked Poll Everywhere and I can see using that to ensure that I am providing my teachers with the support they need to feel comfortable with all the DDI components that are needed in lesson planning and good first teaching.
My thinking transformation: I am SO excited to see how our teachers will begin to incorporate the Netbooks and IPad's into their lesson plans and teaching. There are so many great programs and websites out there begging to be used. Blogs present a great possibility for stretching student learning. I am also thinking that blogging would be a great way to present a staff development session eliciting teacher feedback on ELL learners. I am in charge of the January book study for the 7 steps to a Language Rich Classroom and I am thinking about setting up a virtual session for my teachers to chat about what they are doing and seeing in their classes in relation to academic conversations. While I still think we need to work out how we are going to keep kids accountable for their work on-line and who has what technology, I am excited to see the learning of our teachers and students grow in the next semester.
Unexpected outcomes: I am amazed at how our teachers have stepped up to the plate and embraced this new learning! I can see where we are going and through the experience of the 11 tools, our teachers are beginning to see where we are going too. I cannot wait to see the innovation and creativity begin to come out!!
Fiona in Venice
Monday, November 28, 2011
Sunday, November 13, 2011
Tool # 10
Three things I want to make sure my students understand about being a good digital citizens:
1. It is important to include lessons of courtesy, respect, and privacy before students post - whether they are writing or chatting on-line. Their written words cannot be taken back once posted.
2. Another important lesson is on the right to privacy. This is a privilege we all have as citizens and as such this privilege should be protected. We should treat people's privacy the way we want our privacy to be treated and respected.
3. Also, importance should be placed on discussions about using digital information safely and legally with regards to copyright and documenting sources to avoid plagiarism, whether on purpose or accidental.
I went on the Ed Tech webpage and checked out the chart on resources for digital citizenship. I checked out the You Tube video for grades 3-5 and it led me to other You Tube videos about internet safety. I embedded a video I think would be engaging for middle school students.
There are so many facets to cover in teaching digital citizenship to students. I think my week of lessons would start with internet safety first. How do students know they are on a safe and trusted site? How do they not share personal information when setting up profiles for using while at school? How do they keep their personal privacy safe? Then I would do another lesson on cyberbullying - including what it is, what to do if you are a target of cyberbullying, and how to not become a cyberbully. A third lesson would be on the SBISD Acceptable Use Policy and what all it entails including consequences for breaking those rules. Next I would go into the Copyright and Fair Use Policies discussing and getting students to understand what happens if they plagiarize. Finally, we would go into internet etiquette and talk about appropriate ways to respond to other people while on the internet.
As many of my colleagues have already mentioned in their posts, I would go over how we are going to use the internet for researching, responding, and blogging in my classroom. I will share the Parent Pledge for Digital Citizenship with parents and the Child Pledge for Digital Citizenship with my students. Both of these documents can be found at: http://digitalcitizenship.net/Home_Page.html. I would also provide additional copies of the SBISD Acceptable Use Policy and collect signed copies for my classroom files.
1. It is important to include lessons of courtesy, respect, and privacy before students post - whether they are writing or chatting on-line. Their written words cannot be taken back once posted.
2. Another important lesson is on the right to privacy. This is a privilege we all have as citizens and as such this privilege should be protected. We should treat people's privacy the way we want our privacy to be treated and respected.
3. Also, importance should be placed on discussions about using digital information safely and legally with regards to copyright and documenting sources to avoid plagiarism, whether on purpose or accidental.
I went on the Ed Tech webpage and checked out the chart on resources for digital citizenship. I checked out the You Tube video for grades 3-5 and it led me to other You Tube videos about internet safety. I embedded a video I think would be engaging for middle school students.
There are so many facets to cover in teaching digital citizenship to students. I think my week of lessons would start with internet safety first. How do students know they are on a safe and trusted site? How do they not share personal information when setting up profiles for using while at school? How do they keep their personal privacy safe? Then I would do another lesson on cyberbullying - including what it is, what to do if you are a target of cyberbullying, and how to not become a cyberbully. A third lesson would be on the SBISD Acceptable Use Policy and what all it entails including consequences for breaking those rules. Next I would go into the Copyright and Fair Use Policies discussing and getting students to understand what happens if they plagiarize. Finally, we would go into internet etiquette and talk about appropriate ways to respond to other people while on the internet.
As many of my colleagues have already mentioned in their posts, I would go over how we are going to use the internet for researching, responding, and blogging in my classroom. I will share the Parent Pledge for Digital Citizenship with parents and the Child Pledge for Digital Citizenship with my students. Both of these documents can be found at: http://digitalcitizenship.net/Home_Page.html. I would also provide additional copies of the SBISD Acceptable Use Policy and collect signed copies for my classroom files.
Sunday, November 6, 2011
Tool # 9
I think it is very important to make sure that teachers have tied the technology to their daily objective and that students are not just playing with the Web 2.0 tools. In addition to tying the technology to the objective, they must also make sure it is aligned or congruent to the state TEKS as well. We are using the technology to incorporate the skills we are teaching in addition to teaching students how to use the technology and not just using it for research.
We should hold students accountable to the stations/centers. It is important for teachers to go back to the questions: What do I want the student to know? What do I want the student do? The accountability piece needs to be able to answer those questions for the teacher. Whether students complete a questionnaire, submit a reflection, or fill out an interactive Google document, the teacher will have instant feedback on whether the student was on task and accomplished the learning objective for each station. Using a rubric to grade student station work may also be helpful.
Interactive Websites: I visited Thinkfinity and came across Fishing For a Living which directly links students to the Smithsonian National Museum of American History. There were pictures of Native Americans and actual tools or artifacts pictured on the site. I would incorporate some kind of chart in Google docs where the students would compare and contrast the various fishers from 1840 to 1920: Salmon, Commercial - Atlantic Cod, Chesapeake Oysters, Columbia River Salmon, and Whaling or I would do some kind of Jigsaw activity where the students collect facts about one group and prepare a presentation. I also visited the Glogster website and was amazed at the creativity this site gives to students. They could take their favorite book and turn it into a movie by creating a movie poster. They could write their own poetry and design a poster. The first week of school, they could create a poster using buttons that represent their thoughts, wishes, dreams, and hopes. Students could create anti-bullying messages on interactive posters. The possibilities are endless in creating interactive posters.
Apps for IPod Touch/IPad: I downloaded Art Puzzle HD and Shake 'em Up United States. The first App allows the student to view classic works of art and turn it into puzzle pieces. The student then has to put the original piece of art back together. Students can adjust how hard or easy the puzzle is depending on how many pieces they want to break the painting into and the teacher can go back and see how many galleries the student went into and viewed. I would hold the student accountable by asking them to name at least 3 artists and their paintings that they were able to successfully put back together in a reflection. The second App allows a student to click on a state and the state capital is revealed. Then they shake the IPad and it selects a new state. I would have students take a blank map and fill in not only the state name, but also the state capital.
The possibilities for using the Ipad and Ipod Touches are endless. There are tens of thousands of apps available for little to no money at all. I saw interactive flashcards, math facts, story boards, notebook paper for jot lists, etc. There are so many that could easily be turned into stations. One we used at an administrator workshop showed us how to take a picture and add stickers to it. Then we took our pictures and added music turning them into an I-Movie. That would be very cool to do with my pictures from Italy. I am excited to see what our teachers come up with in our classrooms!
We should hold students accountable to the stations/centers. It is important for teachers to go back to the questions: What do I want the student to know? What do I want the student do? The accountability piece needs to be able to answer those questions for the teacher. Whether students complete a questionnaire, submit a reflection, or fill out an interactive Google document, the teacher will have instant feedback on whether the student was on task and accomplished the learning objective for each station. Using a rubric to grade student station work may also be helpful.
Interactive Websites: I visited Thinkfinity and came across Fishing For a Living which directly links students to the Smithsonian National Museum of American History. There were pictures of Native Americans and actual tools or artifacts pictured on the site. I would incorporate some kind of chart in Google docs where the students would compare and contrast the various fishers from 1840 to 1920: Salmon, Commercial - Atlantic Cod, Chesapeake Oysters, Columbia River Salmon, and Whaling or I would do some kind of Jigsaw activity where the students collect facts about one group and prepare a presentation. I also visited the Glogster website and was amazed at the creativity this site gives to students. They could take their favorite book and turn it into a movie by creating a movie poster. They could write their own poetry and design a poster. The first week of school, they could create a poster using buttons that represent their thoughts, wishes, dreams, and hopes. Students could create anti-bullying messages on interactive posters. The possibilities are endless in creating interactive posters.
Apps for IPod Touch/IPad: I downloaded Art Puzzle HD and Shake 'em Up United States. The first App allows the student to view classic works of art and turn it into puzzle pieces. The student then has to put the original piece of art back together. Students can adjust how hard or easy the puzzle is depending on how many pieces they want to break the painting into and the teacher can go back and see how many galleries the student went into and viewed. I would hold the student accountable by asking them to name at least 3 artists and their paintings that they were able to successfully put back together in a reflection. The second App allows a student to click on a state and the state capital is revealed. Then they shake the IPad and it selects a new state. I would have students take a blank map and fill in not only the state name, but also the state capital.
The possibilities for using the Ipad and Ipod Touches are endless. There are tens of thousands of apps available for little to no money at all. I saw interactive flashcards, math facts, story boards, notebook paper for jot lists, etc. There are so many that could easily be turned into stations. One we used at an administrator workshop showed us how to take a picture and add stickers to it. Then we took our pictures and added music turning them into an I-Movie. That would be very cool to do with my pictures from Italy. I am excited to see what our teachers come up with in our classrooms!
Tool # 8
The Top Three Things I Learned Today:
1. I learned that I can go to KACE and see an approved list of Apps for use in the classroom.
2. I learned all about the various components of the Netbook 2120 and that it needs to be plugged in and connected nightly so the district can push updates. This is easy to do with the carts that have been purchased for each classroom teacher.
3. I learned that the Netbook 2120 is already equipped with a webcam which will allow them to use Skype, create movies, and take pictures.
The first thing we need to look into is whether the technology information we collected from the first day packets was entered into Skyward by our Attendance Clerk. That information must be updated so teachers have instant access to who can use the technology or not in their classrooms. I think before any device goes into a student's hands, the Acceptable Use Policy for Technology (AUP) will need to be reviewed and students will need to be reminded of the consequences of going to unapproved websites. Once the teachers know who can and cannot use the devices, they will need to have some sort of system in place for keeping track of which student(s) used which device. Whether this means numbering them like textbooks or assigning certain numbered devices with corresponding numbered seats will be up to the teacher. Additionally, when the devices are being used, the teacher will need to be extra vigilant in actively monitoring their proper use. As an administrator, we will need to have clear guidelines for both teachers and students as to what those consequences should be in case the technology is used inappropriately. Teachers will need to have a plan in place for how to pass out, monitor, and collect the devices in addition to providing something in which the student will remain accountable for completing the day's assignment, whether it is an individual assignment or a group assignment. I think information about the AUP and the expectations and guidelines for technology use in the classroom should also be posted on teachers' individual websites.
1. I learned that I can go to KACE and see an approved list of Apps for use in the classroom.
2. I learned all about the various components of the Netbook 2120 and that it needs to be plugged in and connected nightly so the district can push updates. This is easy to do with the carts that have been purchased for each classroom teacher.
3. I learned that the Netbook 2120 is already equipped with a webcam which will allow them to use Skype, create movies, and take pictures.
The first thing we need to look into is whether the technology information we collected from the first day packets was entered into Skyward by our Attendance Clerk. That information must be updated so teachers have instant access to who can use the technology or not in their classrooms. I think before any device goes into a student's hands, the Acceptable Use Policy for Technology (AUP) will need to be reviewed and students will need to be reminded of the consequences of going to unapproved websites. Once the teachers know who can and cannot use the devices, they will need to have some sort of system in place for keeping track of which student(s) used which device. Whether this means numbering them like textbooks or assigning certain numbered devices with corresponding numbered seats will be up to the teacher. Additionally, when the devices are being used, the teacher will need to be extra vigilant in actively monitoring their proper use. As an administrator, we will need to have clear guidelines for both teachers and students as to what those consequences should be in case the technology is used inappropriately. Teachers will need to have a plan in place for how to pass out, monitor, and collect the devices in addition to providing something in which the student will remain accountable for completing the day's assignment, whether it is an individual assignment or a group assignment. I think information about the AUP and the expectations and guidelines for technology use in the classroom should also be posted on teachers' individual websites.
Tool # 7
There were many sites to visit and I had so many ideas about creating projects while researching the assorted sites. I signed up for a Skype account and plan to purchase a web cam in the next few weeks. My parents Skype weekly with my niece who now lives in Florida. I cannot wait to start talking to her! How would I use this in the classroom? I was fortunate enough to travel to Italy last summer and I was amazed at how different and similar our cultures are in everything from accommodations to transportation to food. I would design a project that had American students talking to Italian students over Skype. I think it would be amazing not only to talk to each other overseas, but also to compare and contrast what daily life is like in two completely different countries. How do you get to school? How is your school day set up? What foods are served in your school cafeteria? What do you have for homework? What are you studying? Do you have to wear a uniform? What do you do with your friends? What activities are you involved in during and after school? The questions are endless and it would be fascinating to see how the project develops over time. I think they could exchange photos and maybe design an interactive bulletin board with similarities and differences in the two cultures. This project would also work in a German, Spanish, or French foreign language class. We offer all three at SBMS and I think the presentations would be amazing. The idea that collaboration can occur over two continents blows my mind, especially when I look back at my own college experience and something called the internet and email had just started. Now we can talk over a camera and learn so much more than even we ever imagined. Very cool!
Sunday, October 30, 2011
Tool # 6
The first decision I had to make this week, was whether to approach this tool from an administrator's perspective or from a teacher's perspective. I decided to go with the administrator's perspective and design both my activities around professional development, with an emphasis on Designing and Delivering Instruction (also known as DDI).
The first tool I selected to use was Poll Everywhere. I created a professional development question about which DDI component teachers are interested in receiving more support or information about in order to tailor a staff development session targeting what my campus specifically needs. I embedded my multiple choice question into my blog.
The second tool I selected to use was Edmodo. I created a group called DDI Chat. It can be found at the following url: http://edmodo.com/ddichat. Continuing with the DDI theme, I posed the question to teachers asking what they are doing right now in their classrooms to incorporate Active Participation into their lessons. You can add your comments by joining the group: Group Code is 2p3dds. My hope is that it would encourage teachers to post what they are doing and the chat would become a way to share ideas and get ideas for using active participation in the classroom in every lesson.
The first tool I selected to use was Poll Everywhere. I created a professional development question about which DDI component teachers are interested in receiving more support or information about in order to tailor a staff development session targeting what my campus specifically needs. I embedded my multiple choice question into my blog.
The second tool I selected to use was Edmodo. I created a group called DDI Chat. It can be found at the following url: http://edmodo.com/ddichat. Continuing with the DDI theme, I posed the question to teachers asking what they are doing right now in their classrooms to incorporate Active Participation into their lessons. You can add your comments by joining the group: Group Code is 2p3dds. My hope is that it would encourage teachers to post what they are doing and the chat would become a way to share ideas and get ideas for using active participation in the classroom in every lesson.
Tuesday, October 11, 2011
Tool # 5
The first tool I chose was to create a movie on Xtranormal. I thought I would model it after Edith Ann on Sesame Street...one of our family's favorite skits to reinvent in our own crazy way. It is a huge family joke because my mother looks exactly like Lily Tomlin. Anyways, I chose a bear and put her in a large chair and then used her voice to talk about the work I put into the 11 tools yesterday (a school holiday). Creating the movie was quite fun even though it took a bit of time to figure out. I hope you find it funny, and I had to pay homage to my dear friend, Denis. Enjoy! As for how it connects to the classroom, I can see using the movie to review a concept or to reflect on a reading assignment or activity in class. Bringing in humor always helps!
The second tool I chose was to create an online scrapbook on Mixbook. I have lots of pictures from my trip to Italy and found this site very easy to use with lots of ways to be creative. The best part is that I created a coffee table book I can order to give to my family for Christmas. Awesome! I can see this being used in the classroom when students are researching a college or a country. They can also pull quotes from various sites to add to the information they have collected. I can also see it as a fabulous way to display their own photography in an art class. Very cool!
I have linked my movie to the blog. I am still not sure how to link my scrapbook, but it will be fun to get a hard copy to share. I could have spent many more hours working on the scrapbook!!
The second tool I chose was to create an online scrapbook on Mixbook. I have lots of pictures from my trip to Italy and found this site very easy to use with lots of ways to be creative. The best part is that I created a coffee table book I can order to give to my family for Christmas. Awesome! I can see this being used in the classroom when students are researching a college or a country. They can also pull quotes from various sites to add to the information they have collected. I can also see it as a fabulous way to display their own photography in an art class. Very cool!
I have linked my movie to the blog. I am still not sure how to link my scrapbook, but it will be fun to get a hard copy to share. I could have spent many more hours working on the scrapbook!!
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