PLN 5: Trisha, Christopher, Alexis, Amy O.


ADDITIONAL TECH RESOURCES


Magazines and Publication

EDTECH: Begin your educational journey

http://edtechmag.com

This resource provides several K-12 educational technology reviews, case studies, videos and lesson plans.

Online Professional Organizations and Research Centers

School Grants

http://www.schoolgrants.org

This is an online resource about grant writing. There are many tips that is important to consider when writing a grant.

Online Teacher Tools

Super Teacher Worksheets

**http****://****www****.****superteacherworksheets****.****com****/**

Super Teacher Worksheets is a place where teachers can go for pre-made worksheets. There are a lot, so you may want to either know what you want going in, or have time to look through them.

Lesson Plan Repositories

A to Z Teacher Stuff

**http****://****atozteacherstuff****.****com****/**

A to Z Teacher Stuff is a great resource! It really is a resource for a huge variety of things you may need as a teacher. There are lesson plans, articles, printables, discussions, tools, and tips surrounding the world of teaching. There is also a theme category that leads you to resources for a specific theme you may be interested in. Enjoy!

Online Planning and Assessment Tools

Easy Test Maker

**http****://****www****.****easytestmaker****.****com****/**

Easy Test Maker is exactly what the title implies. You are able to create paper tests that have fill in the blanks, multiple choice, short answer and matching to name a few. This is a summative assessment format, but it may be useful to you.



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EdTech Realities: EdTech Implementation Factors

Organization and School Structure


Three main points:
  • Creating a school culture that introduces technology in a positive way. It is a theme that has to run throughout the entire school, it has to be reinforced in several ways.
  • It is important to have teachers that are able to utilize the technology.
  • Fearless embrace of the future. It is important to have educators that are creative and excited about the tools that they are using.
  • Administrators that are backing the roles that technology plays in the classroom.

Real world
  • Chavez - They got massive grants for ipod, ipads and macbook pros. They used this new found technology in the classroom through projects and presentations. There were also several games that were educational that were in use.

Variable Solution
  • grant writing

Alexis Hall: Wordle

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Chris Bonn: Wordle
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Amy Onishi
Wordle
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Trisha Jackson's wordle (below)
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Web 2.0 - Alexis
Objective 3: Students will be able to create a work of art and explain how the use of essential elements shaped an idea, mood, or feeling found in the work.
Student: Sherry likes to be told to do things by the teacher. She’s interested in fitting in and speaking out in class. She has a wild imagination and loves to read, but her comprehension skills are below grade level. Excited about books but can’t focus on them for long.
Tool:VoiceThread – "Transforming media into collaborative spaces with video, voice, and text commenting." (In other words, you can use this tool to create photo slide-shows and then have students comment on the slides via voice, text, or doodles in real time.) For example, a student can create their own portfolio of work and then be able to hear and allow comments to be posted of others in their unique ED.VoiceThread community. This is intended to facilitate discussion about educational topics, allow teachers to individually assess their students for grading, and to allow students to be able to access the content they learned in the classroom in multiple medias (multiple learning tools) and at their own pace. VoiceThread provides doodling, embedding, exporting, moderation, multiple identities, and sharing and groups options so that students are learning how to express their thoughts respectfully, control what comments are made public on their postings and who is allowed to see their postings, and remain anonymous if they wish.
Differentiation: With VoiceThread, students would be able leave comments in five ways by computer: microphone, telephone, text, audio file, and/or webcam. You can even collect the voices of an entire group on a just one slide, allowing students to you VoiceThread for individual as well as small group assignments. Students are able to analyze images, documents, videos in a virtual space that all the students can access, in or outside of school. This enables students to access content in a way that deepens their comprehension and in a way that a textbook or lecture not be able to do. VoiceThread also allows social interaction and educational technology to be integrated into content curriculum. Students learn to respectfully make comments, share ideas, and voice opinions about their peers’ work and sharing process while becoming more familiar with the technologies offered from VoiceThread (embedding images or videos or documents, using webcams, creating slideshows or professional portfolios). VoiceThread acts as an equalizer for students, in the sense that this environment doesn’t really allow one particular student to out-voice others during other types of in-class discussion groups. Students who are shy or hesitant to speak in class are just as “heard” as more vocal ones on VoiceThread because each student responds to each posting in their own way, at their own pace, and in a place where everyone gets to see or hear it. It’s even possible to extend a social group at an international level! Students can share learning processes and have social conversation with students from different cultures that could offer a different way of “solving a problem” or a different lens to analyze their work. VoiceThread sounds like a great tool for teachers that not only helps teachers organize and assess students individually and effectively on a wide range of classroom assignments, but it allows students creativity, more tools for expressing their learning, and a more equal “playing field” to shows that creativity and learning.


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Web 2.0+Differentiation
Chris Bonn (PLN 5)
Student: Philip
The Web 2.0 site Animoto: http://animoto.com/play/aJgVxQJ0rAx6PY1UvdtxMw
  • Animoto – automatically produces beautifully orchestrated, completely unique "slideshows" from your photos, video clips, and music.


1) The Animoto site offers students a way to create cinematic styled montage/slideshows for free in a 30 second format. This site can be accessed through any web-browser platform and uses music and images to create sleek, streamlined presentations. The interface is very simple and easy to navigate. Students must be reminded that only the 30-second version is free. The site offers upgrades at a cost, but the standard option should be sufficient for classroom use. Students can document class activities, keep a photo journal of science units, enhance literature or book report assignments, and create visually interesting multimedia presentations for most school events. All that is necessary to produce a video is music, photographs, video clips and imagination. The images and video clips can be produced using cameras from the media department. Recording tools can be used for the voice-over. Students can also use Garageband to generate music and sound effects for their productions. All media can be easily uploaded onto the Animoto interface.
2) Philip has high-energy and quick intellect that will help him to excel at this type of multifaceted project. The content portion of this assignment will give Philip a chance to document his interests and select parts of the curriculum that had the greatest influence on him. The process that he can use will consist of both photographs and video clips to create the visual portion of his Animoto project. The music production can be achieved in his free time. Since Philip tends to get ahead of the class, he can spend any spare time that he has putting together the soundtrack. The finished product will be the combination of his creative process and his interaction with the environment. I believe that Philip will be very interested in this type of multimedia platform. There are enough interesting facets to keep him engaged and excited.

Philip’s sample project site:
http://animoto.com/play/aJgVxQJ0rAx6PY1UvdtxMw

I agree, Animoto is a good match for Philip! Thanks for the project sample. ~Mrs. L.

Amy Onishi

Student: Sherry
Web 2.0 Tool: Fotobabble
Link: http://www.fotobabble.com/

Fotobabble is a great Web 2.0 tool for to use to help aid her in an extension to the previous photography book assignment. Fotobabble is a website tool used to create talking photographs that can be shared with others on the Internet. The site is easy to navigate, which makes it user friendly. The instructions for how to create a talking photograph are very simple and clear. The process is broken down into easy to comprehend steps. To create the talking photograph, the user simply uploads an image from his or her computer, chooses a theme and creates a title for the photograph. After this is complete, to add an oral description to the photograph the user can record his or her voice using the microphone from the computer. Then push play to preview your talking photograph, once you are satisfied with the finished product save it and share it with others!

Sherry has a large imagination and loves to read, but really struggles with her reading comprehension skills. After completing the photography book, Fotobabble would be a great tool to use to differentiate the process of the extension assignment for Sherry. The extension activity requires students to create a written description for at least three of the photographs previously taken for the photography books. Sherry will be able to upload her photos to Fotobabble and share her description for each photograph orally. Since she struggles with her reading comprehension skills, Fotobabble will be a great resource and tool for her. It will allow her to communicate her ideas orally. This tool will help Sherry share her photographs and ideas with her classmates through a differentiated process that meet her learning needs. Fotobabble will help Sherry complete this assignment to the best of her ability in an engaging and creative way.






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Great ideas for the use of Fotobabble as a means to differentiate instruction. ~Mrs. L.


Trisha Jackson
Jack
Glogster - http://edu.glogster.com/


I am SO glad that Glogster is among the Web 2.0 tools listed for this assignment. Glogster is a way that students are able to create an interactive poster. Students are able to work collaboratively together or by themselves to create a poster that is projected on a screen for students to share. This tool really appeals to the tween generation because of the look and how easy it is to use. It is adaptable to each student's personality and interests. Students are able to add their own pictures, videos and audio to each poster they create. Students are even able to record themselves on the poster! There is a tool on the top of the poster one is working on that says 'grab.' Students are able to either record, take a photo, or video of themselves. So, students are not only able to use pictures, videos and audio they find online or have on the computer, but they are able to create their own audio, pictures and video through the Glogster.

Glogster is a great idea that Jack would thrive in. Jack is a very hands on sort of student. Glogster allows him to manipulate a digital poster without the worries of reading and writing so much that he would be overwhelmed. The posters have him write small phrases and yet still allow him to express himself through audio and visuals. This poster is a way to differentiate the product that was originally designed. Originally the product was to be a collage or photo book of some kind, this allows students to change the product to something that they may have more interest in creating. The process changes because students are now not only taking photos and arranging them physically in a book, but they are adding audio, video and other various embellishments to present on their posters.

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Excellent ideas for the use of Glogster as a means to differentiate the product. ~Mrs. L.


Exploring Project-Based Learning (sorry about this formatting, it was acting up)


  • Why did you choose this project as your favorite of the five? Identify specific aspects that appeal to you.



We chose The Monster Exchange website because we felt that this site was interact and eye-grabbing. It incorporates both reading, writing, and art. The project requires student to not only describe their monsters but also create monsters based on what the other connecting classroom had created.



  • Which higher-level thinking skills (from Bloom's Taxonomy) does the project utilize?



Reading comprehension, deductive reasoning, creations, designing, apply technology skills



  • Is technology integrated into the project? If so, explain how it is used to enhance or support learning objectives, activities, and/or outcomes.


Yes. Students are required to create monsters online and type descriptions. This requires computers with internet access in the classroom.



  • What (if anything) about the project could be improved?

Creating a story that has the main character be the monster. Perhaps they could create stories on StoryJumper to create these stories that would be able to share with this other class.







PLN#5 - Scenarios for Differentiation

Objective 3: Students will be able to create a work of art and explain how the use of essential elements shaped an idea, mood or feeling about the work.


Final Project: (content)
  • Book/presentation of interest – art emphasis
    • photography
      • art elements
      • descriptive analysis using key vocabulary


Materials:
  • digital cameras
  • computers
  • powerpoint or keynote
  • photoshop – photo editing program

Process
  • Take picture
  • Edit pictures
  • Writing about elements using key vocabulary

Product

  • collage
  • presentation – art show


Environment

  • Pictures are a able to be taken where students would like to. This means that they can be taken outside, at home or wherever.


Sherry – She would have one on one instruction in the beginning to get her going on the project. She would also have the constant feedback and redirection of an adult.


Jack – He would be able to be outside and have the hands on experience that he craves. He does not require a lot of direction, but still needs a game plan provided.


Philip – He would probably be done rather quickly. He may benefit from leading others in the right direction. Perhaps he would like to help Sherry or Jack out with their projects? If he is still bored with that, maybe there is another topic he would like to focus on.



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The pros and cons of teaching digital natives. This is a Venn diagram that visually represents some of the critical issues that have been discussed concerning this topic.

















EdTech Integration Mind Maps (6/23/11)


How can instruction be enhanced or improved through the use of technology?
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PLN 5: Choose one of the 10 ideas presented in the "Getting Started" article and diagram an action plan/flow chart, detailing how to build upon the idea chosen by the group.
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e-Room Investigations (6/23/11)


Mrs Sol

  • We think that her site looks amazing!! It is easy to use and she provides several resources for students, families and other visitors to her site.