Saturday, March 17, 2012

Tool #11

1. What are your favorite tools you now have in your personal technology toolbox? Briefly describe a particular activity that you will plan for your students using at least one of these new tools.
As we study East Asia I will use the Poll Everywhere tool to generate excitement on a pre-test for knowledge as we embark on the new unit.  We will correct many preconceived notions about stereotypes of the region.  

2. How have you transformed your thinking about the learning that will take place in your classroom? How has your vision for your classroom changed? Are you going to need to make any changes to your classroom to accommodate the 21st Century learner?  I will absolutely be able to rely on more current data as I teach daily since there will be a means for students to get data in real time as we learn in the class period.  I have been adapting ever since the telephone during school hours has been relaxed, so there will not be a huge leap once the devices are deployed.

3. Were there any unexpected outcomes from this program that surprised you?  The extent of what is out there to help in the classroom is stunning.  Picking a few favorites and perfecting their use in the classroom will enhance our atmosphere.

Tool #10

1. Discuss at least three things you would want to make sure your students understand about being good digital citizens.

In order to ensure that students are not abusing their privileges on our classroom set of iPads, we would engage in a class dialogue on what it means to safely navigate in an unfiltered digital world. I would them help us construct class guidelines for use on the devices. We will review some of the tips Alan November revealed to us regarding the veracity of sites.

2. Share at least one of the resources mentioned above or on the Ed Tech website that you plan to use instructionally.
Atomic Learning Website for netiquette and avoiding plagiarism.

3. Explain briefly how you would "teach" the idea of digital citizenship to your students.
I could use real world examples of how former MHS students have not used good judgement in cyberspace and had admissions to colleges rescinded. I would talk about being role models for each other on the digital front, rather than being a negative influence on another student.

4. Explain briefly how you plan to share the idea of digital citizenship with your parents.
Parents will sign the same digital contract that my students will sign indicating the opportunity for abuse and the need for students to self-police their surfing.

Tool #9

1.  Why do you think it is important to tie the technology to the objective?
You must tie the technology to the objective of the lesson because it is an essential element. Otherwise, you would be using the technological platform for the sake of incorporating technology where it is not a good fit and render the requirement superfluous.
2. Why should we hold students accountable for the stations/centers? Students should take ownership of their learning and have a vested interest in the digital devices in the classroom so that they take better care to ensure a long life for the devices.
3. Visit 2 of the applicable links to interactive websites for your content/grade level. Which sites did you like. How could you use them as stations? How can you hold the students accountable for their time in these stations? I really liked Thinkfinity and Expeditions for Social Studies. Students could glean relevant information from the textbook at one station, update the data sets on the digital devices, and create graphs to demonstrate their understanding. As students publish what they have derived from various sources, other groups verify their research.

4. List two to three apps you found for the iPod Touch/iPad that you can use in your classroom. What do you see that station looking like? How can you hold the students accountable for their time in these stations? Google Maps app, Stack the Countries, or Europe puzzle map would be great practice for students. Working in pairs students could perform drills to learn locations. Using Google maps students would see satellite images of land formations and relative locations. Students would monitor each other.
5. What about other ways to use the iPod Touch/iPad? Share another way you can see your students using the device as a station. Students will research primary sources, search fro video on streaming sites and use image sites.

Tool #8

Getting familiar with the iPad devices which will be in my classroom allows me to utilize them to their maximum capacity. By regularly updating them through my teacher computer, students will have the state of the art programs with which to access information and design delivery of such information.
As a class we will have a briefing where the devices will be deployed following a review of the procedures I will have in place for the care and maintenance of the devices.
A set of agreed upon rules will be published and posted in the classroom. 

1) Students must put their screens down when doing non-computer tasks to focus their attention.

2)  iPads must run on batteries during teaching hours, to prevent tangled power cords

3)  Instructions for activities will be printed to reduce time spent repeating instructions.

4)  I will be monitoring the screens during instructional time.

5)  A student will be assigned to distribute the devices in first period.  Another student will be assigned returning the devices to the storage cabinet so they are properly charging.

6)  A technology team of students will help troubleshoot problems and make notations to share with all classes on any expertise gleaned from use of the devices.

Tool #7

For your Tool 7 assignment, create a post and respond to the following:
  1. After visiting the resources above, design a collaborative project with another classroom.
  2. Post the following about the project:
    1. Content objective
    2. When you plan to implement
    3. What tool(s) you plan to use
    4. A brief description of the project (plan - two or three sentences)
    5. If you need to find another classroom - We can begin networking with other classrooms right here!
The content objective is for students to compare the change over time of how perspectives of the United States by citizens in East Asian countries has changed. This is for a unit on East Asian which will be taught in March. Students would use tools such as SKYPE to obtain interviews with citizens living in East Asian countries as well as with first and second generation Americans. Students will design probing questions to assess biases and and how those notions have evolved over time. These will be posted on a shared site for each of my classes to access.

Monday, February 27, 2012

Tool #6

Poll Everywhere
With this survey tool all of my students will be able to participate and see instantly how their answers to questions measure up to other students.

At TodaysMeet students will be able to participate and see others thoughts in real time as the class progresses.

Tool #5

Please check out the great visual about the sacred Ganges River for my unit on South Asia which was easily created in wordle and captured in a picture using JING.

Using Animoto, this video was produced by selecting a background, music and importing photographs.
Make a video of your own at Animoto.
Visuals are so much more engaging and impactful in classroom settings than straight lecture!