Collazo Cove

Premise:  Kids don't have valuable jobs in our society anymore.

Jobs Kids Should Have:

Screencast creators!  Video creators!

Last year I attended a session by the folks in Stanly County who have implemented a 1:1 laptop project. It was AWESOME. Well, they are back to give an update, so here I am! Haven't given up on the dream of having laptops every day for my kids...gaining more ammo!

The Horizon Project - North Albemarle - 21st Stanly (taking the county 1:1)

Presented by two tech facilitators. Their program started with discussions with Apple (note to self - start discussion with a PC rep). Changed their titles to 21st Century Skills Facilitators.

Now in their second year with 4/5 grades; now moving to 3rd grade. Moving to Albemarle Middle School as part of the 21Stanly Project; 6th grade this year, 7/8 next year.

Laptops do not go home with the kids, basically for safety reasons for the kids.

Their main start up group consisted of about 60 kids!!

Francis Bradburn going before the Blue Ribbon Commission advocating for removal of the 8th grade computer skills test! YEAH! However, admins need to set the expectation that technology be integrated on a daily basis with or without a test.

Teachers in Stanly feel the training from Apple was relevant and very supportive of their ideas. Apple Classroom of Tomorrow - based on research. Dell contracted Pearson Learning for this type of training?

Every one of their classrooms has an access point. Use MacBooks.

Check out http://podcasts.stanlycountyschools.org/north/barfield

matthew_barfield@scs.k12.nc.us North Albemarle Elementary School

Effective Partnerships with K-12 - Keith Krueger, CEO CoSN, Mark Nieker, Pres. Pearson Education Foundation, Bev White, CTO, Wake Co Schools

• Education typically largest recipient of funding from foundations, individuals (after religion)


• Essential to our competitiveness, our children's future, belief that K-12 needs help


• Many of today's partnerships don't take off, or meet the needs of participants


•  What doesn't work:
  
  
  
  • thinly veiled sales pitches
  
  
  • donated stuff schools haven't asked for
  
  
  • well intended/not thought out
  
  
  • unsustainable "model" programs with no plan
  
  
  • chasing money for someone else's priorities/make sure resources match your mission
  
  
  • higher ed partnerships:  major disconnect, tendency to do narrow proof of concepts, useless language, little dissemination
  
  
  • govt: complicated application process, different priorities, lack of dissemination
  
  
  
  


• What does work:
  
  
  
  • meeting real needs of K-12
  
  
  • high quality, vendor neutral information
  
  
  • working in coalition
  
  
  • using language of K-12 (not business)
  
  
  • foundations tend to be sustainable and provide freedom to be creative and think out of the box
  
  
  • govt:  some really good NSF (for example) projects have been done
  
  
  
  


• Self Criticism K-12
  
  
  
  • K-12 is totally unique and alone
  
  
  • "poor us" mentality - willingness to take anything that is given
  
  
  • historic suspicion about companies
  
  
  
  


• Need to have mutual vision


• Must have right partner(s)


• scalability & sustainability

Nieker, Pearson:

1.  Partnership must be commonly describable by all involved; must include flexibility


2. Good documentation - things that go well and things that don't


3. Scalability - is it replicable?

White, Wake Co:

1. Spoke about the partnerships with Centennial's 8th grade laptop initiative. (SAS, NCSU, Friday Inst)

Question:  How do we invite partnerships in rural areas where there is little industry/big business?

Answer:  Willingness to dialogue with business, not ruling out small business, parents that are involved in business, demonstrate the disconnect between the school classroom environment with the business environment, clarity of expression of needs.

Daniel Solomon, Dean, Physical/Math Sciences, NCSU

America Competes Act due to be signed by both houses.

Diversity is an issue in STEM - namely women and African Americans

Intentionally think about the problem from multiple perspectives

Cyberinfrastructure - Break Out Session

• Making it available to the masses


• Creating computerized classrooms - financial implications that accompany this


• Possibility of using iPhone for computing in the classroom


• Need for professional development - both in technology and the content areas


• Issues with relying too heavily on technology - "deskilling"
  
  
  
  • kids can't make change
  
  
  • kids use calculators, but don't understand the concepts behind it
  
  
  • kids can't read maps, because they've only been using GPS
  
  
  
  


• Learning thinking skills as opposed to memorization and test-taking skills


• Diane Oblinger - papers on this generation of learners


• Assessment is a big issue


• Greater student interaction


• Schools need Instructional Tech Facilitators (with tech and curriculum background)


• Where is the media specialist's role in all of this?

Sally Howe, Associate Director, National Coordination Office for Networking and Information Technology R&D

• NITRD Program Goals:
  
  
  
  • Provide foundations for continued US tech leadership
  
  
  • Accelerate development and employment of technology for global leadership
  
  
  
  


• 
  

Working Breakout Session

• How can we better prepare students for the literacy demands post secondary?


• Not involving our kids in their own education, they are not responsible for their learning.


• Not enough critical thinking, high level problem solving in the K-12 classroom.  How do we facilitate that in the classroom?


• Classroom management is an issue.


• Professional Development is a great need.  Pre-service training for new teachers needs to improve.


• Relevancy in math and science classes needs to be improved and addressed.


• Allow students to drive more of the content.


• Does the teacher wearing too many hats take away from quality instruction?


• Assessment requirements take away from true learning/quality learning.


• How can we make assessment relevant?
  
  
  
  • formative assessments
  
  
  • e-portfolios
  
  
  • performance assessments
  
  
  
  

• Community involvement is important


• Parent empowerment to be a part of the educational process; matching professional development for parents


• Moving from a traditional report card to a standards based report card?


• Place greater funding and emphasis on teacher effectiveness.


• Public doesn't understand the need that exists


• Communication across government, school, and other public stages need to increase


• How do we maintain sustained student interest in learning?
  
  
  
  • global communication/collaboration
  
  
  • empowering them by celebrating their creation of new knowledge
  
  
  • creating student centered environments
  
  
  
  


• Concern about losing a large proportion of kids interested in science/math as early as late elementary/MS up through post-secondary.  Does the system defeat itself through staunch assessments and a critical value system?


• Expose students to role models and careers; as well as a support system to encourage them to stay in the STEM programs.


• Middle school years are critical as far as career development plans.


• High expectations and encouraging students in their abilities


• What can we do to prevent losing kids from the STEM areas?
  
  
  
  • professional development
  
  
  • stimulating students to become critical thinkers, life long learners, solution finders, risk takers
  
  
  • content through experience/experimentation
  
  
  
  

Susan Patrick - CEO, North American Council for Online Learning

• focus on K-12 virtual schools and online learning


• opens access for students and teachers


• more and more jobs these days are focused on online telecommuting and flexible schedules


• Singapore - 100% of their systems have online learning - online is blended with the traditional program


• mentioned the Partnership for 21st Century Skills' 6 key elements of 21st Century Learning (*21st century assessments must match the 21st century skills)


• Sharing Research to Inform Policy
  
  
  
  • Online learning expands options
  
  
  • Online learning is growing rapidly
  
  
  • Online learning is equal or better in effectiveness
  
  
  
  
  
  
  • Online learning improves teaching (although a lot of training is needed)
  
  
  
  


• Michigan April 2006 first state to require online learning


• the US spends more per pupil on education than any other nation (besides Switzerland), yet we are not seeing results


• "Silent Epidemic" study by the Gates Foundation on high school drop outs
  
  
  
  • 88% had passing grades
  
  
  • 69% were not motivated to work hard
  
  
  • 66% would've worked harder had they been challenged
  
  
  • 81% called for more real world opportunities
  
  
  
  


• Millenials:
  
  
  
  • Kids spend more time online than they do watching television
  
  
  
  
  
  
  • see information as free
  
  
  • like to collaborate virtually and face to face
  
  
  • 96% say doing well in school is important in their lives
  
  
  • children are much more involved in decision making at home
  
  
  
  


• Cyberinfrastructure - integrates hardware for computing, data and networks, digitally-enabled sensors, observatories and experimental facilities, and an interoperable suite of software and middleware services and tools.


• simulation-based engineering


• Examples:
  
  
  
  • Micro Observatory Online Telescope at Harvard
  
  
  • iLab Network - pairing kids with scientists using high powered microscopes to learn
  
  
  
  


• Students use the computer an average of 15 minutes per week at school!


• Need more and continued training for teacher use


• Student and teacher access for technology


• Use of digital content tied to state academic standards


• Need to measure and SHARE with policy makers the successes of our tech programs


• Creativity is highest at 6 (100 questions a day), terminal seriousness at 44 (2 questions a day), bounce at retirement


• Need to take risks, continue to question to move our efforts forward


• Leadership = Trust, Integrity, Passion

Michael Lach, Head of Math and Science, Chicago School District

• 430, 000 students, 27, 000 teachers in Chicago City Schools


• Lot of emphasis on local control; believe in the support of communities


• Ranks 49th among the 50 states in the share of education funding


• Still making good gains in both science and math


• CO's + NSF = Math and Science Initiative


• Tools and support, increased content knowledge, extended learning opportunities all used to enhance the learning of science and math


• Use Math Thematics and Connected Mathematics as the main programs 6-8; Elementary Math Trailblazers and Everyday Mathematics


• Standard Scope and Sequence in Science


• Can correlate test score improvement with those educators who attend professional development on an ongoing basis


• They pay for teachers to take grad classes at several universities to add endorsements to their licensure


• School leadership is KEY!


• What we need more of:  formative feedback, leadership, equality in opportunity


• "Computers are not magic, teachers are magic" Craig Barrett, Intel

Sharon Schulze/Colleen Karl - NC Science House

• Science House emphasis on hands-on inquiry, research based programs, teacher training


• 14 full time staff/lots of part-time; 16 years of experience


• Partnerships with many business/industry


• Year round ed programs for students; summer camps


• K-12 Teacher support - manuals, content courses, workshops, extended programs


• Bennett's Millpond Environment Learning Project
  
  
  
  • student learning
  
  
  • teacher involvement
  
  
  • community engagement
  
  
  • new partnerships
  
  
  • environmental citizenship
  
  
  • experimental design and research
  
  
  • Junior/Senior year
  
  
  • Model of Place Based Learning
  
  
  • increased professional networking
  
  
  • SCOS connected to outside learning
  
  
  • teachers/students feel a part of the scientific community
  
  
  • real life practice collecting and analyzing data
  
  
  • encourage the kids to design their own equipment
  
  
  • making kids aware of new career possibilities in the sciences
  
  
  
  

Bette Manchester, Director Maine Learning Technologies Initiative

Mainelearns.org 

• 1:1 initiative began 6 years ago


• promoted by Seymour Papert to Governor Angus King


• time and money spent working with teachers PRIOR to giving the kids the laptops


• program aimed at creating equity of resources for students and staff


• from the beginning it was not about the test scores, it was about learning!


• another goal was to increase collaboration between students and their teachers through the technology


• focus on PBL!


• commitment to change needs to be systemic, there need to be purpose, move to learner centered, PLC's, culture of risk taking


• must build communication networks, virtual networks, training leadership teams, student teams (annual conference with all involved)


• assessment for learning practices - training/resources (templates, etc.) provided to the teachers


• involved teacher leaders (classroom teacher at building level), media specialist are both part of the teacher support component


• Maine Virtual Library


•  Math teachers had the hardest time using the laptops - received a grant to help support this need


• NSF grant - Ecoscience (using simulations for math/science); currently in pilot programs across the state


• Creativity/Innovation, Critical Friends Groups, Inquiry based learning


• Project's foundation begins with quality classroom teachers, not technologists.


• Leadership is EVERYTHING!

Blogging live from the Friday Institute:

Audience is a cross-section of educators (primary-university), government, business.

Brave New Schools, How Computers Can Change Education - written by new director of Friday Inst.

Remarks from Katherine Moore, NC State College of Ed

• 1:1 pilot project started with 8th graders at Centennial MS

Remarks from Jim Goodnight, CEO SAS Institute

•  Spoke of the 21st Century belonging to Asia - US is not feeling the "clear and present danger" it needs to in the innovation/brain "war".  We've got to teach to our technologically savvy kids!

Keynote Speaker - Alan Kay - Viewpoints Research Institute (non-profit dedicated to children and learning)

• "It's the fundamental changes that make the big difference."


• "If there was ever an air guitar nation, it's the United States."


• We don't need more scientists and engineers, we need higher quality scientists/engineers.


• "Distracting Ourselves to Death" - whenever you reset what is "normal" it makes it difficult to allow constructive criticism


• "Science is a debugging process for our bad human brains."


• Mentioned Francis Bacon and the beginnings of real science


• No reason to make a distinction between the STEM areas to/for children.  They should be interconnected.


• The Internet has killed criticism because there is so much out criticism out on the Internet.


• Believes that more knowledge is gained in Science through reading because you can't experiment with everything in Science.


• $100 laptop includes Etoys (worldwide authoring tool)


• Adults who teach children generally lack sufficient fluency in math thinking.


• Squeakland.org


• Never give simulations that are already written, the child should be the one to create the variables and experiment with them.


• Must use phenomenon that are in the child's world as part of the investigation.


• Lillian McDermott - physicist who studies how people learn science

Definitely need to spend some time with the above links!

Am blogging live as we sit at the CO participating a webinar on Big6 Research model.  www.big6.org

• Valued skills   #1 Problem Solving  #2 Information Use (Fall 2001)


• Big 6 - the six steps people go through to process information and solve problems
  
  
  
  • Task Definition - Define the information problem
  
  
  • Information Seeking Strategies - Brainstorm range of possible sources
  
  
  • Location and Access - Where are the sources?
  
  
  • Use of Information - Engage (read, hear, view, touch)
  
  
  • Synthesis - Organize information from multiple sources/present information
  
  
  • Evaluation - Judge the product effectiveness
  
  
  
  


• Creators believe that implementing this model by teaching the steps one at a time while giving a real world problem in which to implement each step is best.


• Big 6 is non-linear - can jump back and forth in the process

**Webinar is not going well...we're 35 minutes into a PAID webinar and the main speaker has yet to login and get started.  His cohorts are backpedaling quickly!  I think we will be asking for a refund...

Critical thinking skills embedded in Big6 and it is transferable across grade levels and subjects

1. Task Definition:  Teaching students to ask good questions.   Rewriting problem in their own words.  Having student brainstorm key questions that accompany the problem.  Identify key words in the problem.  Clarifying what information they need.


2. Information Seeking Strategies:  Brainstorm and prioritize list of sources.  Discussing criteria for selecting sources.  Learn differences between primary and secondary sources.


3. Location and Access (Finding Stage):  Independent gathering of resources.  Online, library, knowing whom/how to ask for help.  Using various clues in the assignment or book to help locate helpful resources.


4. Use of Information:  Engage.  Skim/scan, distinguish between fact/opinion, note taking skills, putting things in your own words, quoting correctly


5. Synthesis: Production stage


6. Evaluation:  Judging the product and the process that they have gone through to reach the end result.  The metacognitive portion of the process.

Must see instruction as a series of problems to solve with decisions for students to make.

* I really don't see how this is new information, or a new strategy for teachers.  I find it hard to believe that these people are "selling" this as a new model.  I think good teachers who assign any kind of research assignments/projects have been conducting their lessons using this framework for years...

* Moderator (Bob Berkowitz) just commented that he nor many others use Bloom's Taxonomy any more...  VERY DISAPPOINTING that an educator would make this comment.  After all, it seems that his model is based on Bloom's. ??

The conversation among our group members related to teachers still assigning research projects like, "Do a report on Adolph Hitler".  To me, these kinds of assignments lead to the frustration that was expressed by our librarians.  There is no substance, no ties to today's real world, and absolutely no applications for the great Web 2.0 tools that could enhance the child's learning. The kids don't know what they are supposed to be learning or why!  So when the media specialist asks questions of the students, the kids shrug their shoulders.  It is unnecessary in our schools today.   Our next example was a social studies class who had been assigned to read a biography and write a report.  "Why was this assignment given in the first place?" is my first reaction!!  What relevance does it have for the kids?  Where is the 'rigor and relevance'?


Photo:  Duh! 

Today's Ripple and Splash ~

Remaining positive can be a difficult thing to do as the dreaded EOG testing approaches.  Many of the forums I have been a part of this past week have been filled with lamentations concerning the stress of NCLB and NC standardized testing!  From the math workshops being frantically conducted in our county, to speakers and scientists at the 1st Annual Event of the NC Science, Math, and Technology Education Center, to the Annual Celebration of the Kenan Fellows, to my graduate class being conducted via Polycom with educators in Arizona and Missouri, the tone is dismal!  This year, above all others I have experienced, seems to be the worst!  Teachers are worried, kids are stressed, administrators are in a panic, and the entire school system could implode at any moment!

However, in an effort to provide teachers with tools they need as they review, our Principal asked that all projectors (we don't have one per classroom - YET)  be moved to the classrooms of 3-5 grade math teachers.  I created some wikis (Gr. 3, Gr. 4, Gr. 5) with math review sites and content, and several teachers have created great PowerPoint reviews to use with their SMARTboards.  Now, as you walk down the hall, projector lights are burning, ELMOs are displaying manipulatives to small groups, and kids are engaged in math!  Qwizdom sets are being checked out to review skills, and we have had to order more cords and splitters for the increased need!  Although not the seamless integration with Problem Based learning I hope will come, it is a start - a hook, so to speak!  Maybe, just maybe, after being "pressured" to use the technology, they won't want to give it up!!



Photo:  Every Cloud Has A Silver Lining 

Today's Ripple and Splash:

Had read this story before, but it's so much more powerful with the music and pictures. It is touching and brings back to the forefront, the real reason we are teachers! (Thanks for sending the link Aunt Lynn)
Watch it here: http://www.teachermovie.com



Photo: Children Playing

Finally, a chance to blog!  Ahhh.... Thanks to her great sharing abilities, my friend Danita, shared the fantastic alternative to YouTube for those of us in blocked schools.  I immediately put our great 5th grade rappin' math teacher's 6 videos up on TeacherTube!  Well that was a week ago, and already the videos have had over 5,000 views!  And lots of great comments from other educators!  Mrs. Burk, the rappin' math teacher is in the building!  Just as cool is that she had me video her kids performing the math raps in class and their video has had over 2,000 views!  We even had another educator comment that she was glad to see the raps in action with the kids after watching Mrs. Burk's own videos.  Very cool!

Another first for us occurred last week when my son's teacher, Mr. Mize (who is a totally awesome 3rd grade teacher, and also part of my Master's cohort), and I Skyped with our classes.  Mine, of course, was Mrs. Lopez's third grade class whom I had stolen (or she had generously shared) so I could teach 10 science/technology integrated lessons (check out their soil wiki here) I had developed for grad class.  Both Mr. Mize's class (at the opposite end of the county) and my adopted third graders had been studying soil, and were near the end of the unit.  The kids had all written questions for each other and took turns coming up to the microphone.  It was amazing!  They couldn't wait to explain what they had learned and it was interesting to hear the different activities that went on at both schools.  If only I had videotaped it!  We were so proud!  Can't wait to do it again!!



Photo:  Kids At Play

"Conversation on Cybersafety in 21st Century Classrooms"

Laura Fogle, Technology Educator/Tech4Teaching

http://www.tech4teaching.blogspot.com

http://del.icio.us/lbfogle

Web 2.0 is here to stay!  Pointed out that John McCain and Barak Obama, both have a MySpace account, and that Dora the Explorer (kids' cartoon) has podcasting/vodcasting on her site!

YouTube bad press and other media "hype" (mentioned Lee County fight club situation) evokes "highly reactive response" from general public.  DOPA, DOPA Jr., State Initiatives, Local Policies all reactions to this response.

"Real Concerns"

Online predators - 71% reported receiving messages online from someone they don't know (netsmarz.org)  Need to know what real statics and real numbers are!

Proactive Response:  Protection, Responsible Use, Education and Advocacy

Used analogy of giving pointed scissors to kindergartners is not appropriate, but that doesn't mean we should ban all scissors from the school.  We teach them using rounded scissors and allow them to be guided in learning how to use the tools!

Gave out different colored strips with a question as well as several delicious link sites. 

Danita and I have this question:  "What policy changes would you recommend to address Web 2.0 concerns?" (How ironic, as this is the very issue that was heatedly discussed at our ITF meeting earlier today.)

http://k12wiki.wikispaces.com/Social+Networking+Acceptable+Use

Our Ideas: 

Policy committee for community buy in, parent involvement, student involvement, teacher representation, school board rep; staff development in Web 2.0 tools, gather large amounts of information - what are others doing?  What are the discussions in other areas?

Educating Others about web 2.0:

conversations with parents, show sites at PTO, show them how to set up their own accounts, encourage parents to be involved with their kids' sites, share guidelines.

Can you use Web 2.0 tools in the classroom safely? 

Lab guidelines that need to be read, discussed, and signed by each student who enters the lab.  Students told the history on each computer would be checked, consequences set up.  Teacher must be engaged, actively involved, highly structured assignments/activities.  If you wait until the students are adults, they will never have the experiences they need to grow, put responsibility back on the student with well defined consequences and follow up.

Is student activity on social networks a school issue?

What if students post fictional sites of teachers with negative content?  Mentioned a Leading and Learning Article - Point/Counterpoint.  If the activity a "substantial and material disruption to the learning environment" the school has jurisdiction to intervene in the situation?  Download material and copy for the parents to view?  Check with ISP provider to locate offender.  My Space is working to help out in these situations, ie. taking sites down, as well as any comments they've ever made.  Social networking sites are working to alleviate some of this negativity.

Suggested having a panel discussion with policy makers, social network reps, law enforcement, teachers, parents, etc.  GREAT IDEA!!

Although we could have continued this terrific discussion for hours, the meeting had to close!  To be continued....

Joselyn Todd - MS Science Dept. Chair/Cary Academy/Teacher Editor: MidLink Magazine

http://web1.caryacademy.org/facultywebs/joselyn_todd/

http://midlinkemergingtech.wordpress.com/

wwwikis - Presentation wiki for today (PowerPoint is included here)

Joselyn has started out discussing much of the web 2.0 vocabulary, most of today will be about wikis. 

Nature Magazine article comparing Wikipedia to Encyclopedia Britannica - comparison of errors found in each.

Designates editors and formatters in her classes to make the wikis look appealing.

How does the wiki fit into the big 21st Century Literacy picture?  Allows for collaboration, thinking critically, self directed learners, technology integration, global learning, content development, creative thinking, intellectual freedom.

Why use wikis in classroom?  Easy to use, FREE, Allows teacher monitoring (times of posts are in the history) Intellectual creativity creates Life Long Learners!

http://science7chemreview1.wikispaces.com

http://chemreactions.wikispaces.com

http://science7acidbase.wikispaces.com

http://ca7rocketry.wikispaces.com

Kids assigned to teams and asked to spend 15 minutes working on "their" page for homework.  When she looked back at the history 148 edits had been made on the page the same day the wiki was created!  Used the history to see who had contributed and when.  Used the information the kids had put on the wiki to sense what she needed to reteach or go over.

Joselyn includes David Warlick's citation machine link for her kids, on the wiki front page.  She uploads her documents and screen casts (vodcasts) for her kids to use as reviews or when she is absent.  Took apart the periodic table and each kid did a podcast of an element.  Her kids also incorporate YouTube videos to demonstrate their chemistry concepts!  The kids use the teacher's YouTube account to put the videos they have made/selected, up on the wiki.

If she sees errors in the wiki contributions, she points them out privately to the student and THE STUDENT makes the edit.

Cary Academy uses no filters.  Policy at the school which tries to instill responsibility.  Good stuff outweighs the bad stuff.  The school has a recording feature, so she can go to the student's account to check where they have gone on the web.

Grading?  She asks, "who did not contribute to the wiki last night?"  The kids are aware that she has the ability to use the history to check this.

Has the kids create questions for the test (and answers) and post them on one of the pages of the wiki, along with their name.  The wiki is then used as a study guide, and she uses 20 of those kid-created questions to create the actual test.

Created a blog out of a wiki for her kids.  Only members can comment.  There is a direction page, so kids know how to use it as a blog.  Kids have their own page, they copy and paste the blog prompt given by the teacher, and then blog about it.  Others add comments (kids who comment write their name on the board drawing a line from their name to the origianl blogger's name - so everyone knows who has gotten a comment, and who needs a comment - GREAT IDEA!).  Students must then ammend their original blog after reviewing the comments.

"It is my job to educate them on how to use these tools...whether they are using it for educational purposes or not..." Joselyn Todd 

"How will we effectively teach them [students] if we are ignorant of it ourselves." Joselyn Todd

"Do not confine your children to your own learning...for they were born in another time." Hebrew Proverb

Sometimes we get too caught up in thinking we need to save the world of education! To be quite honest, trying to just stay afloat ourselves, say nothing about helping others in the journey, leaves many of us frustrated, overwhelmed, and a little CRAZY!  So here are a few "Time Outs" - can you hear my whistle?

Flickr:  Ref Jer

1.  Check out this very addictively fun site called The Impossible Quiz!  You may need to set a timer near your computer, or the next time you look at the clock it might be 3 AM!  Thanks to my sister, Kathy, for sending it to me (although I think it was really an invitation to a challenge - she's very competitive!).

2.  I got a chuckle out of this metaphor and had to pass it along!  I first saw it on Steve Dembo's blog Teach42.com.  It is entitled NCLB: The Football Version.  Good ahead, laugh!

Harry Marriner and Keenan Tusing - Pender County Schools

harry_marriner@pender.k12.nc.us

keenan_tusing@pender.k12.nc.us

• Talked about a tech camp they conducted June 2006 (8-12) 3 groups of 4 kids spread out among the school


• Goals of the camp: Expose students to interactive and collaborative online tools, create presentation using non-face to face collaboration.  What a neat idea!!


• Used PBL format - given a challenge that was research based; unable to talk face to face; worked from different areas in the school


• Used Gaggle email accounts, stored files in digital locker, utilized message boards, chat rooms, and the blogs


• Writeboard.com - interactive collaborative whiteboard; need valid email; can comment or make changes on it


• Learner Blogs - blogs for kids from same people as edublogs


• Chat Room - campfirenow.com -free account up to 4 rooms; admin can monitor all of the rooms; can send files right into the chat room to share; archives chats; can keep it private by inviting members - can turn guest access on and off


• started every day with an email - kids had to check their email for the day's assignment


• wikispaces - kids could use the wiki to collaborate on ideas and share research information that they are collecting


• Collabortive Drawing - invite others to draw something with you; can save drawings


• Class Chatter - allows class to communicate through student blogs without student email accounts.  You create a classroom, add names of students, give them a password to access the site

Great session, I think this is something we really should look at doing!  What a unique idea to collaborate only online!!  How much more real world can you get?!!

Establishing a Digital School Environment - Stanly County Schools

Matthew Barfield, Tech Facilitator and Laura Kerr, Principal (in the finals for NC Principal of the Year!)

WOW!  These folks are from North Albemarle School and presented on their Horizon Project in which they have accomplished a 1:1 laptop program in their 4th and 5th grade classrooms.  Each of the 100 students has a laptop assigned to them (although they do not take them home).  The workshop began with a live video conversation via Skype with two of their teachers back at the school who spoke glowingly of teaching in a digitally-immersed environment.  Cool!  They reported several positive outcomes from the year and 1/2 they have been piloting the project.  These included less teacher prep time to create meaningful lessons (not sure how that is accomplished, because I would think for the first while it would be the other way around), greater student engagement in content, enthusiasm, responsibility for their own learning, increased maturity level, and that they are more apt to do what you are requesting because they see a purpose in it.  They also report greater time on task, and less discipline problems when the kids are using the laptops - makes sense!!

The 4th and 5th grade classrooms have undergone an entire makeover.  The desks were removed to bring in tables so the kids could collaborate while working on their laptops, projectors are mounted in the ceilings, ACTIVboards (equivalent to our SMARTboards) have been mounted on the walls, laser printers have been installed, and a color printer is shared by the two grade levels.  Online textbooks are being utilized, as well as online extension activities, virtual field trips, and webquests.

The very passionate principal, Laura Kerr, sees the laptops as "an accelerant to active learning".  She has designated every penny of her Title One budget (being a school of over 85% free and reduced lunch) to this initiative, stating that it is the way for the school to be moving!  They are looking at implementing the project in the 3rd grade as well, next year, seeking funding from private foundations and area businesses (like banks).  She invites local commissioners and area business people into the school to see the fantastic things they are doing, and how this movement will positively effect the future of the community; believing that if they can see what wonderful things the kids and teachers are doing, funding will follow.

Training on a daily basis is conducted by Matthew Barfield, the school's ITF, and early training by Apple was conducted so the teachers would be able to teach the curriculum effectively through the Apple applications.  The presenters estimated the cost of the project, including the staff development, at around $700 per student.

Further information can be found at North Albemarle School's website under the Best Practices link!

We need to take a visit!



Photo: M with Laptop

Tracy Gregory and Joan White - Perquimans County Schools

These teachers have put together (3 years in the making) great resource materials organized by SCOS units.  All units have been saved to discs which the teacher can use as she works through the unit.  Lessons are built to be kid-friendly including voice over narration to accompany text and emmergent-reader friendly web links.  The ones they shared were science related, and included many strategies to help develop literacy skills as well as science content skills.  There are activities for the early finishers which are related to the unit, engaging and interactive, as opposed to busy work in the form of another worksheet!  Written text throughout the activities includes hyperlinks for vocabulary words so students can view definitions as they go. 

They were selling their CD's for $15 (a bargain given the amount of great content and activities on it).

Also cool, Brain Pop now has Brain Pop Jr. which is currently FREE!  Did you catch that?  FREE!!  Can't wait to show my teachers!

On to the next.....

Teaching students how to gather, organize, and present information using graphical, audio recording, multimedia, and digital photography.

Tammy Gruer - Union Hill Elementary 

• Students (2nd grade) were studying sound.  Grant provided DC-1 six Digital Camera Explorer Kit ($215), Califone AX12 microphones, CPS (Classroom Performance System) remotes, LCD projectors (Hitachi), Mobile Multimedia Presentation Cart (Highsmith) - everything is contained in the cart ($348.00), Targus Remote presenter controller, tripod with micro fluid head (Highsmith)


• What makes this sound? Project - Discussed and listened to various pitches (on ppt slide).  Also went over vibration the same way.


• On Riddle slides, the kids used clip art for pictures, text for their riddles, sound links for voice over when they read the slide and sounds to accompany the riddle.


• United Streaming has audio clips as well as several free audio sound sites.


• Kids used the digital cameras to take pictures, clip art, or animated clip art for their riddle multiple choice items.


• Rubric used so students know all the elements to include on their slides.


• Teacher Evaluation sheet was filled out to gauge success of collaboration.


• Also used digital pictures taken by students, and then drew on them to identify shapes the kids are studying.

Outstanding session with great technology integration strategies!  Everything tied to SCOS with terrific evaluation tools to use at the end of the project.  Really need to look into the Digital Camera Kits - small, rugged, easy to use!

Audio BookTalks - presented by Pitt County (Carol Johnson) cjohnson@pitt.k12.nc.us

www.media.pitt.k12.nc.us

• Scores increase 21% when techs, teachers, and media collaborate together.


• Uses Audacity, called companies to receive tools, mp3 with recorder (Sansa), Logitech mics (desktop and headsets), 300 Gb external drive for storage (kept in media center) ALL OF IT WAS FREE!


• Starts out with filling in a worksheet with information about the book - Lesson


• Designing web site in BETA stage, where students will eventually be able to upload to a state repository of BookTalks.  Director needs to call her to gain access for our kids.  Site will be organized by grade level (elem, middle, high), author, AR level, genre, title, etc...


• Disc she is giving out contains all program downloads and directions.


• ccmixter.org - sound/music mashing site

This appears very similar to our book podcasts that we have posted on Podomatic.

Session 1 - Digital Storytelling (Pitt County Schools)

Great deal of the way the brain is wired is visual in nature.

• Parents and kids did storyboard at home, came to school to type text.


• Storybook Weaver Deluxe, Movie Maker, Photo Story was used as well.


• Sharing NC stories putting in Movie Maker format.


• Teacher Academy session (apps due the 30th) to learn digital storytelling.


• Handouts provide sites for free clip art, music, and copyright issues.


• Use the feature to get rid of the black boxes that surround the photos.


• Used it to narrate poem, demonstrate social issues.


• Provided prompts, and then had to construct a project demonstrating his/her opinion.


• After sharing the digital story with another class, have the viewing audience use it as a writing prompt.


• One True Media - site where you can post your digital stories; free version allows you to import your own photos, but you must use their music.


• freemind.com - free graphic organizer software?


• One third grade teacher had her class create "I Have a Dream" presentations.  They each had a template, brainstormed, and collaborated in groups of 4-5 to create their show.  They researched MLK's dream to help them create theirs.

Did she just say the Spec Ed kids didn't come to the library because there was no reason for them to come??

Doesn't grade them other than if they do at least 1 minute they get a 100. ??  No rubric is used or other means of assessing by the kids themselves.  WHY????

Doesn't post anywhere other than the common folder.  WHY???

Illustrated how to use Movie Maker by having audience members come up and add components.

If I had not had to sit in the very front row of a packed house, I would've left.  Disappointing in that the presentation was not organized, and they seemed to be at such a beginning stage in using it, the audience knew more about how to apply it in the classroom.  Not much was mentioned about the steps taken with students to reach a final product.  More of Movie Maker tutorial at the end.

Oh well....

Photo: Play Time

I'm so excited!  Just found out a new way to insert images!  Hat tip to Danita!

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