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TL-1 Technology Operations and Concepts

As a new teacher in 1998, I was “eager to engage [my] students with classroom technology” (McHugh, 2005). I found out very quickly that technology knowledge and resources would be something to actively pursue, as there was a lack of classes and resources available. I knew that in order to engage my students and create a rich learning environment that I would need to work very hard to acquire the tools necessary to achieve my goals. Preparing teachers to use technology is not optional if we are to help students succeed in a technological world (Gruber, 2006). In order to help my students succeed, I began my professional teaching career by volunteering to be on the technology committee and by taking the position of building technology contact for our school.

As a building technology contact I was given the opportunity to attend the Alaska Society

for Technology in Education (ASTE) conference for the first time. It was very rewarding to be able to take a variety of sessions that could help me both personally and professionally for my students. Attending ASTE became a highlight during the school year; I was able to continue my growth in technology knowledge and skills to stay abreast of current and emerging technologies. At the ASTE conference in 2009 I presented two sessions with colleagues: “Staying Connected with the 21st Century Student” and “Digital Portfolios to Enhance Media Literacy Skills.” In 2010, I co-presented “Finding Time for Project-Based-Learning with Web 2.0 Tools.” During the pre-conference I co-taught an “Introduction to Second Life.”

Over the years I pursued grants that provided professional development as well as

technology resources. These awards have enabled me to continue on my path of continued learning. In 2000, through the Alaska Science and Technology Foundation, I provided my students with a technology club after school. Together we learned how to create digital stories and movies using iMovie and digital video cameras. Not only was I the teacher but I was also a student. Another opportunity that came along was the Technology Teacher Leader program in 2003. Partnering with another teacher in the school we wrote a grant to create video lessons of the Resolving Conflict Creatively Program for our school. The new computers that came with our grant, along with a projector, document camera, and digital camera, were gratefully received. The training that came with the grant was invaluable. I created a survey to identify and evaluate components needed for the continual growth of knowledge and skills for teachers in the school and then I provided training based on the results.

The next opportunity for me to continue my quest for technology knowledge was again

another program: the 2005-2006 Master Technology Teacher Leader (MTTL) program. The goal was to teach Intel’s Teaching Thinking with Technology to other teachers. I found that teaching adults was very different than children but I enjoyed it just as much. Following this was an invitation in 2008 to be a part of a Title IID grant, Wave V, offered by the Alaska Department of Education and Early Development that would help districts to figure out how to assess student technology skills. It was a collaborative project that joined teachers from Anchorage and Cordova. Both the MTTL and the WAVE V provided me with more technology knowledge skills and resources. Throughout all this time I continued engaging my sixth-graders with technology and providing them with a rich learning environment. I discovered that being the building technology contact and grant recipient allowed me to extend what I had learned in my

own classroom by providing me with the expertise and tools I needed to offer professional development for other teachers.

Then came time to formally pursue my knowledge beyond what I could learn on my own

and through grant opportunities. With the encouragement, support and the collaborative efforts of a friend and colleague, I began the masters program in Educational Technology in the summer of 2008. This coincided with knowing that I would be ready one day to move out of an elementary classroom and into a position where I could provide even more professional development to adults. The opportunity for this came with an opening in the Educational Technology Department with the Anchorage School District the fall of 2009. I took up the challenge and began to work with five elementary schools helping to create technology plans, technology learning maps, provide professional development and support the schools with their technology needs. I believe that my classroom experience and professional development made it possible for me to learn how to successfully integrate technology into the curriculum. That is the most important thing that I can pass on to the teachers with whom I work with now. Technology is often taught as if it were a content subject when it should be used as a tool for learning subject content and processes (Laframboise & Kelsius, 1994). As an educational technology teacher I was able to focus on teaching technology so that it could be used as a seamless integrated tool in curriculum instruction.

Teachers need onsite computer help and also must receive adequate ongoing training

(Gulbahar & Guven, 2008). Working with my schools I prepared a survey through Survey Monkey and with the data, together with the building technology committee and principal, we created a year long plan of professional development classes for the school. Not only was the training held when it was most convenient for teachers, I was also available before, during and after school, to best fit the teachers’ schedules. As an educational technology teacher I could offer a variety of professional development opportunities that facilitate the continued growth and development of the understanding of technology operations and concepts to the teachers based on their needs. Today my students are adults and the impact of what I teach them is evidenced by the emails requesting more technology trainings. Whether it was software specific sessions or getting to know their computers or more advanced training, I was able to provide for their needs to the best of my ability with the training I had received over the years.

References:

Gruber, K. (2006). Infusing technology into the elementary classroom. Computers in the Schools, 19(1/2), 149-162.

Gulbahar, Y., & Guven, I. (2008). A survey on ICT usage and the perceptions of social studies teachers in turkey. Educational Technology & Society, 11(3), 37-51.

Laframboise, K. L., & Klesius, J. (1994). The acquisition of computer fluency by an elementary school faculty: Infusing technology into the curriculum. International Journal of Instructional Media, 21(4), 305-17.

McHugh, J (2005). Synching up with the iKid: Connecting to the twenty-first-century student. Retrieved May 31, 2010, from http://www.edutopia.org/ikid-digital-learner

Artifact 1.A is a PDF of five different supporting documents. The first two are of screen shots of the ASTE conference catalog with my name by the sessions I co-presented in 2010. The next one is of the opening slide that was used in the “Staying Connected in the 21st Century” session I co-presented in 2009 at ASTE. The fourth picture is of the Ning that was used for our class for ASTE 2009. The last picture is of my resume listing the grants I was awarded on my resume. All of these show that I was able to continue my growth in technology knowledge and skills to stay abreast of current and emerging technologies.

Artifact 1.B is a PDF of the questions and survey results from one school. The use of Survey Monkey documents one of the steps I took to learn what the teachers needed so I could offer a variety of professional development opportunities that facilitated the continued growth and development of the understanding of technology operations and concepts. All five schools were asked basically the same questions: familiarity with online resources provided by the Anchorage School District, software applications on the computers, and Web 2.0 tools. Each of these questions also asked if a teacher would like training. Another question asked about the tools that the teacher uses in classroom instruction and the last question was when training opportunities were preferred. The questions were adjusted to best fit the needs of the school.

ASTE 2010: The Digital Life Preconference Descriptions

Updated 02/06/2010 Page 1 of 9

Saturday, February 20 Full Day Sessions A Comprehensive Review of the Alaska Career Information System (SatFull01) An interactive exploration of AKCIS including a look at website content, the portfolio, and administration tools. This session condenses an in-‐depth survey of all facets of AKCIS into a full-‐day training. Best suited for those comfortable with using a computer for learning independently. This session will also include an overview of updated content, new tools and capabilities, as well as answers to specific AKCIS questions. CJ Allison, Alaska Commission on Postsecondary Education Career and Technical Education Everyone ActivInspire: Promethean's New Version for Interactive Whiteboards (SatFull02) This course will examine the use of Promethean's new updated version: ActivInspire! Attendees will learn skills from the Promethean ActivInspire software. Come see the wonderful instructional and learning tools at your fingertips when you have ActivClassroom components in your classroom. Andrea Sawyer, Mat-Su Technical Everyone Everyday Tech Tools For Teachers (SatFull03) Come learn about 20+ Sites, programs and tools that will enhance your classroom activities using free technology or almost free. Google, Skype, Firefox, Bookmarking, Creative Commons resources and much more. We will also discuss how to manage these tools so that they could streamline your teaching and communication with parents and students. Don Benn, Fairbanks Web Tools Beginner iDeas 4 iLife (SatFull04) This is a comprehensive course on the utilization of the iLife suite in the classroom. I will demonstrate ease of use and multiple opportunities for integration into various subject areas. Topics will include iPhoto, KeyNote, iTunes, GarageBand, Pages, iMovie, iDVD, and Numbers. Samuel Bourgeois, Southwest Region Integration and 1:1 Intermediate

Introduction to Second Life (SatFull05) *Morning session -‐ features a general introduction to Second Life, account creation, avatar individualization and a guided orientation. Plus a taste of the diversity of individuals, opportunities and uses of SL. *Afternoon session -‐ Group guided "field trips", then special interest break out opportunities for things like building, professional development and PLNs (ISTE, Discovery, TLE, etc) post secondary ed options, global experiences, health, classroom uses, and panel discussion with educators in SL. Jenny McAvoy-Anteau & Marilyn Doore, Anchorage General Everyone Transforming Teaching and Learning with Web 2.0 Technologies (SatFull06) Web 2.0 technologies provide a wealth of potential affordances for online teaching and learning, but selecting the right tools and implementing them to support the needs of specific educational situations can be be problematic. In this two-‐day, hands-‐on intensive, participants will work with a team of instructional designers, learning how to transform distinct aspects of their practice in support of collaborative activities, communities of learners, personal learning environments, and information fluency for themselves and their students. Throughout the session, each participant will work on an individual course they are, or will be, teaching. This pre-‐conference session will be demanding and will include homework! Special Requirements: 1) One semester or more experience teaching online, 2) Working knowledge of: Google Docs, Blackboard/UAS Online/Moodle or other LMS, web browser operations including: bookmarking, saving pages and images, tabbed browsing, anatomy of a URL/web address, 3) Familiarity with: blogs, search strategies including search operators and media searching, any form of web publishing, 4) A laptop with wifi and sufficient privileges to install Firefox and Firefox Add-‐Ons, 5) A Google account, either UA Google Apps or consumer level Audience: This is an intermediate level faculty development opportunity designed for active teaching faculty in higher education with an online teaching assignment in the year 2010. Participants will need a specific course to work on during the session. Gary Bender & Chris Lott, UAF Web 2.0 / Open Source Advanced

Bring-Your-Own-Laptop Presenters for these workshops have indicated that participants will need access to their own laptop.

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ASTE 2010: The Digital Life Conference Descriptions

Updated 02/06/2010 Page 17 of 17

Tuesday, Feb 23 Sectional VIII: 3:30 - 4:30 Finding Time for Project-Based Learning with Web 2.0 Tools Integrating great curriculum, such as History Day, is now possible with online tools. Teachers will share success stories, strategies and tips for using Web 2.0 tools to create asynchronous student collaboration environments. Dallas Price & Marilyn Doore, Anchorage Web 2.0 / Open Source All Levels From the Field Eleven school districts in Alaska received EETT grants last year and implemented successful teaching strategies and tools to enhance education through teaching with technology. Presenters will share their efforts, successes, and challenges. EETT Grantees General All Levels International Paper Presentations Christa Bruce, Moderator General All Levels Lego Robotics Roxy Menadelook, Highland Tech High General All Levels Leveraging Apple Professional Development in Your District Learn how you can leverage the power of Apple Professional Development in your district to make what's taught meaningful, relevant and applicable to our student's digital lives. Pete Vraspir, Apple, Inc Integration and 1:1 Beginner Mobile Learning – Smartphones in the classroom and their impact on student engagement and performance. Real tools for today’s educators. Smartphones and other mobile computing devices are starting to receive acceptance as in-‐class educational tools and more research now supports the reversal of policies to ban or restrict the use of these devices in schools. This course will showcase easy-‐to-‐use and effective smartphone based educational tools for use in the classroom and exciting research results from educational pilot programs underway in other parts of the country. Additionally, ACS will be announcing a major technology grant opportunity during this convention so come and learn more. J. Sandy Knechtel, ACS & Homer Spring, Dixon High School (NC) General All Levels

Native Storytelling in the 21st Century How do you engage students in culturally relevant activities in the digital age? How do you combine traditional Native values while empowering youth to share their voice with the world? Come listen to the students of MEDIAK as they share their stories about cultural exploration and finding their voice through digital media production. MEDIAK is a hands-‐on digital media production program for Native high school students. MEDIAK students produce videos and short documentary films, and they publish a magazine and produce public service announcements for the radio. Topics covered include the utilization of digital media production technology to engage Native students, and how media is used by Native students to develop critical thinking skills, explore their creativity, and foster a greater sense of cultural identity. Chris Joy, MEDIAK General All Levels Schools Interoperability Framework (SIF) Learn the benefits of SIF in your district. The Department of Education and Early Development has provided this framework for use in your district. The goal of the Schools Interoperability Framework Association is to help educators maximize their instructional and administrative software investments and make more efficient use of staff and faculty time. Rodger Pond, Edustructures Technical All Levels The SMART Classroom Solution (Power & Potential) This presentation will introduce educators to the power & potential of the SMART classroom solution. SMART offers a robust set of resources and a full ecosystem of support to help you bring a new level of interactivity to lessons. We will explore the place of technology in the classroom and offer a variety of suggestions for creating a dynamic classroom to meet the needs our 21st century students. Jaimie Ashton, SMART Technologies General All Levels University of Alaska Connects to K-12 Pam Lloyd from GCI and Donna Rohwer from the University of Alaska discuss the success story of how K-‐12 and the university are connecting, collaborating and combining resources to enhance education across the state of Alaska. Donna Rohwer, UA & Pam Lloyd, GCI SchoolAccess Distance Education All Levels

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Staying Connected with the 21st Century Student

ASTE 2009Connect – Discover – Inspire

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This is from ASTE 2009 which was used for a session I co-presented at.

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During ASTE 2009 I also took a class on the sessions I attended.

Areas of Knowledge and ExpertiseTechnology integration, Proficient in numerous Macintosh hardware and software applications, Curriculum development and implementation, Training and supervisory experience, Information organization, Purchasing and budget maintenance

EducationUniversity of Alaska Southeast — will complete Masters of Educational Technology July 2010University of Alaska Anchorage — Bachelor of Education, Elementary K-8 1998Tel Aviv University — Bachelor of Social Work 1984

Technology Related ExperiencePresenter at Alaska Society for Technology in Education 2010 2010Presenter at Alaska Society for Technology in Education 2009, “Digital Portfolios to Enhance Media Literacy Skills” and “Staying Connected with the 21st Century Student” 2009Instructor, Quick and Easy Digital Portfolios for Rogers Park Staff, Fall 2008Co-Instructor, Intel Teach to the Future Credited Course, Anchorage School District 2005-2006

Building Technology Contact, Rogers Park Elementary, 1999 – 2009✴Attended trainings at the Education Technology Lab✴Identified outdated equipment for surplus✴Coordinated image deployment✴Coordinated Users/Groups computer policy management with Education Technology✴Disseminated technology training resources to Rogers Park staff✴Assisted with troubleshooting needs

Educator Awards Anchorage/Cordova Educators Project, Standards through Assessment in Technology Spring 2008Discovery Education Network Star, Fall 2008Master Technology Teacher Leader 2006-2007 Technology Teacher Leader 2005-2006Alaska Science and Technology Foundation Grant 2000

Teaching ExperienceElementary Educational Technology Teacher, Anchorage School District 2009-Present✴Collaborated with ASD curriculum specialist to develop and teach integrated technology lessons✴Co-Taught credit class: Intel Teach to the Future 2006-2007

Sixth Grade Teacher, Rogers Park Elementary 1999 – 2009✴Promoted student, parent and community involvement✴Teamed extensively with colleagues including cross-program, grade-level and cross-grade level

planning✴Developed lessons integrating technology✴Participated in Science Standard Based Assessment and Reporting development and pilot✴Maintained Rogers Park Webpage✴Modeled technology integration into the curriculum✴Facilitated collaboration with staff to develop and implement school technology goals✴Engaged students in global awareness using technology and the Voices of the World online community

Substitute Teacher, Anchorage School District 1998 – 1999✴Taught in various positions: K-8 classrooms, Speech Pathology, Library, Music, and Orchestra✴Locations in Title 1, Optional, and Neighborhood Schools

Marilyn Doore1581 Nelchina A-5, Anchorage, AK 99501, C 907.947.7528, mddoore@gmail .com

mailto:[email protected]

mailto:[email protected]

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Technology Infused School Survey

1. Please indicate your familiarity with the following resources provided by ASD. (Please select the level of

familiarity AND if you would like training.)

Unfamiliar

with this

resource.

Have used it.Could help

others use it.

Would like

training.

Response

Count

ASD One Place 80.8% (21) 11.5% (3) 3.8% (1) 15.4% (4) 26

Atomic Learning 65.4% (17) 26.9% (7) 3.8% (1) 19.2% (5) 26

Discovery Streaming 80.8% (21) 11.5% (3) 0.0% (0) 19.2% (5) 26

Net Trekker 88.5% (23) 3.8% (1) 0.0% (0) 19.2% (5) 26

MOODLE 69.2% (18) 19.2% (5) 3.8% (1) 23.1% (6) 26

answered question 26

skipped question 0

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These are the survey results for one of the five schools I work with. Based on the survey results we planned classes for the year that met the needs of the schools.

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2. Please indicate your familiarity with the following applications. (Please select familiarity AND if you would like

training.)

Never used it. Have used it.Could help

others use it.

Would like

training.

Response

Count

Comic Life 73.1% (19) 11.5% (3) 7.7% (2) 23.1% (6) 26

Entourage 23.1% (6) 61.5% (16) 15.4% (4) 11.5% (3) 26

Excel 11.5% (3) 65.4% (17) 19.2% (5) 19.2% (5) 26

Garage Band 88.5% (23) 3.8% (1) 0.0% (0) 19.2% (5) 26

iMovie 76.9% (20) 15.4% (4) 0.0% (0) 26.9% (7) 26

iPhoto 57.7% (15) 30.8% (8) 3.8% (1) 26.9% (7) 26

iWeb 84.6% (22) 7.7% (2) 0.0% (0) 26.9% (7) 26

KidPix Deluxe 3 69.2% (18) 19.2% (5) 11.5% (3) 19.2% (5) 26

Keynote 84.6% (22) 11.5% (3) 0.0% (0) 19.2% (5) 26

Pages 61.5% (16) 34.6% (9) 3.8% (1) 15.4% (4) 26

PowerPoint 19.2% (5) 46.2% (12) 34.6% (9) 23.1% (6) 26

Numbers 84.6% (22) 11.5% (3) 3.8% (1) 11.5% (3) 26

Word 3.8% (1) 61.5% (16) 38.5% (10) 19.2% (5) 26


skipped question 0

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3. Please indicate your familiarity with creating the items below. (Please select the level of familiarity AND if you

would like training.)

Never created

it.

Have one I

created.

Could help

others create

it.

Would like

training.

Response

Count

Webpage 73.1% (19) 11.5% (3) 7.7% (2) 30.8% (8) 26

Wiki 76.9% (20) 11.5% (3) 3.8% (1) 23.1% (6) 26

Blog 76.9% (20) 11.5% (3) 3.8% (1) 23.1% (6) 26

Podcast 92.3% (24) 3.8% (1) 0.0% (0) 19.2% (5) 26

Other (please specify) 0


skipped question 0

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4. Which tools do you use in your classroom instruction? Mark as many as are applicable.

Response

Percent

Response

Count

Overhead 36.0% 9

Projector 20.0% 5

Document Camera 8.0% 2

Interactive WhiteBoard 0.0% 0

Interactive Response tools/

Clickers4.0% 1

Digital Camera 32.0% 8

Digital Camcorder 16.0% 4

Listening Center 20.0% 5

Student Computers 36.0% 9

N/A I don't have a class 44.0% 11

Training? If so, on which tool or

tools?12.0% 3


skipped question 1

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5. Which of the following training opportunities would you prefer? Mark as many as apply to you.

Response

Percent

Response

Count

Staff meetings 46.2% 12

Before school 42.3% 11

After school 53.8% 14

During school 38.5% 10

One-on-one 15.4% 4

Weekends 15.4% 4

Credit classes 23.1% 6

Other (please specify) 3.8% 1


skipped question 0

6. Optional: Name

Response

Count

3

answered question 3

skipped question 23

TL-2 Planning and Designing Learning Environments and Experiences I have always been interested in other cultures and languages; what is more important I have been interested in the people themselves who are different from me. As a child, my Father would hold “Anthropological Discussions” with us on Saturdays. He would share his knowledge and stories of working with Alaska Natives from Kaktovik to Barrow to Nome and all places in between. Often my Father would show us a movie he had made that illustrated a point he wanted to make. Later on in elementary school I was able to tutor a fellow student from Japan. We were expected to remove our shoes and put on slippers. We sat on tatami (畳) mats and ate at a low table; it was another world stepping through her door. We listened to cassettes to help her learn English. During this time I also became involved with the Mt. View Lions Club teaching swimming and ice-skating to children with disabilities. The technology used varied from hearing aids, to wheelchairs to special supports that were used to assist the children. These experiences created in me the desire to learn more about the diverse needs of learners when I became a teacher supported by technology. Technology made it easier to be able to design developmentally appropriate learning opportunities to support all learners. My learners, while I was a classroom teacher, were monolingual, English and non-English speakers; bilingual and even trilingual working on their fourth language; children with a variety of physical and mental abilities that were challenging; and were from a wide range of cultural backgrounds. My studies and grant programs afforded me with the education necessary to design technologically infused lessons and units.

This past year I worked with a colleague in the Educational Technology Department to create a model lesson that became part of a library of lessons that integrate technology. The lessons are disseminated in the elementary schools as model lessons for teachers to use as needed. They are also used by the Educational Technology Department to support teachers who want to integrate technology into curriculum by co-teaching to the students. Our lesson integrates music, social studies and language arts creating a project-based unit that models appropriate use of technology to support learning. Students create a musically enhanced historical podcast of important event or person that is being studied in class. The lesson’s objective is to further students' understanding of the chronological sequencing of historical events. They discover that history applies to all aspects of life, including the arts.

One of the strategies for teaching computer and technology concepts and skills within the context of classroom learning I have been involved in this past year is to model lessons that integrate technology. Successful integration of technology in the curriculum starts with a plan that involves the teachers from the beginning, is based on enriching student learning and takes place in a school where there is value placed on technology (Gruber, 2006). I am able to provide teachers with the support they need to be successful because I am available when they need me as an educational technology teacher. Together we go over the lesson, I lead the class with the support of the teacher, and then the teacher leads the class with my support. I can be a personal trainer that can provide professional

development alongside teachers and students in class (Owens, 2009). This past year I was able to go to three different classrooms to work with using the musical historical podcast lesson. In each case the teacher and I adjusted the lesson itself to meet students' needs depending on what they were studying at the time, the time they had and their level of technology use and comfort.

I am able to help meet needs of teachers through modeling in how I use the computer. For example I often enlarge the size of a Webpage by using the command key and the plus sign. Doing this when I am working with others is an easy way to support the needs of learners with adaptive technology.

An exciting new technology resource is in the area of virtual worlds. Second Life offers educators an opportunity to nurture their relationship with technology, to better preparing them to guide twenty-first century learners as they address the issues of today and to develop the solutions of tomorrow. For ASTE 2010 I co-presented, “Introduction to Second Life.” Among the things we did was to learn about Virtual Ability Island, a place in Second Life that helps people with disabilities. Our learning environment was in the physical world with the teachers at ASTE in the same room, and special guest speakers in the virtual world from Colorado, California and England. The speaker of the group helped create Virtual Ability Island, has MS and is partially deaf, and another speaker was a woman who is blind. We communicated through voice and text taking turns to be sure everything was spoken and typed at the same time so all could participate. By learning and working in Second Life I can stay abreast of current technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies and disseminate information to teachers.

I am one of the facilitators for the Alaska Educational Technology Island in Second Life. Along with the other facilitators we created a blog and mission statement to help us locate and evaluate current research on teaching and learning with technology this year. Our goal is to offer an active education community. Educators are immersed and engaged in an environment that allows individual and global interaction unhindered by real world boundaries. Each month we held an activity on the island to help others realize the potential of Second Life for professional development. One month our special guest speaker was Dr. Trina Davis from Texas A&M who spoke about “Second Life as a Way to Birth a Transformational Professional Learning Community.” Her discussion helped guide us in planning this unique learning environment. In the fall of 2008, I helped create a media literacy class with my colleague who is learning with me in the masters program. We identified technology resources and evaluated them for accuracy and suitability based on content standards. Our class was on teaching media literacy through digital portfolios. In order to prepare for the class we searched online databases and read through many articles for the most accurate and suitable information for our students who were our fellow teachers.

Providing professional development to my colleagues was something I enjoyed very much as Building Technology Contact. It was also something some of us in the school’s technology committee took upon ourselves. With my university class requirements I also

had to provide classes for professional development. One way to disseminate content was through short café lessons. “Now, we take the content and put it in a comfortable environment that resembles all the good things about a chic coffee shop: collaboration, individual focused time, movement, energy and, of course, food.” (Arns, 2008). These café style classes provided ongoing appropriate professional development that disseminated the use of technology resources reflecting content standards. The media literacy class was one of our café classes. Later in the year we also presented the same class at the Alaska Society for Technology in Education conference in February 2009.

One has many chances to be involved while working in a school. There are almost countless committees to be a part of for everything from student council to curriculum and of course technology. It was the latter that I chose to become involved in when I began to teach at Rogers Park Elementary in Anchorage. Over the years the computer lab saw many computers come and go as well as tables and chairs. I noticed that the arrangement of the lab was not conducive to instruction. The teacher had to walk around hexagonal pods of five computers that were butted against a wall. In working with the technology committee we identified and evaluated options for management of technology resources. In the end we redesigned the lab setup to better facilitate learning activities and instruction. The result allowed a teacher to stand at one end of the room or the other and see each computer screen with minimal walking around. Previously only a small number of computer screens were visible at any one time. It was near impossible for a teacher to know if all students were on the correct task.

Managing student learning in the computer lab has always been important. Together with the technology committee and the principal we developed goals and expectations to manage student learning for the lab. All teachers and substitutes who were frequently called on to sub at Rogers Park were trained in the goals and expectations for lab. An iWork Keynote presentation was created to help disseminate the information. All teachers to review goals and expectations with their students used the same presentation. For a number of years this worked well. Then we got a new principal and teachers changed schools this meant we had to reevaluate what we were doing to incorporate new ideas and expectations. This past year there were again changes in teachers; I left to become an educational technology teacher and so a new building technology contact was needed. As the Educational Technology Teacher for Rogers Park I worked closely with the Building Technology Contacts and the technology committee. We evaluated the strategies to manage student learning and with new ideas it was decided to use Apple Remote Desktop by all teachers for managing student learning the lab. In my position I am able to provide professional development during the day so for a few days in a row I sat in the lab teaching teachers one-on-one how to use Apple Remote Desktop. Professional development by a technology specialist or knowledgeable teacher who is available onsite to provide personal training is one way to be successful with technology integration (Owens, 2009).

In my classroom of sixth-graders it was important that all students felt respected and not singled out due to things I might do or others might do. One of my students was required to use an AlphaSmart, as handwriting was a slow and laborious process for him.

Universal design should challenge one to rethink the curriculum and adjust teaching for not just one student but for all (Rose & Meyer, 2002). It was under this suggestion that I adjusted my expectations for all students. In giving an assignment that would have to be written, all students were given the option of either computer or handwritten assignments. By identifying and evaluating instructional design principles associated with the development of technology resources in my classroom I was able to give all students the same choices and still provide for the one student who needed the AlphaSmart. References:

Arns, J. (2008, November). Staff development café style. Learning & Leading with Technology, 36(3), 12.

Gruber, K. (2006). Infusing technology into the elementary classroom. Computers in the Schools, 19(1/2), 149-162.

Owens, A. M. (2009). Do your teachers need a personal trainer? Preservice teachers learn the ropes while helping classroom teachers integrate technology into their lessons. Learning & Leading with Technology, 36(8), 14-17.

Rose, D. H., & Meyer, A. (2002). What is universal design for learning? In Teaching every student in the digital age (chap. 4). ASDC. Retrieved December 5, 2008, from http://www.cast.org/teachingeverystudent/ideas/tes/chapter4.cfm

Howland, J., & Wedman, J. (2004). A process model for faculty development: Individualizing technology learning. Journal of Technology and Teacher Education, 12(2), 239.

Page, D. (1999). Second chance to get things right the first time. Converge, 2(3), 50-52, 54.

Rodrigues, S. (2006). Pedagogic practice integrating primary science and elearning: The need for relevance, recognition, resource, reflection, readiness and risk. Technology, Pedagogy and Education, 15(2), 175-189.

Artifact 2.A- Musically Enhanced Historical Podcast Artifact 2.A is a PDF of the musically enhanced historical podcast lesson that shows that I have planned, designed and modeled effective learning environments and multiple experiences with technology. This lesson provides a developmentally appropriate learning opportunity that applies technology-enhanced instructional strategies to support the diverse needs of learners.

Artifact 2.B is a series of drawings and a picture of the computer lab room design that I collaboratively worked on with the technology committee after identifying and evaluating options for management of technology resources within the context of learning activities. This, like other strategies, is continually being evaluated to manage and facilitate student learning. After one has a good lab set up there is a need for the rules and expectations for everyone, I have included the notes for the “Welcome to the Computer Lab” presentation.

Revised 9.09 by the CIS/Integrating Tech Classes Think Tank Page 1 of 3

Lesson Plan: Podcast Introduction Title: Musically Enhanced Historical Podcast Author: Crystal Hanson & Marilyn Doore Grade Level: Intermediate Subject Addressed: Social Studies, Music & Writing Description of Class Characteristics: (i.e. ELL, Gifted,…)

This lesson can be adapted for a multi-faceted class of students in the general classroom, 4th-6th graders.

Duration of Lesson: 1-2 days depending on how time will be spent editing.

Class Time: Suggestions: Social Studies, Music & Library Lab Time - if applicable: Weekly lab time if there are not enough computers in the classroom.

Synopsis: Come to lab with script. In lab find media to go with script. Put together podcast. Desired Results Lesson Objective: The goal of this lesson is to further students' understanding of

the chronological sequencing of historical events. They will discover that history applies to all aspects of life, including the arts.

Standards: Content, Cultural, Performance, &/or Grade Level Equivalents Standard: Text & Reference Number (if applicable) Limit to 2-3

Method of Assessment: Written Product, Quiz, Model, etc.

History A-1: A student who meets the content standard should understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences.

Enhanced Podcast with rubric for assessment, Podcast

NETS*S 3. Research and Information Fluency b: Students apply digital tools to gather, evaluate, and use information. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

Enhanced Podcast with rubric for assessment

Music B-4: A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world. A student who meets the content standard should: investigate the relationships among the arts and the individual, the society, and the environment.

Enhanced Podcast with rubric for assessment, music is linked to topic. Musical choices are justified in the Podcast.

Background Knowledge & Skills: Knowledge & skills students will need to participate in the lesson successfully. Students Need to Know: Students Need to be Able to: • Basic understanding of past and present. • General understanding of the time period of U.S.

History that they are studying. • Definition of a folk song. • Be familiar with copyright laws. • Basic understanding of introductory of computer

skills.

• Be able to look up information online. • Be able to download folk songs. • Search database. • Be able to follow written directions. • Be able to download graphics.

Evidence of Understanding


Written, Oral, or Visual Products: Musically enhanced historical Podcast including student’s rationale for choice of important event or person. Learning Experiences & Instruction

Handouts Attached • 9 Steps to Creating a Podcast in GarageBand (lightened version for printing and original) • Rubric for assessment

Procedure: Guiding Question: Which individuals and events were the most important in U.S. History and why? Activities (Guided Practice, Independent practice and Closure): Some activities can be combined. They may be separate days but some activities could happen on the same day. *Activity One: (Projector and one computer to show DEN) Discuss the time period in which the students will be focusing. Use resources from Discovery Education Network to help with the discussion. *Activity Two: (Lab or computers in room) Review internet search strategies. Introduce NetTrekker (how to research, find individuals, find timelines, save to folder) *Activity Three: (Possibly in Music class) Review folk songs and their historical significance (this could be done in music class with the music teacher) *Activity Five: (Need access to computer and projector)- short activity, teacher guided Discuss copyright laws, downloading graphics & folk songs. Search for media. *Activity Seven: (Lab or computers in room) Independent research to select graphics & music, need teacher approval before use in Podcast. *Activity Eight: (Lab or computers in room & projector) Introduce GarageBand: Every student creates a short autobiographical Podcast of themselves following the directions on the one page handout. For two pictures of themselves they take the photos using Photobooth. Review autobigraphical Podcasts and answer questions. *Activity Nine: (Lab or computers in room) Students create Podcast from their final draft incorporating downloaded graphics and folk songs. *Culminating Activity: (computer & projector) Presentation of Podcasts. Assessment: Students will present their Podcast to the class while the other students take notes on the topics. A rubric is used providing the student with expectations and guidelines. Students may be peer-evaluated along with a self-evaluation.


Technology Used: Computers, headphones, projector How Does the Above Technology Support the Lesson: Students will use computers & headphones for all facets of this lesson. The projector will be used for ongoing instruction and presentation of the Podcasts. Other Considerations Accommodations/Modifications Needed to Include All Students:

Work with Bilingual tutor to make all the activities available for the students. Translate parts of activities if necessary. Make accommodations in the activities for bilingual and resource students. Work with SPED teacher.

Author’s Reflection: This lesson can be adapted to 4th, 5th or 6th grades as those grades study U.S. History. This lesson combines Social Studies and Music, which allows students who are more musically smart (Gardner- Multiple Intelligences) to be engaged. It gives students a change to combine what they learn in music into the regular classroom. Before they get to GarageBand to create the Podcast they will have a written or typed report that has gone through the writing process, the technology is an integral part of the lesson. In order to be successful they have to create the Podcast. Students learn how to use various tools on the Web along with learning how to research and find important information on their topic. We believe this integrates technology in an engaging and educational way that combines various skills and talents the students have. This lesson could also be easily adapted to a collaborative project for a number of students to work on together.

Materials Needed: • Paper • Pencils • Computer • Headphones • Access to NetTrekker, GarageBand, PhotoBooth, &

word processing, Discovery Streaming Resources: • ClassroomTeacher

• Music Teacher • Librarian • EdTech Teacher • Bilingual tutor/teacher • SPED teacher • Discovery Education Network- docs and videos • Popular Songs in American History:

http://tinyurl.com/y982af9

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The computer lab of six pods of 5 Apple iMacs (G3/266) each.The teacher station was in the middle, with the blue iMac.

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This setup did not allow for a teacher to see what all students were doing at the same time. Many students could not see the projection screen either.

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In this redesign, trapezoid tables were exchanged for rectangle tables. A teacher can stand on either side of the middle section of computers to see all but four or five computers at one time.

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After the second redesign and upgrade of computers: 29 student iMacs, 1 teacher iMac. 1 multimedia projector. The closet was taken down, the projection screen was moved in its place.(drawing is not to scale)

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A changing lab to facilitate learning!

Welcome to the Computer Lab! Elementary K-6

Lesson is in form of a Powerpoint or Keynote presentation to show all students the first time

they enter the lab for the year. The presentation is on the teacher computer in the lab so all

teachers can use the same one. Students use the lab once a week for an hour or twice a week, half

hour each. This presentation should take about a half hour. Even though some of the students

have been at the same school for a number of years, they need to go over the Welcome again

before proceeding so everyone is on the same page.

1. Review rules if there is an emergency, earthquake, fire drill, lock down or stay put.

(Emergency drills are a big part of elementary school so the students must know what to do

in case of...We start with this as it is one of the first things even in the classroom that we

must cover.)

2. Come in quietly, follow seating chart. (It was suggested that teachers create a seating chart

for their students. Students always know where to go.)

3. Basic rules for the lab: No food or drink, No running or playing, Be gentle with mouse

& keyboard. Print with permission only. (Print cartridges are expensive. Printing should

only occur when it is aligned with the standards. This is rationale that is included in the

Powerpoint for the teacher)

4. How to use lab:

Chair: feet under table, sit up tall, chair flat on floor. (As much as possible with the size

of chairs vs. the size of students, we try to help them sit as correctly as possible and use good

form when at the computers. Unfortunately our lab serves kindergarten to sixth grade and

adults. The tables and chairs are not ergonomically correct for anyone but it is hard to come

up with money to buy proper tables and chairs. If we do have the money then do we get

chairs and tables that fit the smaller students or do we fit the average size student in the

school? One thought or philosophy is that a lab should be disbanded and computers put in the

classrooms. That would bring up another set of questions let alone the ergonomically correct

computer tables and chairs.)

Equipment: mouse & keyboard. (In some cases this is a review of what the mouse &

Keyboard are, in others it is the first introduction.)

Problems with computer- what to do if something doesn’t work. (This is a good time to

go over some basic troubleshooting if there is time.)

5. Internet Rules: Sites must be approved by teacher- cover what to do if a student comes

to an inappropriate site. Students must have a signed Internet agreement in their files

in order to access the Internet. Depending on age teacher may go over email if allowed.

(Another note for the teachers on the slide: Please preview any requested site before allowing

students to go there. How much one goes into this and reviews the agreement with the

students depends on the grade of the student. In this section I bring up Digital Citizenship

and what it means. We work on it for the rest of the year but the introduction is here. )

6. Logging into account. Features on the desktop: dock, groups folder- hand in/hand out/

shared. (This gets modified depending on the grade level. Usually only the intermediate

grades had the hand in/hand out/ shared folders. Kindergarten and first graders had the same

password while 2nd-6th had individual passwords. We also go over password security- don’t

tell others, don’t go into another’s account.

7. Help Others: your hands on your computer & mouse only. (Students are encouraged to

help one another. Look to their shoulder partner and see that they were able to log in

correctly.)

8. Dismissal Procedures: Straighten keyboard, & mouse. Gather materials/trash. Push in

chair and stand behind it till dismissed to line up.

TL-3 Teaching, Learning, and the Curriculum Student learning is the ultimate goal of education. As an educational technology leader I must create, promote and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students (NETS*S, 2007). In order to achieve this I work with my schools to help develop technology plans. According to See (1992), technology plans must focus on a vision of learning; which should be the impetus that drives technology (Bitner & Bitner, 2002). As a classroom teacher I created units of instruction that incorporated many facets of technology which maximized student learning. Whether it was using a computer for word processing, or for research, or using the document camera and projector to engage students I integrated technology into the unit and into our technology plans. It was never the technology itself that was the focus though; it was the student learning that was the goal. My sixth-grade classroom was a place that my students had technology-enhanced experiences that addressed content standards and student technology standards. Lessons were constantly being reevaluated to integrate technology. In the first years of my teaching, the use of technology was limited by the number of computers and other technology resources in the classroom. As time went by and my pursuit of grants and learning increased our resources so did the students’ technology-enhanced experiences. Students learned how to use word processing programs to type short reports and essays. They turned them in electronically and received them back with comments electronically in their own personal folders. These productivity tools, word processing and electronic submission of work created an environment that they can build on as they go through the rest of their schooling. A fellow Educational Technology teacher told me once that it was not the application itself we should teach but the skill that is common among similar applications. Hence I taught word processing, not Pages or Microsoft Word or ClarisWorks or AppleWorks as it later become known as. Software applications change or go out of business but word processing is skill that will remain constant. Communication between the students and myself took place not only face-to-face but through student email accounts with Gaggle, a filtered and monitored Web-based program. As I was in the elementary school I had to follow specific federal laws for children under 13. Informing parents and my principal of all we did and getting permission for students to participate with online tools was very important. I sent home an online Web 2.0 tools form that parents signed to give the students permission to explore the tools and get an email account with Gaggle. Gaggle provided us with a way to utilize other Web 2.0 tools. Another communication tool we used was Edmodo, a small classroom management system. It provided us with a place that I could create assignments, students could turn in the work and I could grade it within Edmodo. There was also a discussion area along with the ability of the teacher to use it for multiple classes as I did when I also teamed with a colleague’s class. Edmodo was particularly useful for enhancing student learning in the lab. Students logged into their account, got the assignment for the hour, and I was able to help other students needing more support. Sometimes the assignment that I posted in Edmodo asked students to research relevant information. Two of the research tools we used were the Anchorage School District’s online

resources: NetTrekker and the Discovery Education Network. In order to learn how to use both of these tools effectively with my students I sought further instruction. For NetTrekker I attended a class at the Anchorage School District Summer Academy. This class helped with learning specific strategies for teaching the concepts and skills that supported the integration of this research tool. One unit that I created was for the beginning of the year tied into social studies’ immigration. This was also a way for me to learn about my students and their culture; which has always fascinated me. I became a Discovery Education Network star and participated in professional development to reinforce the commitment to the value of technology (Howland, 2004). I had to complete a quiz on what the site has to offer, create professional development opportunities for staff and use the tools within the online software to create quizzes, assignments and learning prompts for my students. During one of my Educational Technology classes, I designed a math unit on problem solving. Students were asked to create a podcast that demonstrates their mathematical knowledge, their problem-solving skills and collaboration abilities. Problem solving is a skill that is important not only in math but in other areas of life also. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources (NETS*S, 2007). Podcasts address different learning styles (Lynne, 2007). Enhanced podcasts are not only fun to create they are easy and provide an alternative to a written report. They can be adapted to any subject in the curriculum. Math podcasts such as one my colleague and I created as an example for our students to follow used three different media-based tools: Comic Life, iMovie and GarageBand all of which are readily accessible on our schools’ computers in the Anchorage School District. An enhanced podcast was the product chosen for students to create their own retelling of an Alaskan Native legend in science. This past year I worked with four different classrooms creating podcasts for Social and Emotional Learning, Social Studies, and Language Arts. As their educational technology teacher I was able to work with the teachers and students in creating the podcasts. In the spring of 2009, I was accepted to a study tour of Turkey sponsored by the Turkish Cultural Foundation and the Alaska World Affairs Council. To prepare for the tour I contacted teachers on the educational wikis and Nings I belong to who live in Turkey. I asked them if we might partner our students for cross-cultural studies. A teacher at the International school in Istanbul and I created a wiki for our students. The teacher and I posted some basic questions that the students answered in the discussion forum and the students took off with their own questions and sharing of information. Distance education is another component of a technology plan. Through the wiki we created an experience for our students that never could have been accomplished without technology as easily or as quickly. For a short time our class had students from Turkey and Alaska! Distance education does not have to cross over continents it can also be within the same city. One evening a student called me with questions on the math assignment for that day. I asked to speak to the parent and got an okay to use an online tool to help my student. We connected using

Twiddla, an online collaborative whiteboard, which allowed me to walk the student through the math problem and guide while the student did the math with me. One of the most useful tools I have found online is a collaborative word processor. Among the different ones I most frequently used Etherpad. I have used it with my students, with fellow UAS students in class, with friends during ASTE conferences to share notes, and in the professional development classes I offered at my schools this past year. One example of how I tied in many of these tools was for science. My students were given an assignment in astronomy. This unit integrated math, science and language arts. They worked in groups to plan, research collect and analyze data on a final astronomy project: to create a new planet somewhere in our solar system. The assignment was laid out in Edmodo, after we went over the details in class. Each student in the lab would sign in to Edmodo, begin her or his research with NetTrekker and Discovery Education, link to the correct Etherpad that had been set up for each group, write their information and in the end copy it on the class wiki for all to see. Students were required to add photos and links they had gathered to support their work. Students were encouraged to be creative with their work so some students chose to use other tools to create short movies or podcasts to share their work on the wiki. This project allowed students to apply technology to demonstrate higher-order skills and creativity. The different units of study incorporated into my teaching over the years came from many sources. Some were adapted from material found on the Internet, some were adapted from units other teachers had created, and some were created during my university studies. All of the units supported learner-centered strategies that addressed the diverse needs of students. Over the years I taught students who were visually impaired, had varying degrees of mental disabilities and physical disabilities, were monolingual and bilingual and some had different learning disabilities as well. The integration of technology in these units reached different types of learners and assessed student understanding through multiple means (Edutopia, 2008). Some students used adaptive and assistive technology to help them to be successful. To support their needs I worked closely with special education, bilingual, occupational and physical therapy teachers and the speech teacher in our school. Together we worked hard to give all students an accessible and equitable education. My students were usually successful with the different activities because of the foundation we set from the beginning of the year. The first thing they learned with me in the lab was the goals and expectations, using the iWork Keynote presentation that was used by all teachers in the school. The presentation helped teach technology concepts and skills necessary to be successful in the lab as part of classroom management strategies. At the time I introduced the class wiki I also went over the expectations of posting on the wiki. A fellow teacher who also used wikis in the classroom developed these expectations. Students knew what was expected of them and it was the authenticity; which help create a work of excellence (Berger, 2003). During this past year as an educational technology teacher I help create another unit of instruction to be disseminated in the elementary schools as a model lesson integrating technology. This lesson was a musically enhanced historical podcast adaptable for 4th-6th grade classrooms. It was aligned with district content in music, social studies and language arts as well as being aligned with technology standards. I was able to create this lesson because I had a good

foundation in integrating technology into lessons through my various university classes. The successful integration of technology in the curriculum starts with a plan that involves the teachers from the beginning, is based on enriching student learning and takes place in a school where there is value placed on technology (Gruber, 2006). As a teacher in the classroom I volunteered to be involved in the technology decisions made that affected student learning. Our staff valued technology creating a supportive and encouraging environment that helped us include methods and strategies for applying technology to maximize student learning. References: Berger, R. (2003). An ethic of excellence. Portsmouth, NH: Heinemann. Bitner, N. & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success.

Journal of Technology and Teacher Education, 10(1), 95-100. Edutopia staff. (2008, March 16). Why integrate technology into the curriculum?: The reasons

are many. In Edutopia. Retrieved April 17, 2009, from http://www.edutopia.org/technology-integration-introduction

Gruber, K. (2006). Infusing technology into the elementary classroom. Computers in the

Schools, 19(1/2), 149-162. Lynne, B. (2007, March 26). Podcasting in the classroom. In Suite101.com. Retrieved April 17,

2009, from http://teachingtechnology.suite101.com/article.cfm/podcasting_in_the_classroom

National educational technology standards (NETS•S). (2007). ISTE: National Education

Technology Standards. Retrieved from http://www.iste.org/‌AM/‌Template.cfm?Section=NETS

See, J. (1992). Developing effective technology plans. In National Center for Technology

Planning. Retrieved from http://www.nctp.com/‌html/‌john_see.cfm Artifact 3.A I have chosen to use Artifact 2.A, Musically Enhanced Historical Podcast, to demonstrate my knowledge of this standard as well. In designing this lesson I collaborated with a colleague. We used current research and district, state and national content and technology standards. This lesson includes student‐learning activities in a technology‐enhanced environment in the classroom, in the computer lab and in the music room. It is easily adaptable for each teacher’s needs.

Artifact 3.B‐Maximizing Student Learning in a Technology‐Enhanced Environment As a teacher I looked for ways to continually evaluate and design methods and strategies for applying technology to maximize student learning. This PDF shows four Web‐based and non Web‐based authoring tools that student used for higher‐order skills and creativity. The AKClassroom Wiki is a gathering place for our school work along with tools that help the students succeed, for example: links and the daily agenda. In the lab students log onto Edmodo for the assignment and then they might use NetTrekker for research. During the last two weeks of school in 2009 students connected through a wiki with a class in Istanbul, Turkey that created a distance‐learning environment.


Lesson Plan: Podcast Introduction Title: Musically Enhanced Historical Podcast Author: Crystal Hanson & Marilyn Doore Grade Level: Intermediate Subject Addressed: Social Studies, Music & Writing Description of Class Characteristics: (i.e. ELL, Gifted,…)

This lesson can be adapted for a multi-faceted class of students in the general classroom, 4th-6th graders.

Duration of Lesson: 1-2 days depending on how time will be spent editing.

Class Time: Suggestions: Social Studies, Music & Library Lab Time - if applicable: Weekly lab time if there are not enough computers in the classroom.

Synopsis: Come to lab with script. In lab find media to go with script. Put together podcast. Desired Results Lesson Objective: The goal of this lesson is to further students' understanding of

the chronological sequencing of historical events. They will discover that history applies to all aspects of life, including the arts.

Standards: Content, Cultural, Performance, &/or Grade Level Equivalents Standard: Text & Reference Number (if applicable) Limit to 2-3

Method of Assessment: Written Product, Quiz, Model, etc.

History A-1: A student who meets the content standard should understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences.

Enhanced Podcast with rubric for assessment, Podcast

NETS*S 3. Research and Information Fluency b: Students apply digital tools to gather, evaluate, and use information. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

Enhanced Podcast with rubric for assessment

Music B-4: A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world. A student who meets the content standard should: investigate the relationships among the arts and the individual, the society, and the environment.

Enhanced Podcast with rubric for assessment, music is linked to topic. Musical choices are justified in the Podcast.

Background Knowledge & Skills: Knowledge & skills students will need to participate in the lesson successfully. Students Need to Know: Students Need to be Able to: • Basic understanding of past and present. • General understanding of the time period of U.S.

History that they are studying. • Definition of a folk song. • Be familiar with copyright laws. • Basic understanding of introductory of computer

skills.

• Be able to look up information online. • Be able to download folk songs. • Search database. • Be able to follow written directions. • Be able to download graphics.

Evidence of Understanding


Written, Oral, or Visual Products: Musically enhanced historical Podcast including student’s rationale for choice of important event or person. Learning Experiences & Instruction

Handouts Attached • 9 Steps to Creating a Podcast in GarageBand (lightened version for printing and original) • Rubric for assessment

Procedure: Guiding Question: Which individuals and events were the most important in U.S. History and why? Activities (Guided Practice, Independent practice and Closure): Some activities can be combined. They may be separate days but some activities could happen on the same day. *Activity One: (Projector and one computer to show DEN) Discuss the time period in which the students will be focusing. Use resources from Discovery Education Network to help with the discussion. *Activity Two: (Lab or computers in room) Review internet search strategies. Introduce NetTrekker (how to research, find individuals, find timelines, save to folder) *Activity Three: (Possibly in Music class) Review folk songs and their historical significance (this could be done in music class with the music teacher) *Activity Five: (Need access to computer and projector)- short activity, teacher guided Discuss copyright laws, downloading graphics & folk songs. Search for media. *Activity Seven: (Lab or computers in room) Independent research to select graphics & music, need teacher approval before use in Podcast. *Activity Eight: (Lab or computers in room & projector) Introduce GarageBand: Every student creates a short autobiographical Podcast of themselves following the directions on the one page handout. For two pictures of themselves they take the photos using Photobooth. Review autobigraphical Podcasts and answer questions. *Activity Nine: (Lab or computers in room) Students create Podcast from their final draft incorporating downloaded graphics and folk songs. *Culminating Activity: (computer & projector) Presentation of Podcasts. Assessment: Students will present their Podcast to the class while the other students take notes on the topics. A rubric is used providing the student with expectations and guidelines. Students may be peer-evaluated along with a self-evaluation.


Technology Used: Computers, headphones, projector How Does the Above Technology Support the Lesson: Students will use computers & headphones for all facets of this lesson. The projector will be used for ongoing instruction and presentation of the Podcasts. Other Considerations Accommodations/Modifications Needed to Include All Students:

Work with Bilingual tutor to make all the activities available for the students. Translate parts of activities if necessary. Make accommodations in the activities for bilingual and resource students. Work with SPED teacher.

Author’s Reflection: This lesson can be adapted to 4th, 5th or 6th grades as those grades study U.S. History. This lesson combines Social Studies and Music, which allows students who are more musically smart (Gardner- Multiple Intelligences) to be engaged. It gives students a change to combine what they learn in music into the regular classroom. Before they get to GarageBand to create the Podcast they will have a written or typed report that has gone through the writing process, the technology is an integral part of the lesson. In order to be successful they have to create the Podcast. Students learn how to use various tools on the Web along with learning how to research and find important information on their topic. We believe this integrates technology in an engaging and educational way that combines various skills and talents the students have. This lesson could also be easily adapted to a collaborative project for a number of students to work on together.

Materials Needed: • Paper • Pencils • Computer • Headphones • Access to NetTrekker, GarageBand, PhotoBooth, &

word processing, Discovery Streaming Resources: • ClassroomTeacher

• Music Teacher • Librarian • EdTech Teacher • Bilingual tutor/teacher • SPED teacher • Discovery Education Network- docs and videos • Popular Songs in American History:

http://tinyurl.com/y982af9

TL-4 Assessment and Evaluation In mid-January 2008 I was invited by the Anchorage School District Educational Technology Department to participate as a member of a team of educators looking at student assessment. This opportunity was a five-month grant, Standards Through Assessment of Technology (STAT). This project focused on helping teachers understand the new International Society for Technology in Education student standards and assisting the school district to develop methods of assessing student technology skills. I improved professionally and acquired equipment through my involvement, which consisted of applying technology to assess student learning of subject matter using a variety of assessment techniques. The STAT grant was also awarded the following year and I again was an active participant. My students were set up with accounts in the Alaska Computerized Formative Assessment (ACFA) program. ACFA is a computer-based formative assessment using the Computerized Assessments and Learning (CAL) online computer test delivery and reporting system. The CAL software presents test items to students and captures their responses. Through the CAL delivery system, items measuring Alaska mathematics grade level expectations were available for use with my sixth-grade students. I was able to collect and analyze data, interpret results and findings to improve instructional practice and maximize student learning. This computer-based assessment is under the auspices of the Alaska Department of Education and Early Development (ACFA, 2006). Technology can facilitate assessment of students’ higher-order thinking skills and depth of content area knowledge with its capacity to automate scoring and provide timely performance feedback (CARET, 2005). My students were already used to online assessments with SpellingCity.com for spelling and Accelerated Reader for reading comprehension. Previously I received a set of clickers to go with the SMART Board and we used those for various short assessments. The new computer-based assessment was one more technology resource I gained to aid in analysis and interpretation of data to help me maximize student learning. In order for me to determine students’ appropriate use of technology resources for learning, communication, and productivity I conducted a research project evaluating the use of an AlphaSmart. Over the years I had a few students issued one to fulfill requirements on their Individualized Education Plan. I was curious about its effectiveness, particularly since those students who were supposed to be using it did not like to be singled out and so they chose to take the time to laboriously write. In my research I found that the AlphaSmart was an invaluable tool for those students whose handwriting is almost illegible or for those students who have fine motor coordination difficulties. Additional research showed that universal design should challenge one to rethink the curriculum and adjust teaching for not just one student but for all (Rose, D.H., & Meyer, A., 2002). I chose to allow all students the choice of how the work got done, they could use a word processor: computer or AlphaSmart or they could write by hand.

Assessment and evaluation are ongoing processes for me. Researching and communicating what I have learned and applying it to my teaching are very important. I was very fortunate to be a part of the Standards Through Assessment of Technology grant and work with online computer-based assessments. Through my university studies I have been able to look at various technology resources and evaluate them for effectiveness and this continues in my present educational technology position. Learning about universal design improves my instructional practice as does ongoing assessment and evaluation. References: About ACFA. (2006). Retrieved March 11, 2009, from Alaska Department of Education

Web site: http://alaska.caltesting.org/about.htm Assessment and evaluation. (2005). CARET. Retrieved March 10, 2009, from Center for

applied research in educational technology Web site: http://caret.iste.org/index.cfm?fuseaction=evidence&answerID=48

Rose, D. H., & Meyer, A. (2002). What is universal design for learning? In Teaching

every student in the digital age (chap. 4). ASDC. Retrieved December 5, 2008, from http://www.cast.org/teachingeverystudent/ideas/tes/chapter4.cfm

Artifact 4.A- AlphaSmart As a teacher I have worked hard to gain technology resources in my classroom. Calculators, computers, digital cameras, video camera and more all became a part of ways to maximize student learning. Just having the technology though did not mean it was all necessarily appropriate for learning. During ED635, Thinking About Technology, I researched the use of an AlphaSmart. This artifact is my research paper showing that I could determine students’ appropriate use of technology resources for learning, communication, and productivity. The result was great use by any student of the technology resources in my class, specifically the laptops I received as part of the Standards Through Assessment of Technology grant with the Anchorage School District Educational Technology Department. Artifact 4.B- Computer-Based Assessment This shows my participation over a period of two years that I was a part of the Standards Through Assessment of Technology grant. As a grant recipient I had to communicate research on the use of two different computer-based assessments. We discussed in an online forum and in audio-calls the effectiveness of the assessment and evaluation strategies.

This paper was written for “Thinking about Technology” ED635, December 2008.

Why this technology caught your interest:

I chose to research AlphaSmarts as I’ve had students who’ve used this

technology in the past and have a student who uses one currently. I wanted to look into

what others had to say about them as my view of them is biased based on my

experience in the classroom. My students who have used them feel singled out though

they might use them grudgingly and the other students, who do not have them,

especially when I did not have computers for students to use in class, feel that it is

unfair they can’t do their work electronically. If this were a viable alternative for use in

the class I’d try to get more.

A description of the technology:

An AlphaSmart is a like a laptop that is strictly for word processing, working

more like a typewriter than a computer word processor. It is small, lightweight and

runs on double A-batteries. The student can transfer data with a printer cord that

connects directly to a computer. After opening a word document, pressing the file

button and sending, whatever has been typed on the AlphaSmart goes right in the word

document on the computer. I am forever reminding my student to put a name, subject,

date and most importantly the assignment. (Any of my students can choose to do their

work on the computers too.)

How the technology can be used to help students learn:

The AlphaSmart is an invaluable tool for those students whose handwriting is

almost illegible or for those students who have fine motor coordination difficulties. The

AlphaSmart has an on/off button and takes no time at all to start up and one can

immediately begin typing. This is helpful when time is of the essence and is one of the

better features. It makes it so the student can participate immediately in the lesson and

get the information down without delay or to start the assignment. There are no pencils

to look for or paper to take out of a binder. According to my student who uses one, it is

lightweight, affordable and easy to use. It is also better for short-term assignments

rather than long-term assignments. Editing is difficult and the spell-check is not as good

as on a computer (Personal communication, 2008).

How this technology contributes to universal design:

Universal design should challenge one to rethink the curriculum and adjust

teaching for not just one student but for all (Rose, D.H., & Meyer, A., 2002). If I have one

student who for all intents and purposes must use the AlphaSmart in order that anyone

can read the writing, and that one student does not want to be singled out then I have to

give the opportunity to all students to be able to do work electronically. Now my

students can choose to do work on an AlphaSmart, a computer or by hand and in all

cases the work must be legible. Another student I have also has trouble with neat

handwriting so that student is choosing more and more to use a computer. When I give

an assignment I only have to remind them to make it legible by whatever means

necessary and no one is singled out.

One annotated resource with more information on this technology:

Wahm, J. (2000, October 30). Phenominal typing powers---itty bity living space!

Message posted to http://www0.epinions.com/cmd-review-2177-270232C8-

39FDEA8C-prod3

This was one teacher’s experience with AlphaSmarts in the classroom. The

teacher is very positive in her review after receiving a set of 20 for eight classes to share.

She was able to use them in her 2nd & 3rd grade class. I just watched the movie

Aladdin and so the title of Julie’s review caught my eye. :) Though this is old I expect if

a class could get a set of AlphaSmarts for each child it would be a good thing.

References

Wikipedia. (n.d.). AlphaSmart. Retrieved December 4, 2008, from

http://en.wikipedia.org/wiki/AlphaSmart


every student in the digital age (chap. 4). ASDC. Retrieved December 5, 2008,

from http://www.cast.org/teachingeverystudent/ideas/tes/chapter4.cfm

Marilyn Doore 4/25/09

I teach two math groups, one low, one high. The students from both classes are mixed in this

report. The scores overall, knowing the students, were about what I expected. Originally I was

only going to give the test to one of my classes but they all wanted to try it. I would use this

again after we go over the skills of how to take a computer test and what they need to do to be

successful beyond knowing the information.

I think that some of the low scores were due to students rushing through the test. They were in a

row and could see each other. There was an air of competitiveness that I tried hard to dispel but I

don't think I succeeded too well. The students have done this work before and have been much

more successful with pencil and paper. Last year the students did better with the online test. We

will be going back over the content and I'll give them the second numeration test to compare.

The MCI was very interesting to me in that the students who got an MCI of 35 or higher were the

ones who I would have said would rush through the test. In some cases the students were the

bilingual students and I wondered how much language played a part in the test results.

The most helpful reports for me were the Modified Caution Index page and the report of the

highest to lowest scores. The graph is less helpful to me as it is visually too much for me to take

in with the different bars and colors.

I would like the ability to be able to change the questions or have a bank of questions that I could

create a test of my own in the future if that were possible. I think students would be motivated to

do well if they could do this more often and get used to online tests such as ACFA.

Marilyn Doore 4/25/09

Functions & RelationshipsStudent Score Listing - Alphabetical

Comprehensive - Includes questions from all assessed

Student Name Admin # Correct % Correct Confidence

04/16/2008

Subject:Grade:

Group:

Mathematics

6

All Students (9)

aj 0 12 / 12 100.0%

bk 0 11 / 12 91.7%

ce 0 10 / 12 83.3%

go 0 10 / 12 83.3%

if 0 12 / 12 100.0%

jf 0 12 / 12 100.0%

nw 0 9 / 12 75.0%

rg 0 11 / 12 91.7%

wk 0 10 / 12 83.3%

* At the end of the Formative Test, students may have been questioned about their confidence and comfort when taking a"computer test". Scores on our confidence scale range from 4.00 (no issue, altogether at ease with the computer) to 1.00(considerable/tremendous discomfort, uneasiness). We judge that a confidence score of 2.25 or lower merits attention by localeducators. We recommend that students with such low scores be given opportunities to review the tutorial(s), re-take practice tests,and repeat Formative assessments. If confidence does not improve, then paper and pencil testing may be a better course for thisstudent.

doore_marilyn

Sticky Note

I'm pleased with the results of the test. We've been working on equations for awhile and the kids succeeded in the test. I gave them the Geometry test too and they did not do as well but we have not gotten to geometry much in EveryDay Math yet that is coming up. This was an easy way to do a test in class. It was easy to set up and have the kids do but it took time, I suppose mostly because they were not familiar with the ACFA software. I expect it to go faster next time. I'm interested to see how the whole class would do on any given test. I will be trying out a reading test I think this week in the lab for all students to try. The way the results are detailed in this report are very intriguing to me. I believe that this could be very helpful for me as a teacher. I can get results immediately and adjust my teaching accordingly. The students were happy to get their scores right up front. Finally, I had not checked the box for the confidence survey, I think I would like to use that next time. If it does what it says it does, ask the student how confident they are in taking a computer test, then it would be another helpful piece in the analysis of the results.

doore_marilyn

Line

doore_marilyn

Polygon

doore_marilyn

Text Box

See sticky notes on pg 3 and another note on pg 5

Functions & RelationshipsStudent Score Listing - Highest to Lowest


Student Name Admin # Correct % Correct Confidence

04/16/2008

Subject:Grade:

Group:

Mathematics

6All Students (9)

aj 0 12 / 12 100.0%if 0 12 / 12 100.0%jf 0 12 / 12 100.0%bk 0 11 / 12 91.7%rg 0 11 / 12 91.7%ce 0 10 / 12 83.3%go 0 10 / 12 83.3%wk 0 10 / 12 83.3%nw 0 9 / 12 75.0%

* At the end of the Formative Test, students may have been questioned about their confidence and comfort when taking a"computer test". Scores on our confidence scale range from 4.00 (no issue, altogether at ease with the computer) to 1.00(considerable/tremendous discomfort, uneasiness). We judge that a confidence score of 2.25 or lower merits attention by localeducators. We recommend that students with such low scores be given opportunities to review the tutorial(s), re-take practice tests,and repeat Formative assessments. If confidence does not improve, then paper and pencil testing may be a better course for thisstudent.

Functions & RelationshipsStudent-Problem (S-P) Table


04/16/2008

Subject:Grade:

Group:

Mathematics

6

All Students

Easiest........................Hardest

(with Modified Caution Index)

Student Name % Correct MCI 1 2 3 5 6 8 10 4 7 9 11 12

aj 100.0% 0 1 1 1 1 1 1 1 1 1 1 1 1

if 100.0% 0 1 1 1 1 1 1 1 1 1 1 1 1

jf 100.0% 0 1 1 1 1 1 1 1 1 1 1 1 1

bk 91.7% 60 1 1 1 1 1 1 1 1 1 1 A 1

rg 91.7% 0 1 1 1 1 1 1 1 1 1 1 1 D

ce 83.3% 0 1 1 1 1 1 1 1 1 1 1 A A

go 83.3% 0 1 1 1 1 1 1 1 1 1 A 1 A

wk 83.3% 14 1 1 1 1 1 1 1 D 1 1 1 A

nw 75.0% 11 1 1 1 1 1 1 1 1 D A 1 A

100 100 100 100 100 100 100 88 88 77 77 44Percent of students with correct answer:

*Shown in the table are student responses when correct as "1" or the incorrect choice made (A, B, C, or D). Students are orderedfrom the highest to the lowest scorers. Test items are presented from left to right from the easiest items to the hardest item for thegroup. The modified caution index (MCI) may range from zero (0) to 99. A student low on the MCI (below 35) answered easier itemscorrect and more difficult items incorrect. That is, his/her response profile across ordered items fits the pattern expected for thatclass's performance. A high MCI (above 35) may be an indication of guessing, carelessness, or misunderstanding some facet(s)learned by the rest of the students. A high caution index signals a student whose responses "are out of pattern" with expectations.Students receiving a high MCI merit attention, review, and consideration.

doore_marilyn

Sticky Note

According to the guide a MCI of 60 means that this student may have guessed, misunderstood or was careless. In this case I know the student was just careless. When I first looked at the score though and tried to understand it I was not seeing the careless only the guessed. I think this kind of picture of the students results does help me to better understand what is going on. In this case I knew it was carelessness.

doore_marilyn

Sticky Note

This student, nw, is new to my class and has not been doing EveryDay Math with us. He's been in different math programs at his old school and now he is in Saxon Math 76. If he'd been in my class all year I would have expected him to do better. I was pleased though with his score anyway. He was the student who enjoyed taking the test the most I believe. It was something different and he usually is on his own with more independent study, not only in my class but in his old school for most of his subjects.

Functions & RelationshipsItem Performance Summary


04/16/2008

Subject:Grade:

Group:

Mathematics

6

All Students (9)

Item: 1

a b c d m

Indicator: [6] F&R-5Item: 2

a b c d m


a b c d m


a b c d m


a b c d m

Indicator: [6] F&R-2

Item: 6

a b c d m


a b c d m


a b c d m


a b c d m


a b c d m


Item: 11

a b c d m


a b c d m


Two bar graphs are shown for each item. The first (clustered) bar graph shows the number of students choosing an option. Themost common response for that item is always in red (tallest bar). There is a blue arrowhead that indicates the correct response.The second (stacked) bar graph shows in sequence from bottom to top the proportional number of students choosing option A, B,C, D or M (missing). The A option is always in blue, B in red, C in yellow, D in orange and M in black unless the option is thecorrect answer, then it is given in green. Thus, the green area always indicates the proportional number of students respondingto the correct choice option.

Functions & RelationshipsStudent Score Listing - Alphabetical


04/16/2008

Subject:Grade:

Group:

Mathematics

6

All Students (9)

Group Statistics Easiest Items

Hardest Items

Number of students:Mean:Median:Mode:Standard Deviation:Range:High Score:Low Score:25th percentile:50th percentile:75th percentile:

Score Distribution

Confidence Distribution

Data reflect the scores from each student's most recent test

989.81 %

83.33 %

9.11 %25.00 %

100.00 %75.00 %

83.33 %87.50 %97.92 %

100.0%, 83.3%

Item #1 (indicator [6] F&R-5) had 9 correct responses.






Coming soon

doore_marilyn

Text Box

This page was interesting to me to look over, I'm glad I had the 9 students tested though as it gives me a bigger picture to look at. I'm curious if the students felt the first questions were easier than the last ones.

Marilyn Doore STAT Reflection Anchorage School District, Rogers Park Elementary [email protected] Sunday, June 15, 2008

Being asked to be a part of the Standards Through Assessment of Technology, STAT,

grant this year was one of the highlights for me not only this year but in my nine years of

teachings at Rogers Park. Over the years I have worked hard to acquire the tools necessary for

my students to learn and for me to teach in the best possible manner that I can. This new venture

has given me even more than just the tools, it has given me a look at how I teach and get the

technology taught to the students. I have always believed that the computer is a tool in my class

just as a pencil is. I would not teach without pencils just as I would not teach without computers.

Looking at assessment and how it happens in my class made me look at what I teach in

regards to technology and what my objectives are in teaching technology. I am intrigued by

technology and how it can make our lives easier but how it also can make our lives incredibly

difficult at the same time. Putting the objectives in the forefront and reminding myself of them is

very helpful. I try to integrate the technology into most every part of the curriculum in my

classroom. With the STAT grant it has given me the impetus to focus more on what the students

are learning and begin to look at if what I am teaching and how am teaching is effective.

The first task I had was to work with the ACFA with a few students. I tested 9 out of my

17 students in my math class on Functions and Relationships. Overall they did well. I had them

first go through the tutorial and saw like in some of the other posts here that some kids rushed

through it and did not really learn how to use the different tools. I'm not sure they needed them in

this case. They were allowed to use calculators, pencil & paper.

I asked the students when they were done how they liked using the computer for a test

like this. Most said that it was fun to do and seemed easier to them. One student felt the paper &

pencil test was better as he could look back when he wanted, I think that in the ACFA test one

can go back too and he did not know how to do that.

Being able to see the results and how the class did overall was very useful for me. It was

easy to see who missed what and do some analysis of why they missed the questions they did. I

liked all the information that was provided for us after the students took the test. I had to agree

with some of the other comments by those who also tried the ACFA, it would be nice to have it

be random for the tests so students who are sitting next to each other can’t just look at their

neighbors answers. I actually felt the test, though there were only two and preset, was just fine in

terms of the information covered. The computer-based assessment was very easy to work with

especially as I could choose which strand of math to test my students on. I can see using this in

the beginning and end of the year as a pre/post test. Or even as a way to see how much the

students might know before we begin a unit.

The second task was to try out the Win for Workkeys. I had a few students try out the

software and had some success. They first took the placement test then explored the site doing

some of the math lessons. One of the students felt it was boring but could possibly be used for

some kids. He said he liked pen and paper better. He also said the questions were not difficult but

he had to think because of the way the questions were worded, some about work situations were

ones he was not familiar with. I found out the contextual models don't work on Macs... When I

explored it on my own online they seemed like something that could be used as a supplement to

the math curriculum if I had students who needed something extra or something in a different

way. The Applied Math areas were along the same lines as our EveryDay math curriculum and

could again be used to supplement the curriculum. This was the least helpful of the monthly

tasks for me as it was not easy to use on the Mac nor did it relate very well with what my

students are learning and their ages. It was more for the students older and trying to get a job.

I’m looking forward to next year and being able to implement many of the things that

I’ve learned at ASTE, ACFA, WIN for WorkKeys, ASDSA... an alphabet soup of education!

Each one gave me different tools, different perspectives.

ASTE was very valuable to me as it gave me time to network and reunite with friends

and work with them. We were able to try out some of the new online tools, wikis, Nings & blogs.

Some we had previously been exposed to but never really got into practice. It seems to me that

we learn so many new things and do not have time to put them into practice due to lack of time.

It takes me time to learn something and internalize it enough to be able to use it in my class for

my students. Now I have some new tools for my teacher toolbox for this next year that

previously were just things that might be good to use IF I had had the time to learn them.

After the school year was over I got to attend ASDSA, the Anchorage School District

Summer Academy. Because I have gone through the Intel online thinking tools training I was

able to choose other classes. It was difficult to decide what to take from the list that we were

provided with. I am at a point that I would like to take more advanced classes and few are

offered, at ASTE a few of us discussed this same thing. A couple of classes I chose were good.

One was learning about some online tools and the instructor gave us time to try them out, this

was not just dumping a hundred tools in our laps. I really appreciate the information I was given.

In another class we were given time to explore online resources for social studies. A huge bonus

to using online sources is the accessibility to primary sources. I’ve used primary sources, or

rather original sources in the past. It has always seemed to me that it is more interesting to read

the original documents rather than a paraphrased paragraph in a textbook. With a computer and a

projector I can bring the documents into my class for my students. We could read about

President’s Roosevelt’s orders during the war and could go online to look up the text. We looked

the handwritten texts of the Gettysburg Address. This opens a whole world to us that was not

previously available without going to the Library of Congress for example.

In this same class I was able to learn about netTrekker d.i. This is one of those tools that I

can see being very useful in class. I am interested in how the students can use it best. My

students can use a site like netTrekker d.i, alone or in groups. They can move at their own pace

and learn in a way that is best for them. I think that that is one of the best things about web 2.0

tools and 21st century skills in general.

I enjoyed being a part of the STAT grant very much. At the Academy a few of us sat

down and spoke with Jason Ohler about our experience. I am sorry to say that I did not speak up

more as I enjoyed the way it was implemented very much. The monthly audio conferences were

beneficial to me. I realize that because I also took advantage of the credit that was offered I had

to do all strands each month so it might have been different if I had just had to focus on one

strand. I am also aware that I was lucky as I had already in my class some of the tools the grant

was providing, namely the projector and SmartBoard. Another thing I liked about the audio

conference was hearing other teachers across the State talk about what they are doing and how

they are implementing things in their classes. Too often I think we are too isolated in our

schools, cities and villages. One thing I have learned is that access to the internet has made it

possible for us to learn about other places in the world, I would like to start with our own State!

At another class I took this summer I met a teacher from Bristol Bay who has agreed to

pair up with my class for email pals. She teaches 2nd grade and I think my 6th graders will do

well with them. I’m looking forward to this year and implementing the 21st Century skills with

my students. My favorite new ISTE standards are creativity and collaboration and I see many

ways to implement that this year.

TL-5 Productivity and Professional Practice I purchased a Mac Classic in the early 90’s and one of the first things I set out to do was learn to type. Online I began my search for a suitable learn-to-type program. After a few months I was able to sufficiently type and I joined an online bulletin board system (BBS) to learn even more about this computer I had brought into the home. I soon found that I could learn almost anything I wanted online! With the help of those on the BBS I was on my way to improving and enhancing my productivity and eventually my professional practice. As a student teacher, I created a lesson plan template using ClarisWorks for my host teacher. It was fun to do but even more rewarding to see how useful she thought it was. I continued to use the same template when I became a teacher. After reevaluating it yearly and tweaking it to be just right I was asked to share it with other teachers. Very early on I realized that I could design, develop, evaluate and model products created using technology resources to share with others. Schools had hardware and software but “merely providing schools with hardware, software and in-service training is not enough. Any in-service training needs follow-up support, peer coaching and peer dialogue to ensure successful use of the new technologies” (Gulbahar & Guven, 2008). Now, as an elementary educational technology teacher, I ensure the successful use of technologies every day. In becoming a teacher I knew that I wanted to continue to learn about technology. Entering the University of Alaska Southeast’s Masters of Educational Technology program was a logical step for me. During my studies I knew that eventually I would move out of the classroom and into educational technology. This opportunity came in August 2009 when a position opened with the Anchorage School District in the educational technology department. My job now is to design, prepare, and conduct professional development activities to present at the school and district level. I work with schools to develop their goals and provide the appropriate technology training. A well-planned, ongoing professional development program that is tied to the school's curriculum goals, designed with built-in evaluation, and sustained by adequate financial and staff support is essential if teachers are to use technology appropriately to promote learning for all students in the classroom (NCREL, 2000). Creating a balance between the professional development necessary for the integration of technology on one hand and the limited time that teachers have available to devote to learning technology on the other, is the main goal of my educational technology practice. The integration of technology must be deliberate and gradual at the teacher's own pace while at the same time providing for the preparation of our students in the twenty-first century. There are many ways that I have applied technology to increase productivity. Technology is not just something I add on in my life but it is one of the foundations of my life. Whether I use my iPhone to communicate with teachers or my family or use Google Docs in a similar fashion technology supports me. Being able to model what I do for other teachers has become a very enjoyable part of what I do. During the past year and a half Google Docs have become a standard for me to use while engaging in professional development for myself and while teaching my students. My students today are no longer sixth-graders but adults. I can easily share with them how Google Docs can

help to support them in their learning by working together on a technology-infused lesson plan when we cannot always sit together or want to email the lesson back and forth. Google Docs allows us to edit and collaborate together. In preparing for ASTE conferences, working with colleagues, and sharing education in UAS classes each time I have found collaboration to be valuable as a professional. In Pete Tryon’s class, ED673, Educational Applications of Networking, Google Docs became our chosen tool to evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. Our topics ranged from bandwidth issues to software to specific computers to purchase. In creating the varied documents, we can use them to help guide our recommendations regarding the use of technology in support of student learning. As I design and develop the use of technology resources in providing professional development, I am able to model the different software applications and online tools that I find most useful. I am the elementary contact for Microsoft Word in our educational technology department and I have had to learn and become very familiar with the product. I was able to share my knowledge at the Building Technology Contact meetings and at all of my schools. Along with Microsoft Word, I also use iWorks and Google Docs and lately I have been exploring the use of OpenOffice as it has a database and a drawing application along with the word processing, spreadsheet and presentations applications. In the class, Educational Applications of Networking, we looked at whether open source software was a viable alternative to commercial software. This discussion helped me be able to make recommendations to other teachers who were looking at the various applications. One of the major drawbacks with the open source software is the lack of support (Personal communication, 2010). On the other hand there is a wealth of resources I have found through online learning communities that can help me solve almost any technology question I might have. Technology makes it very easy to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. Throughout the UAS program I have modeled and implemented the use of telecommunication tools. Our classes have included people in all parts of Alaska and from a few other states as well. The only way we could communicate is through various telecommunications. Being able to learn with so many people with so many backgrounds creates a richer online learning community. Last semester, as an Educational Leadership student, I worked one-on-one as a mentor and coach for a teacher and friend. Not only have we worked together this past year our collaboration continues as I continue to help her design her Webpage for her classroom. Upon getting hired at Rogers Park Elementary I volunteered to maintain the school’s Webpage. I continued that for ten years until I left the school. I also designed my own Webpage to allow easy communication with parents of my students. My Webpage has evolved as my needs and the needs of those I support and provide information to changes. Finally as a teacher I am continually learning for both myself and for my students. I continue to learn how to integrate technology to improve and enhance not only my professional practice but my life as well.

References:

Critical issue: providing professional development for effective technology use. (2000). Retrieved from North Central Regional Educational laboratory website: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm

Gulbahar, Y., & Guven, I. (2008). A survey on ICT usage and the perceptions of social studies teachers in turkey. Educational Technology & Society, 11(3), 37-51.

Artifact 5.A “MDoore's Professional Website”

I chose to use a Website created for professional use as an Elementary Education Technology Teacher. This has been an ongoing process of learning as it evolves and changes with my years as a teacher. I have used it to easily share with teachers at my schools work they have created or have been a part of. I also use it to share a little about myself in my travel page. A Webpage is a dynamic entity and as such I can easily change it to fit my needs and the needs of those I support. Within the Webpage I have created links to technology resources that increase productivity. There are screencasts and podcasts I created when a teacher needed to know how to find the dice in the SMART Board software and I could not meet with her. I include a screen shot of the Student Project site in iWeb that I use when I am providing professional development. This site that is shown is never published as it has student created Websites and one can only view them behind the firewall of the Anchorage School District. This is because outside the firewall one can still view the whole link that includes both the student's first and last name and that is not allowed per ASD Internet Guidelines. Click on the title to go to the Website or copy and paste this link: http://www.asdk12.org/staff/doore_marilyn/pages/MDoores_Webpage/Useful_Tools.html

http://www.asdk12.org/staff/doore_marilyn/pages/MDoores_Webpage/Useful_Tools.html

Artifact 5.B “Philosophy of Education” The first time I had to create my own philosophical statement was in the university for my elementary education degree. As I had never written one before I went online to search out some examples and find out what should be included. My statement then was simple, a set of “I believe…” statements about my thoughts on education. Over the years I had to rewrite it for the grants I applied for. I found that as I had time to evaluate and reflect on my professional practice the simple “I believe…” statements no longer were sufficient. Then there was the grant that I had to be creative, we could not just write out our statement. I used Inspiration, mind‐mapping software to create my philosophy in pictures. This artifact is of one version of my philosophy created for ED693. It is a short movie of my philosophy that was current at the time I wrote it. I was still a classroom teacher. One of the things I enjoy the most in the video is the opening guitar music, played by a former student before he moved to Virginia. (Note: Unless one is a member of TeacherTube there is an ad to listen to before my video begins. Click on the title to go to the uploaded video or copy and paste the link below to your browser: http://www.teachertube.com/viewVideo.php?video_id=59885&title=Educational_Philosophy

http://www.teachertube.com/viewVideo.php?video_id=59885&title=Educational_Philosophy

TL-6 Social, Ethical, Legal, and Human Issues I once wrote that technology is the foundation of my life. However technology is not all there is to life. Finding the balance between them is very important. Technology allows us to reach out to the world with a few keystrokes. I connect with friends and family all over the world in ways my grandparents never even dreamed of. I must remember that with technology comes great power, power to learn anything one would like to, power to find out information on any subject and any person with a few keystrokes. This is true not only for me but for my students as well. Along with this power I must consider the social, ethical, legal and human issues to teach my students, both children and adults with whom I work with. I have always stressed to my students the importance of keeping personal information private. To emphasize this I asked my students to Google themselves and their families. The amount of information was usually surprising to them and their parents with whom I had them share the information. In some cases it was through no fault of theirs or their parents that information could be found on the Internet. Today there are newsletters posted from various organizations with all kinds of information. If one lives in the public then there are digital traces to be found online. One way I taught the social, ethical, legal and human issues was to set the rules and expectations on the first day of school. I handed out a special online user agreement that covered the various Web 2.0 tools we would explore during the year. The students had to get them signed by a parent or guardian. This was in addition to the general Internet agreement they signed the first day of school, sometimes signed by the parent when the student started Kindergarten. I felt that by sixth grade students should take more responsibility for their actions when using technology and so I made sure they read the agreement and signed it themselves along with their parent or guardian. I use the National Education Technology Standards for Students created by the International Society for Technology in Education to guide us. Students in my class were encouraged to practice safe, legal, and responsible use of information and technology on a daily basis (NETS*S, 2007). When my students are creating digital works they are always expected to follow copyright laws. One resource I use is a copyright poster I created in “Classroom Integration of Multimedia” one of my classes at the University of Alaska Southeast for the master’s program. The poster shows the students what is allowable under the law. I also share this with teachers I currently work with. Over the years I have had students who have used various adaptive and assistive hardware to help them learn. Sometimes it was an amplifying system for a student who was hard of hearing or a special screen for enlarging text for a student who was visually impaired. A number of years in a row I had students who were issued portable word-processing keyboards by the special education department for various writing disabilities. Technology enabled and empowered them to participate in class.

Through my university classes I have gained much knowledge in applying technology resources. Universal design for learning was one of the concepts that I was able to immediately apply in my classroom to help all students adjusting my teaching for all my students not just the ones with disabilities (Rose & Meyer 2002). Though students with writing disabilities were issued a word-processing keyboard they could also check out one of the laptops to use at their desk just like any student in the class. All students were given choices to the type of technology in the class that best fit their needs. The beginning of each year was an exciting time for me as I looked forward to learning about my students’ backgrounds. The cultural diversity they brought enriched not only myself but the whole class as well. One resource that was helpful was the Alaska Native Knowledge Network in which students use technology to preserve and pass down stories, culture and language that might otherwise be lost to future generations (ANKN, 2007). Another helpful technology resource was the online maps and foreign language dictionaries, the latter especially useful with students who did not speak English. One student from Sudan spoke only Nuer. With the help of an online English-Nuer dictionary all of us hesitantly tried a few words to help her learn English. Her journey to Alaska was not an easy one and the other students were able to trace her route with the online maps linked to pictures of similar journeys. These technology resources helped us to affirm the diversity in our classroom and easily created a way for all students to share about their own heritage. This past year as a member of the educational technology department I was asked to be on the Software Standards Committee with the Anchorage School District. We look at a variety of software programs and technology-based resources that are used to increase student learning and meet targeted learning goals appropriate for the student population. The committee makes recommendations about standards for productivity software for administrators, teacher and student computers. I believe that as teachers we have a responsibility to use the technology that is in our classrooms. I worked hard to acquire computers and other technology that helps my students and myself succeed. I also saw much technology sit in classrooms unused due to lack of training. As a building technology contact I worked with the Educational Technology Teacher to provide training. Now as an educational technology teacher myself, I am able to help provide that training necessary to help other teachers use those resources in their classrooms. Teachers who participate in professional development will reinforce their commitment to the value of technology (Howland, 2004). My goal is that that the technology will not sit unused in their classrooms. All students and teachers should be able to access technology resources, through my studies at the university, as a classroom teacher and as an educational technology teacher I am constantly learning about new ways to make that access possible. I learn on my own, through my studies and from others about how to promote the use of technology resources in a safe manner. I apply this knowledge to my teaching as I continue to learn, research and develop programs in my district as an educational technology teacher.

References: ANKN. (2007, November 29). About Alaska Native knowledge network. In Alaska

Native knowledge network. Retrieved June 19, 2010, from Alaska Native Knowledge Network Web site: http://ankn.uaf.edu/about.html

Howland, J., & Wedman, J. (2004). A process model for faculty development: Individualizing technology learning. Journal of Technology and Teacher Education, 12(2), 239.

National educational technology standards (NETS•S). (2007). ISTE: National Education



every student in the digital age (chap. 4). ASDC. Retrieved December 5, 2008, from http://www.cast.org/teachingeverystudent/ideas/tes/chapter4.cfm

Artifact 6.A Copyright Poster As a student in educational technology copyright was looked at in depth in ED633- Classroom Integration of Multimedia and through that class I created this copyright poster to use with my sixth grade students. It has also been shared with teachers I work with over the years. The poster demonstrates one way that I have taught legal and ethical practice related to technology by establishing the rules and procedures guiding copyright. Artifact 6.B Heritage Unit My students, whether they came from Sudan or Nuiqsut, Alaska or Seattle, all shared their heritage with us in the beginning of the year during our study of immigration. This heritage unit I developed changed over the years as my students and I gained more access to technology. The unit was a way for me to learn about my students and for them to learn about me. It was a way to affirm diversity and address some of the cultural and language differences in our classroom.

What is copyrighted?

•literary works (which includes computer software);•musical works, including any accompanying words;•dramatic works, including any accompanying music ;•pantomimes and choreographic works;•pictorial, graphic, and sculptural works;•motion pictures and other audiovisual works;• sound recordings;•architectural works

*Are you sure you can use it? *Does it fall under “Fair Use”?

Copyright is the legal right of the author of a creative work to control the

copying of that work.

Copyright: Are you familiar with the law?

Photo by Mark Blevis

Photo by Peter Buck

Photo by Julie K in Taiwan

Fair Use: 1. the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes; 2. the nature of the copyrighted work; 3. the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and 4. the effect of the use upon the potential market for or value of the copyrighted work.

http://www.benedict.com/Info/FairUse/FairUse.aspx

Photo by Dey

Photo by Jazz Flute

http://www.copyrightkids.org/cbasicsframes.htm





Copyright Poster

Friday, June 6, 2008 Created by MDoore

Motion Media

Text Material

Music, Lyrics, &

Music Video

Illustrations &

Photographs

Up to 10% or 3 minutes, whichever is less

Up to 10% or 1000 words, whichever is less; an entire poem of less than 250 words may be used but nor more than 3 excerpts from a poet

Up to 10% but no more than 30 seconds of the music and lyrics, changes to a musical work can’t change the basic melody or character of work

Up to 10% or 15 images, whichever is less of a published collective work or an entire photo or drawing may be used but no more than 5 images from the same artist

“Here is not merely a nation, but a teeming nation of nations.”Walt Whitman

Our Heritage in a Nation of Immigrants

During the next few weeks, you will investigate the process of immigration to the United States from the mid 1800s to the mid 1900s by interviewing actual immigrants, reading, and researching different reasons why people left their homelands to settle in America. You will learn to understand that immigrants face many challenges and opportunities upon arrival in a new land.

A Nation of Immigrants

You will also discover that the contributions immigrants from may countries have made to the American way of life work together to shape a national identity of a single country, and explore what we consider to be “American values.” You will then research your own family history and reflect how it fits within the American experience.

Why did they come? "Give me your tired, your poor, Your huddled masses …"

A Nation of Immigrants:some big questions to ask ourselves.

What is an “American”?How is our “National Character” shaped?How have immigrants shaped the identity of the American People?Melting Pot or Tossed Salad?What is Assimilation, Integration, Segregation?What is your Personal Heritage? How does it influence your personal identity?

What makes you an American? What is your heritage?

We’re Americans

We’re Americans Yes, we’re Americans

Photos courtesy of Dagmara Arents

I’m anAmerican

Guiding Questions & Learning Activities

1. At different times in history there were major “waves” of Immigration. When, where, and why did they take place?

(immigrant graph)

2. What is culture? What is family?(class discussion, round table)

3. Where did your family come from? (multi-media show including music, fashion, holiday traditions, history, maps, recipes, etc.)

4. What, if any, restrictions should be put on people immigrating from other countries?

(panel debate: audio- or video-taped)

Research major immigration patterns. Create a timeline, and make a chart showing the forces behind immigration, and their impact on the immigrant experience. Go to Ellis Island Timeline or Ellis Island History and click the time period you'd like to explore. There are other webpages to find information on too.

When were the major “waves of immigrationin history and why did they take place?

Guiding Questions and Learning Activities - 1AK Performance Standard • W6.4 Gather and use information for research purposes.

The graph shows immigration patterns from 1790 to the year 2000.

Guiding Questions and Learning Activities - 2

Find out about these and many other famous immigrants at the websites mentioned below.

AK Performance Standard • W6.4 Gather and use information for research purposes.

Where did these people come from and what are they doing here?

Research a famous immigrant from the region you’re studying, then do 2 of the following activities:

Celebrity Immigrantshttp://www.ailf.org/notable/famous.htm

Choose at least 2 of the following:

Condense the information into a “bio-poem”

Create a slide show

Write a “resume” from the point of view of the immigrant

Write a mini-report

Create a poster

Some links to information about immigration!

Celebrity Immigrants (http://www.ailf.org/notable/famous.htm)

Immigrants in History (http://www.ailf.org/notable/historical.htm)

Famous Immigrants/ Ellis Island (http://www.americanparknetwork.com/parkinfo/sl/history/famous.html)

General Information on Immigration from the History Channel (http://www.historychannel.com/thcsearch/thc_resourcedetail.do?encyc_id=212582)

Great African Americans (http://www.topsmarkets.com/shareddev/sharedcontent/SP/BHM/history.cfm)

Coming to America, Past & Present -Thinkquest (httphyperlink://library.thinkquest.org/J0111932/index.htm)

Guiding Questions & Learning Activities - 3 AK Content Standard Language arts C: A student should be able to identify and

select from multiple strategies in order to complete projects independently and cooperatively

What are some of the results of the immigration of your group into American society? What were their contributions? What did they get in return?

In a small study group, help research the geography, major political events, religious customs and traditions, national pastimes, arts, food and fashions of a group of immigrants from one region of the world and present your findings in a “museum”.

Dance

Games

Folktales

Celebrations

What did your group contribute to the “American Way of Life”?

Art

Skills you will have an opportunity to learn & apply during this study

How to read for information and take notes efficientlyHow to organize information and write an outlineHow to write a clear and concise essayHow to use different reference sources and write a bibliographyHow to make an electronic presentation in iMovie, Powerpoint, Apple Works, Keynote or other multimedia formatHow to present information orally by participating in discussions and giving speeches

Evaluation: Final Group Project

Your group will create a museum display to showcase immigrants from your region and their contributions to the American culture. This will include:

history of immigration and famous immigrants from that region (famous immigrant bio, push/pull factors, map of settlement etc.)any religious/political celebrations/traditions (e.g. St. Patrick’s Day, Cinco de Mayo, Chinese New Year, Rosh Hashana)influences on and contributions to the Arts (e.g. architectural styles, music, film, theater, dance)influences on and contributions to food and fashion

Going above and beyond -challenge yourself more extension activities

Interview someone whose family or ancestors immigrated to the United States. OR interview someone whose ancestors always lived in North America. Ask about how immigration affected the family or group.Choose a country to which you might immigrate. Predict problems you might have in getting used to the country.View the PBS video series on Ellis Island. Write a first person story about that experience.Explore reasons why some immigrant groups moved and clustered into certain areas of the United States.Create a play about a family in another country deciding whether to immigrate to America.After reading several novels about people who have immigrated, write a composite story of their experiences.

TL-7 Procedures, Policies, Planning, and Budgeting for Technology Environments In 1999, when I was hired as a sixth-grade teacher at Rogers Park, I started with two computers. I knew that I would have to acquire more technology resources in order to provide my students with the appropriate learning tools. I would also have to learn about managing and configuring the technology resources. Teachers must receive adequate ongoing training, technology must be matched to the curriculum, and there must be adequate numbers of computers in the classrooms (Al-Bataineah & Brooks, 2003). After many years I went from two computers to eighteen computers in the classroom. I volunteered to be the Building Technology Contact (BTC) for our school in order to help create a more positive technology-infused learning environment and to learn more about the technology resources we had at school. Through this position I worked closely with our Educational Technology Teacher and the school’s technology committee to develop plans to configure software and computers. One of the first things we did was to reconfigure the computer lab to better facilitate learning. As the BTC I also managed the server and software in our school. One program that required intense maintenance was a computer-based reading program. Eventually we had a separate application server to keep all the data necessary for the program. Through emails, trainings, and meetings in the hallway, I was available to the staff to help with troubleshooting their technology needs. After six years, I moved from in the building to out in a portable. One condition upon agreeing to move out there was that I would still have the technology infrastructure necessary that my students and I needed. Moving made it necessary to install a Wireless Access Point and a switch in the portable that would allow our computers to continue to be connected. Working with the Informational Technology Department and our Educational Technology Teacher, we succeeded in creating a classroom where technology continued to be a seamless part of education. Today as an Educational Technology Teacher, a large part of the position is to analyze needs for technology support to manage technology resources and to maximize use by administrators, teachers and students to improve student learning through professional development. One training that I was able to provide this past year involved sitting with teachers while they were in the lab with their students to show them how to use Apple Remote Desktop, a school management tool enabling them to assist students in a more productive way. Professional development that I provide is continually assessed and evaluated through feedback from the participants. Future training is based on the assessment and evaluation to help support their learning. As students and teachers integrate technology into the curriculum there is a need for more memory. Storage requirements are constantly changing, media requirements are increasing, and more data is being backed up (Gettmann, 2006). This past year my colleague and I researched the issue of mass storage for our University of Alaska Southeast class, “Educational Applications of Networking.” Our Collaborative Study of Server Space Allocations and Their Effect on Staff Use of Educational Technology (Doore & Price, 2010) showed that it was not the lack of storage space that was the issue

but the lack of training on how to manage and use the space that we have already. It was through my classes at the university that I gained the knowledge necessary to really get a bigger picture of the planning and purchasing of technology resources. In ED670, Planning for Technology I learned how to investigate purchasing strategies and procedures for software; how to develop and utilize guidelines for budget planning; how to design policies and procedures and how to research and recommend systems. My position as an educational technology teacher allows me the opportunity to put what I learned into practice. This past year I worked closely with my five schools helping to develop technology-infused learning maps. These maps give us a way to articulate the technology plan that we develop with the schools. The plan looks at the goals, hardware, software, and training, and resources necessary to create a comprehensive technology map for the school year that can be updated and modified as needed. I provided a variety of professional development classes at the schools that were geared to their specific needs. Towards the end of the year I was asked to sit with the principal and technology committee to advise in the purchasing of the new hardware. We used the technology-infused learning maps we created as our decision-making guide. One of the most important parts of being an educational technology teacher is my ability to provide professional development to my schools. In doing this I had to incorporate adult education skills. Teachers do not have much time to sit and learn but without training technology sits unused. In my class ED670, Planning for Technology I examined models of professional development for the Educational Technology Department and provided some recommendations. My conclusion was that a process-oriented model best suited our needs. A process-oriented model gives me (a) an awareness of what the technology can offer, (b) an opportunity to explore technology integration, (c) a time to learn the technology, (d) an application of technology to my teaching, and (e) a reflection on my teaching (Howland, 2004, p241). Positive results with professional development occur when the teachers have control over the type and context of experiences in which they choose to participate, opportunities for practicing and applying learning in meaningful ways (Howland, 2004). The schools I worked with chose the times that were best suited to their needs for training. I was available before, during and after school for whole staff, small groups and one-on-one training. Trainings were based on the needs for the staff. One of my schools set up a monthly schedule on teacher and student productivity software. Another school had me come twice, once to share online District resources that were available to them through Atomic Learning, Discovery Education Network and netTrekker. The other training was on using iWeb, Webpage software. A third school had me come in every other week. One school just had me email the staff and meet one-on-one as the teachers had questions. Through my many experiences as a sixth-grade teacher, building technology contact, educational technology teacher and a university student I have gained the knowledge that allows me to be an educational technology leader. I continue to learn and help plan for technology at my schools and with the Anchorage School District. As a teacher in the

Educational Technology department I am fortunate to have the support of a larger group of people who are “committed to ensuring that Anchorage School District students are prepared to thrive in our technology-rich twenty-first century world” (Anchorage School District, n.d.). Together with the division directors, the curriculum department, the training and professional development department, the information technology department, administrators and teachers I help coordinate development and direct implementation of technology infrastructure procedures, policies, plans, and budgets. I look forward to next year as I continue to provide professional development to in my school district. References: Al-Bataineh, A., & Brooks, L. (2003). Challenges, advantages and disadvantages of

instructional technology in the community college classroom. Community College Journal of Research and Practice, 27, 473-484.

Anchorage school district educational technology. (n.d.). Retrieved June 21, 2010, from

http://www.asdk12.org/depts/EdTech/ Doore, M., & Price, D. (2010). Collaborative study of server space allocations and their

effect on staff use of educational technology. Unpublished manuscript, University of Alaska Southeast, Juneau, AK.

Gettman, S. (2006). Education using compression in storage networks. Storage

Networking Industry Association. Howland, J., & Wedman, J. (2004). A process model for faculty development:

Individualizing technology learning. Journal of Technology and Teacher Education, 12(2), 239.

Artifact 7.A Technology Infused Learning Maps I have included two of my schools’ Technology Infused Learning Maps. They have been developed over the past year following procedures and guidelines for planning and purchasing technology resources in meetings and by email. Both schools not only had budgeted money to spend on hardware but also receive legislative money that was only recently approved that I helped give advice on. These maps helped guide the professional development opportunities related to management of their resources and purchases. The maps were developed by the Anchorage School District’s Educational Technology Department. In my work with my schools I can use these maps to help us plan wisely for all areas concerning technology. Artifact 7.B Collaborative Study

A collaborative study of server space allocations and their effect on staff use of educational technology was conducted during the class ED673, Applications of Networking, at the University of Alaska Southeast Master’s of Educational Technology program by a colleague and myself. The purpose was to investigate issues regarding server memory allocation at five elementary schools and to develop recommendations based on the findings for school administration (Doore & Price, 2010). This artifact shows that I helped develop and implement technology plans and procedures. Doore, M., & Price, D. (2010). Collaborative study of server space allocations and their

effect on staff use of educational technology. Unpublished manuscript, University of Alaska Southeast, Juneau, AK.

ASD Technology Infused Learning Map Investment in 21st Century Teaching & Learning Goals:

Vision/Considerations: Complete Access/Ethical Use: • Student/Computer Ratio • Bandwidth • Security & Filtering • Access for all • Digital Citizenship 24/7 Learning: • Community • Collaboration • School/Business partnerships • Global connectivity 21st Century Learners: • Student-centered • Engaged learners • Web 2.0 skills • Information Literacy skills • Library/Library Resources • Work Readiness/Career Tech Curriculum/Assessment: • Online Courses • Depth vs. Breadth • Differentiated Instruction • Innovative materials—beyond textbook • Culturally responsive • Relevancy • Connectedness • Recognition of multiple intelligences • Constructivist Learning Professional Development/

Redefining Roles: • Teachers • Librarians • Technology Coordinators • Administrators

School Improvement Goal/Focus Area: Teachers should model the meaningful use of technology to make school engaging, challenging, and relevant for all students. Draft Plan: Build on classes from 2009-2010. Possible people to work on tech committee: Paula, Mark, Sara & Scott Current Resources: ~75 Student Computers in Classrooms 30 Student Computers in Computer Lab 0 Student Laptop Mobile Cart 0 Student Netbook Cart 20 Classroom Projectors 20 Document Cameras 25 Dongle/ Connect Computer to a Projector 4 Interactive Whiteboards (not in refresh) Legislative money approved 6/3/10: Cameras & projectors - $6,250, Communication closet ventilation - $50,000, Lexia licenses - $6,500 Summary of Needs: Hardware: Computer refresh plan: 18 laptops, 1 dongle, 4 document cameras, 5 projectors, 1 Netbook Software: Lexia, Math program? Training: Web 2.0, credit class offered to staff next year? Lessons for staff that integrate technology and how to use document cameras and projectors in the classroom Dates/topics: 1/28 Entourage, 2/25 Web tools & Wordle, 3/18 iWorks, 4/22 Comic Life, 5/13 iLife

District-wide EdTech Initiatives: Software/Resources: - Atomic Learning - iLife Suite - Discovery OnePlace - iWork Suite - Discovery Streaming - netTrekker Technology Integration Best Practices: - Alignment of NETS*S / ASD Technology Framework / GLE’s - Bandwidth Education - Internet Safety - School Technology Plan Other Training Needs:

Interactive Whiteboards Types of Support Available:

After school and Before school Sessions (afterschool tutoring, many teachers involved)

Credit Class Would like to look at this for 2010-2011

Evaluation Model Proposal

In-Class Model Teaching

Staff Meetings

Study Group Resources:

EdTech

BTC

TTL

Other:

• Engaged & Literate Learners • Digital Equity • 21st Century Skills




School Improvement Goal/Focus Area: Teachers should model the meaningful use of technology to make school engaging, challenging, and relevant for all students. Draft Plan: Laptop training in Fall 09- Marilyn 6/3/10: Legislative money was approved! Picture of the Legislative money:

Current Resources: ~75 Student Computers in Classrooms 30 Student Computers in Computer Lab 25? Student Laptop Mobile Cart old iBooks 0 Student Netbook Cart 20? Classroom Projectors 20? Document Cameras 25+ Dongle/ Connect Computer to a Projector 8 Interactive Whiteboards (not in refresh) 5 Student Response “Clickers” (not in refresh) 1st Kovarik, 2nd Laudert, 3rd Ondra, 4th Holt, 5th Hinton _____ Other: Summary of Needs: Hardware: Computer refresh plan: 24 laptops, 3 document cameras, 37 headphones in bags, 2 projectors Software: Training: Web 2.0, credit class offered to staff next year by Cheryl & Marilyn- subsidized possibly by school? Lessons for staff that integrate technology


Clickers

Interactive Whiteboards: SMART Boards Types of Support Available:

After school and Before school Sessions

Credit Class for 10-11?



Staff Meetings


EdTech

BTC

TTL

Other:


Collaborative Study of Server Space 1

Collaborative Study of Server Space Allocations and

Their Effect on Teacher & Student Use of Educational Technology

Marilyn Doore & Dallas Price

University of Alaska Southeast

Spring 2010


Introduction

"I can't open my email! I can't save! My (any program) won't work!" Across our district,

teachers' calls to the IT Help Desk are often concerning issues of server space memory. In most

cases, teachers have filled their memory allocation on the server space; they do not have enough

memory left for basic operations to occur. The cause of this issue, surprisingly, isn't memory

allocation on our district server; our district allows 3Gb per teacher with generous increases for

school related data; students have 200mb for their regular use with the option of increasing the

limit for specific project purposes. The cause of this issue, most frequently, is inefficient data

management and/or the use of storage space for non-school data. There is a lack of

understanding how and what to save by staff. “Storage requirements are constantly changing,

media requirements increasing, more data is being backed up” (Gettmann, 2006).

Project Goals

• Investigate our district plan for addressing the memory crunch that is inevitable with

multimedia resources

• Investigate instructional issues related to insufficient memory

• Investigate the benefits and costs of increasing server memory allocations at five

elementary schools.

• Create a list of recommendations for the school’s administration.

• Assess whether increased server space access might increase the effective use of

educational technology.


Research Findings & Recommendations

1. Our five elementary schools have adequate server storage.

According to our district network technology specialists, schools in our district have

adequate storage space for teachers and students. Most schools are only using about half of their

server storage capacity. Schools have a partitioned server with back-up space its own partition.

Currently, teachers should have access to 3GB of server storage with the option of increasing

storage for educational purposes; we have found that some teachers only have access to 2GB.

Along with presently adequate server space, our district is in the process of upgrading

each school to a two-server system. Costs for these server upgrades were included in the VI

Detailed Budget 0910; per-school costs were not disaggregated (ASD, 2009). With more than

double the server space, staff members will have adequate storage and increased server speed for

a number of years. According to the July 10, 2009 Memorandum from the Anchorage School

District Office of the Superintendent to the School Board, "The server replacement project is

wide-ranging and essential. The servers requested through this project are necessary to keep the

District functioning while the network upgrade is put in place. Once the network is upgraded,

many of these servers will not need to be refreshed in the future" (ASD, 2009)

Table 1 below shows the server storage space and what is currently being used. All five

of the schools have ample space for staff and even students to have adequate storage.


Table 1

We recommend reviewing current server accounts to make sure staff has their full

allocation of 3GB available. We also recommend that staff be advised of the near-future server

upgrades and how it will affect their usage. Most importantly, we recommend that staff be given

sufficient training to ensure competency in data management and file storage pertaining to their

accounts and their students' accounts. We advise against "traditional sit-and-get training sessions

or one-time-only workshops [because they] have not been effective in making teachers

comfortable with using technology or adept at integrating it into their lesson plans. Instead, a

well-planned, ongoing professional development program that is tied to the school's curriculum

goals, designed with built-in evaluation, and sustained by adequate financial and staff support is

essential if teachers are to use technology appropriately to promote learning for all students in

the classroom" (NCREL, 2000).

We also recommend that server space should not be an issue for teachers with their work

today. There is enough space for teachers. Education of how and what to save is important but a

teacher should not be stopped or stymied in their work because of a lack of space (T. Saur,

personal communication, April 20, 2010).


2. Staff members do not understand data organization.

Staff members often call the Help Desk and have their storage space increased when

problems arise. Working with the staff, we found that some of the storage issues were caused by

multiple copies of single files; multiple copies are often caused by duplicating the home folder

files during a back-up or by re-opening email attachments. One staff member has made multiple

back-up copies of their complete home folder files in an effort to ensure nothing is lost; each

version saves new data and duplicates the entirety of the past versions.

We recommend that teachers get help with basic computer use including file

management, e-mail, Internet searching, etc. (Mergendoller, 2000). Another important basic use

is online storage. “Krouskoff recommended the use of School Web Lockers to address a need for

students to be able to access and share files between home and school without using their own

private e-mail accounts, an option that brought with it potential distractions of personal e-mail

and non-school related data” (Schaffhauser, 2010).

3. Staff members do not understand how to conserve memory usage on the server.

Staff members taking digital pictures often leave their cameras set to the highest

resolution. High-resolution photos use up significant quantities of storage space. Today's highly

compact digital cameras commonly have 10 to 12 megapixel capabilities. Table 2 below

illustrates the increased storage demand for high-resolution photos (Northrup, 2010)


Table 2

Digital music has also become a storage issue. Staff bringing CD's to school will find that

their Mac will prompt them to download their music to iTunes. At first glance, this seems

efficient for the staff member. However, music files can also be inadvertently large. "Due to their

large size, CD quality digital audio files are not practical to store or transmit. For efficient

storage and transmittal, these files are compressed . . . audio compression can reduce file size by

over 90%, without any major decrease in the perceived quality of sound (Scanlan, 2002).

We recommend addressing the issue of personal file storage at a District level. Presently,

there is no written policy outlining the use of District computers for storing personal data on a

school file server.

4. Staff members store personal items on the server.

As mentioned above, photo and music storage can greatly increase storage demands.

Some staff members have stored large quantities of their music collections on the school server.

This is often done as a result of using their school computer as their main or only computer.

We recommend that staff is advised that all data stored on a school server can be

accessed by the Anchorage School District at any time for any reason. Employees should have

no expectation of privacy regarding the use of computers or items stored on them (ASD, 2010).


5. Staff members do not understand the purpose of the server.

Most staff members understand that data is saved on the school server, if they are on a

desktop that is bound to the server; they do not understand how the server works and the shared

purpose for storage on the server. Server use is designated for use by staff for school district

purposes only. Servers that are less full operate with greater speed. Reducing unnecessary server

space usage benefits all users. Servers are prevented from backing up at times due to the failure

of staff and students to log out at the end of the day.

We recommend that teachers learn it is best to save files to the hard drive of the computer

in [their] classroom, it is best to save files onto the server, which is a hard drive on a separate

computer that is specifically built for storing large volumes of files (NTTI, 2002).

6. Staff members have not had adequate training on data management and backup.

As we met with different staff members and followed up on issues with saving, we

observed that many staff members do not know of the options they have for organizing and

storing data. Most staff members have not constructed an organized file and folder system that

incorporates a consistent naming convention.

Many staff members do not own USB memory or portable external hard drives. Many

staff members do not purchase CD's and DVD's for data storage. Many staff members do not

know how to use an online storage system or are even aware of online storage as a possibility.

Many Help Desk calls do not provide an educational component; staff members have their

problem fixed but may end up repeating the error that caused the problem in the first place.

We recommend that staff learn some important basics for saving files. “Use meaningful

file names for your documents. A file name like Resume is less useful than


Resume_Sales_10_2004. Remember not to use slashes, colons, asterisks or any punctuation

other than a single period preceding the suffix” (eHow, 2010; Bitner & Bitner, 2002). Without

effective saving procedures, “files could potentially be lost and precious class time wasted

looking through hundreds of documents just to find a specific file” (NTTI, 2002).

We also recommend staff training on backing up files. “The best way to combat lost or damaged

files is to prevent the problem in the first place using backups . . . the key to successful backups

is backing up files on a regular basis. But how often should you back up your files? The

frequency of your backups will depend on how often the files change. Although weekly backups

are probably adequate, it is best to create daily backups for crucial files, such as grades (NTTI,

2002). “With the easy availability and free storage offered by multiple online applications, it’s

almost silly to store stuff on your own hosting service or school server” (Schroeder, 2010;

Deubel, 2010). If server space is ever an issue, store “your audio, video, and other multimedia

presentations on online storage spaces. It will save you time, help you publicize your content to

the world, and save space on your own servers” (Schroeder, 2010).

Conclusion

“Lack of professional development for technology use is one of the most serious

obstacles to fully integrating technology into the curriculum” (NCREL, 2000). The surprising

conclusion of our research is that in fact our district has everything we need for adequate server

storage but we do not know how to use it. “Merely providing schools with hardware, software

and in-service training is not enough. Any in-service training needs follow-up support, peer

coaching and peer dialogue to ensure successful use of the new technologies” (Gulbahar &

Guven, 2008).


Technology alone cannot improve teaching and learning...technology use must be

grounded firmly in curriculum goals, incorporated in sound instructional process, and deeply

integrated with subject-matter content. Absent this grounding, which too often is neglected in the

rush to glittery application, changes in student performance are unlikely (Mergendoller, 2000).


References

ASD internet and electronic communications guidelines. (2010). Retrieved from

http://www.asdk12.org/internet/inetguide/Section6.asp

Bakia, M., Means, B., Gallagher, L., Chen, E., & Jones, K. (2009, May). Evaluation of the

enhancing education through technology program: final report. Retrieved from U.S.

Department of Education Office of Planning, Evaluation and Policy Development

website: http://www.ed.gov/about/offices/list/opepd/ppss/reports.html#edtech

Bitner, N. & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success.

Journal of Technology and Teacher Education, 10(1), 95-100.

Critical issue: providing professional development for effective technology use. (2000).

Retrieved from North Central Regional Educational laboratory website:

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm

Deubel, P. (2010). Technology integration: Multimedia in projects. Retrieved April 24, 2010,

from Computing Technology for Math Excellence Web site:

http://www.ct4me.net/multimedia_in_projects_2.htm

Digital file management in the classroom: Best practice. (n.d.). National teacher training

institute. Retrieved April 25, 2010, from Educational Broadcasting Corporation, Inc.

website: http://www.thirteen.org/‌edonline/_file/‌practice.html

Gettmann, S. (2006) Education using compression in storage networks. Storage Networking

Industry Association.


Gulbahar, Y., & Guven, I. (2008). A survey on ICT usage and the perceptions of social studies

teachers in turkey. Educational Technology & Society, 11(3), 37-51.

How to organize computer files. (2010). eHow. Retrieved from eHow, Inc. website:

http://www.ehow.com/_138482_organize-computer-files.html

Memorandum to the school board. (2009, July 30). Office of the Superintendent. Retrieved from

http://www.asdk12.org/_board//‌-2010/‌.../M001.pdf

Mergendoller, J. R. (2000). Technology and learning: A critical assessment. Principal, 79(3), 5-9.

Northrup, T. (2010). 10 tips for managing digital pictures on the road. In Windows XP at home.

Retrieved from Microsoft Corporation website: http://www.microsoft.com//g///.mspx

Scanlan, C. (2002). Digital/‌audio sound. Retrieved from Department of Interdisciplinary Studies

UMDNJ-School of Health Related Professions website: http://www.umdnj.edu///.htm

Schaffhauser, D. (2010, April 2). Clarkstown central sets up online file storage for students. The

Journal. Retrieved from http://thejournal.com//‌010/‌/‌/central-sets-up-online-file-storage-

for-students.aspx?sc_lang=en.

Schroeder, B. (2010, February 5). Technology Teacher. Blog post retrieved April 24, 2010, from

http://itcboisestate.wordpress.com/2010/02/05/online_video_storage/

VI Detailed Budget 0910. (2009). Anchorage School District. Retrieved from

http://www.asdk12.org/depts/Budget/0910/preliminary/VI_Detailed.pdf

TL-8 Leadership and Vision Teachers have many opportunities to be involved in their schools. As a sixth-grade teacher, I became involved in technology at all levels at Rogers Park Elementary, but I did not set out to be a technology leader. I knew that effective technology leaders are also ones who create, promote and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students (National Educational Technology Standards, 2009). To create this learning culture in my classroom and eventually outside of my classroom I began to search for opportunities that would help me realize my vision. The first step towards my vision was to volunteer as one of the building technology contacts for Rogers Park. I worked with the librarian who was the other building technology contact and the members of the technology committee to develop a technology plan for the school. We built off the ideas of those teachers who had come before us and had similar interests. A technology plan includes foundational beliefs and a vision statement. Technology plans must focus on a vision (See, 1992). Our vision was to create an environment that helped our students succeed in a digital world with the technology resources we had then. Teachers must engage in a cycle that includes examining data, continuing to provide learning for teachers, developing lessons and strategies, reflecting on the impact and repeating the cycle if necessary for an effective professional learning system (Hirsch & Killion, 2008). During my time at Rogers Park, we repeated this cycle many times, continually reevaluating and adjusting our vision to meet the needs of our students and staff. We did this during monthly technology committee meetings incorporating knowledge learned in my studies in the Educational Technology program as well as short surveys of the staff that helped guide us. While I was a sixth-grade teacher and a building technology contact, I also chose to pursue grants that would not only provide me with the resources need to implement classroom instruction but would also provide me professional development that would help me achieve my goals. The Technology Teacher Leader (TTL) program provided me with that in the technology resources and the intense professional development. One of the benefits in pursuing grant opportunities was the chance to build partnerships involving educational technology initiatives. I widened my network of people I knew in the district and had ample opportunity to practice my group skills through collaboration. Another direction I took as a sixth-grade teacher was to work with the Anchorage School District (ASD) Science Department in helping to develop curriculum for the science kits. One of the first tasks was to create an online database for performance tasks. I continued to work with the Science Department even after leaving the classroom as a member of the Science Curriculum Committee representing the Educational Technology Department. Over the past year I participated in a curriculum technology audit process that the Anchorage School District developed as a part of a continuing professional development

partnership with the Curriculum and Instructional Support Department and Educational Technology Department. The technology audit process was facilitated by Lynne Schrum, Professor and Director of Teacher Education, and coordinator of Elementary and Secondary Education at George Mason University, Dr. Enid Silverstein, Executive Director of Curriculum and Instructional Support, ASD and both the secondary and elementary supervisors of the Educational Technology Department. My group was the Science and Migrant Education departments. Together we had to identify one content area and grade level as an area of focus. We looked at the content that could be enhanced by the infusion of technology based on the ISTE standards for students. Afterwards we wrote lessons to include this infusion of technology. A colleague who taught sixth-grade at Rogers Park collaborated with me as I tested the lesson with her students and created a podcast to use as the sample technology product. Collaboration among educators builds shared responsibility and improves student learning (Hirsch & Killion, 2009). Studying at the university, working with the Science Department, collaborating with colleagues and providing professional development this past year has brought many things together for me. The main goal of professional development is to “produce deep change with long-lasting results in schools that, in turn produce success for students” (Hirsch & Killion, 2009). I have been able to achieve this through my learning and teaching that is meaningful, relevant and lifelong. References: Hirsh, S., & Killion, J. (2008). Making every educator a learning educator. Education

Week, 27(33), 24 Hirsch, S., & Killion, J. (2009, March). When educators learn, students learn: Eight

principles of professional learning. Kappan Magazine, 90(7). Retrieved from http://www.pdkintl.org/kappan/k_v90/k0903hir.htm

National educational technology standards (NETS•A). (2009). ISTE: National Education

Technology Standards. Retrieved from http://www.iste.org/AM/Template.cfm?Section=NETS

See, J. (1992). Developing effective technology plans. In National center for technology

planning. Retrieved from http://www.nctp.com/html/john_see.cfm Artifact 8.A Technology Audit This document is the technology audit developed and evaluated this past year by the partnership with the Curriculum and Instructional Support Department and Educational Technology Department. I have included the lesson plan that we designed for the

podcast, the draft rubric and a reflection paragraph we wrote sharing some of the modifications. The Raven Story Podcast that the student created can be found on my Website. http://www.asdk12.org/staff/doore_marilyn/pages/MDoores_Webpage/Podcasts/Entries/2010/3/23_Raven_Story.html Artifact 8.B Technology Infused Learning Maps I have included two of my schools' Technology Infused Learning Maps. They have been developed over the past year following procedures and guidelines for planning and purchasing technology resources in meetings and by email. Both schools not only had budgeted money to spend on hardware but also receive legislative money that was only recently approved that I helped give advice on. These maps helped guide the professional development opportunities related to management of their resources and purchases. The maps were developed by the Anchorage School District's Educational Technology Department. In my work with my schools I can use these maps to help us plan wisely for all areas concerning technology.

ASD CIS/EdTech From Idea 2 Intentions

2nd Draft of Technology Audit – Phase I

Process: 1. Meet in your symbiotic pairing groups to make revisions to your 1st Draft of the Technology Audit – Phase I 2. Incorporate and highlight direct links to elements from Chapters 4 and 5 in our course text to your 2nd Draft of the Technology Audit – Phase I 3. Comments in your Revision Notes may include direct references to our course text 4. This activity is intended to elevate your Ideas/Activities to incorporate a more purposeful level of technology infusion (aka ISTE NETS for Students Grade Band Rubrics) 5. For each symbiotic pairing, bring to class on 1/29/10 one copy of the 2nd Draft of the Technology Audit – Phase I

Content Area: Circle Grade Band: PK-2 3-5 6-8 9-12 ISTE NETS*S X GLE/Performance Standard Activity Revision Notes Creativity and Innovation

1a Apply existing knowledge to generate new ideas, products, or processes

1b Create original works as a means of personal or group expression

1c Use models and simulations to explore complex systems and issues

X

1d Identify trends and forecast possibilities

The student demonstrates an understanding of the structure and properties of matter by: [6] SB 1.1 using models to represent matter as it changes from one state to another.

Discovery Streaming – States of Matter http://player.discoveryeducation.com/index.cfm?guidassetid=1EFA5FB0-8A34-45B9-9111-B5C4115C1290 http://science.pppst.com/matter.html http://pnfjp8hwyu.site.aplus.net/wp-content/uploads/2009/01/sample_ssb_tlm_lesson.pdf

Visit the sample sites – isolate and discuss similarities and differences between the model and the real thing

Communication and Collaboration 2a Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

2b Communicate information and ideas effectively to multiple audiences using a variety of media and formats

2c Develop cultural understandings and global awareness by engaging with learners of other cultures

X

2d Contribute to project teams to produce original works or solve problems

The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives by: [6] SF 1.1-3.1 telling a local traditional story that explains a natural event (e.g., animal adaptation, weather, rapid changes to Earth’s surface) and relating it to a scientific explanation L)

http://learner.org/workshops/lala/moon.html#resources http://cogdogroo.wikispaces.com/StoryTools http://www.learner.org/workshops/lala/moon.html Control your OWN telescope using the MicroObservatory Robotic Telescope Network http://mo-www.harvard.edu/MicroObservatory/ Oral Tradition and Science Student Information Sheet: “Tsunami Survivors”• Student Worksheet: “Oral Tradition and Science” http://oceanlink.island.net/SOLE/LP/FN/FN.html

Oral Traditions and Science is not a astronomy link but is a link to oral traditions. It is a guide coming from the “First Nations” directly linking their culture to science. First Nations History - Linking oral tradition with science

ISTE NETS*S X GLE/Performance Standard Activity Revision Notes Research and Information Fluency 3a Plan strategies to guide inquiry 3b Location, organize, analyze, evaluate, synthesize, and ethically use informational from a variety of sources and media

X

3c Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

3d Process data and report results

The student demonstrates an understanding of the attitudes and approaches to scientific inquiry by: [6]SA2.1 identifying and differentiating fact and opinion.

http://en.wikibook.org Consider using the questions on “the anyone can edit” link. Santa’s Reindeer: http://www.adfg.state.ak.us/pubs/notebook/notehome.php Northwest Tree Octopus: http://zapatopi.net/treeoctopus/

Free library that anyone can edit. Pull in science and look at bias, opinion, and fact. These “Santa Reindeer & NorthwestTree…” sites have inaccurate information. The following two sites will help you learn about evaluating website credibility. http://teams.lacoe.edu/documentation/classrooms/gayle/evaluate/evaluate.html http://www.nicholls.edu/pt3/Hurricane/website_credibility.htm

Critical Thinking, Problem Solving, and Decision Making 4a Identify and define authentic problems and significant questions for investigation

4b Plan and manage activities to develop a solution or complete a project

4c Collect and analyze data to identify solutions and/or make informed decisions

4d Use multiple processes and diverse perspectives to explore alternative solutions

X

The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by: [6] SC 1.2 recognizing that species survive by adapting to changes in their environment

Endangered Species Webquest http://imet.csus.edu/imet2/dunnagane/especies/ Maybe students could identify how these species were not able to adapt to their environment or how their environment changed.

Recommended site for students to go to for research on their projects.

Digital citizenship 5a Advocate and practice safe, legal, and responsible use of information and technology

X

5b Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

5c Demonstrate personal responsibility for lifelong learning

5d Exhibit leadership for digital citizenship

The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by: [6] SE 3.1 describing the various effects of an innovation on a global level

Maybe students could describe what happens when if don’t recycle electronic waste. What toxins are released? What effect do the toxins have? http://www.totalreclaim.com/e-waste_problem.html

Go to the website prior to this so the kids have some prior knowledge before the Total Reclaim Presentation. Watch “Recycling Computers” on The Futures Channel website... http://www.thefutureschannel.com/movies/environmental_movies.php (this could be used before/ after/ maybe both)

Technology Operations and Concepts 6a Understand and use technology systems

X

6b Select and use applications effectively and productively

6c Troubleshoot systems and applications

6d Transfer current knowledge to learning of new technologies

The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by: [6] SE 1.1 recognizing that technology cannot always provide successful solutions to problems to fulfill every human need.

http://www.learner.org/workshops/lala/moon.html Control your OWN telescope using the MicroObservatory Robotic Telescope Network http://mo-www.harvard.edu/MicroObservatory/

Lesson Plan

Introduction Title: Many Explanations of Natural Phenomena Author: Science/Migrant Ed/EdTech: Gail R.

Judy O. Trisha H. Joanna H. Leah H. Amy F. Jason P. Lisa J. Marilyn D.

Grade Level: 6th grade

Subject Addressed: Science & Language Arts Duration of Lesson: 1-2 days Class Time: 90 min Lab Time: one hour for recording Synopsis: Students learn about a traditional story and how it ties into the natural world. Students will then retell the traditional story creating a multimedia presentation to share with the class. Desired Results Unit Enduring Understanding:

Myths & legends help explain the natural world.

Unit Essential Question: Why do we tell stories?

Lesson Objective: Students will understand that local traditional stories explain natural phenomena that they did not have the technology or knowledge to scientifically explain when the story was created. This lesson is about the dynamic nature of science and how it is constantly changing. Teacher will introduce the lesson based on prior knowledge of the class.

Standards: Content, Cultural, Performance, &/or Grade Level Equivalents Standard: Text & Reference Number (if applicable) Method of Assessment: Science GLEs The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives by: [6] SF 1.1-3.1 telling a local traditional story that explains a natural event (e.g., animal adaptation, weather, rapid changes to Earth’s surface) and relating it to a scientific explanation Local)

Rubric for multimedia presentation/podcast

NETS*S Communication & Collaboration 2b Communicate information and ideas effectively to multiple audiences using a variety of media and formats

Rubric for multimedia presentation/podcast

Writing LA6.c:s.c Identifies & describes plot, main characters, point of view, and setting in literature.

Story Guide Worksheet This was long and needs to be reworked so it can fit the video better. See more notes below.

Background Knowledge & Skills: Knowledge & skills students will need to participate in the lesson successfully. Students Need to Know: Students Need to be Able to: • Folktale genre • Awareness of cultures

• Write a script • Use Keynote, GarageBand, PhotoBooth

or other multimedia programs as specified by the teacher. Audacity PowerPoint, OpenOffice presentation

Evidence of Understanding Written, Oral, or Visual Products: Students will have a multimedia presentation retelling a local traditional story in their own words that explain how light came to the world. Teacher can decide to do a podcast or digital story or movie depending on the comfort level of the teacher and students. Learning Experiences & Instruction

Handouts Attached: Story Guide from website, draft rubric for podcast, How to make a podcast Procedure: Guiding Question: What is the relationship between cultural oral traditions and science? How did Native people use the Raven story to explain the origin of light? Why is it important to pass a groups’

history down to the next generation? Activities (Guided Practice, Independent practice and Closure): Science: Start the astronomy lessons, unit 1 by presenting the Raven story….

I. Introduce story, develop vocabulary, show video, and fill out story guide worksheet together as class or in small groups. Teacher connects to the students’ prior knowledge. Watch the video twice. If teacher is comfortable, have students create a visual portrait of a story (1-page quick reference of the "virtual portrait of a story" (VPS) story map used to map the emotional flow of a story. http://www.jasonohler.com/resources/handouts.cfm) Teacher can also use another method Notes: intro by teacher connecting to prior knowledge Story guide: too long… hard for kids to answer all of them Maybe go over guide together? Fill out in groups? Review video all together? Questions need to be reworked to fit story add in higher-level questions. Sketch out a VPS of the story. Have kids fill in the sheet, and then have them tell the story. Before retelling, share oral stories…how same stories are told differently, what story does your family tell the most that you can share? How your family came to the country? Tooth fairy stories/ Who is your audience: tell story for K, 6th, adult, someone who has never been to the USA

II. Begin to retell story, write rough draft script, introduce rubric. We used etherpad.com for writing the rough draft.

III. Create multimedia presentation. We used GarageBand to make an enhanced podcast. IV. Make a specific connection to the natural phenomena- class discussion. What do we know

about this phenomenon and how is it explained by science. V. Evaluation of presentation using rubric, self-assessment, share with class. The audience was

other teachers and parents, the podcast was published on teacher’s website. Assessment: Students will use the rubric for the multimedia presentation for self-assessment. Did the technology enhance the lesson? How were students required to collaborate? Teacher can have students work together. Students had just finished a huge collaborative project so it was decided to have them work individually. Technology Used: computers, (headphones, microphone- nice but not necessary) How Does the Above Technology Support the Lesson: It allows students to develop a presentation and communicate with a broader audience. Other Considerations Accommodations/Modifications Needed to Include All Students:

Work with SPED, Bilingual, Migrant Ed staff as needed Modified assignments if necessary, use closed captioning (Closed captioning is not synched with the text of the video, it is confusing to watch the captions and listen at the same time.) Students could work with partners

Author’s Reflection: This is a collaborative project between Science/EdTech & Migrant Ed incorporating an Alaska Native story. This helps meet specific GLE in Science. This lesson could be modified with different content GLEs and traditional stories to support science kit content at other grade levels. This is a lesson that is for the beginning or developing teacher who would like to integrate technology in a lesson. A proficient or transformative teacher could adapt lesson to fit needs of students.

Materials Needed: • Computers, download Raven story ahead of time- need to register at TeachersDomain- free, handouts

Resources: • http://teachersdomain.org/resource/echo07.lan.stories.raven/ • http://en.wikipedia.org/wiki/Creation_myth a collection of

short stories from around the world, many, many cultures that could be used to enrich the lesson

Many Explanations of Natural Phenomena Podcast Paragraph Update The lesson was taught to a class of 6th graders. The teacher and students have

been involved in the integration of technology all year so they were rather burnt out on multimedia projects of any kind. We went ahead and followed the lesson as written but it was clear that for this class the lesson would be modified to fit their needs better. This is a lesson that is for the beginning or developing teacher who would like to integrate technology in a lesson. A more proficient or transformative teacher could adapt the lesson to fit their needs of the students. (Based on the ISTE standards for beginning to transformative). As we went through the lesson both the teacher and I took notes and added them in. The notes are in italics on the lesson itself. A folder of jpegs was provided to the students to choose from for their podcast. For some classes the students would already know how to find pictures they could use following copyright laws but for others we felt the folder would work best both for the students and the teacher. The rubric is a draft. It is compiled from various rubrics that have been used in the past.

Draft Rubric for Podcast: Many Explanations of Natural Phenomena

3 2 1 Rough Draft of

Retelling Creativity and the retelling enhance the purpose of the podcast in an innovative way.

The retelling was inaccurate or longwinded.

The retelling was inaccurate or longwinded.

Pictures/Graphics Creativity and the retelling enhance the purpose of the podcast in an innovative way.

Pictures enhance the podcast and flow with the retelling.

The pictures don’t go with the retelling.

Voice/Delivery Well rehearsed, smooth delivery with effective enunciation and expression.

Uneven delivery with some enunciation and expression.

Delivery is hesitant and choppy, hard to understand.




School Improvement Goal/Focus Area: Teachers should model the meaningful use of technology to make school engaging, challenging, and relevant for all students. Draft Plan: Build on classes from 2009-2010. Possible people to work on tech committee: Paula, Mark, Sara & Scott Current Resources: ~75 Student Computers in Classrooms 30 Student Computers in Computer Lab 0 Student Laptop Mobile Cart 0 Student Netbook Cart 20 Classroom Projectors 20 Document Cameras 25 Dongle/ Connect Computer to a Projector 4 Interactive Whiteboards (not in refresh) Legislative money approved 6/3/10: Cameras & projectors - $6,250, Communication closet ventilation - $50,000, Lexia licenses - $6,500 Summary of Needs: Hardware: Computer refresh plan: 18 laptops, 1 dongle, 4 document cameras, 5 projectors, 1 Netbook Software: Lexia, Math program? Training: Web 2.0, credit class offered to staff next year? Lessons for staff that integrate technology and how to use document cameras and projectors in the classroom Dates/topics: 1/28 Entourage, 2/25 Web tools & Wordle, 3/18 iWorks, 4/22 Comic Life, 5/13 iLife


Interactive Whiteboards Types of Support Available:

After school and Before school Sessions (afterschool tutoring, many teachers involved)

Credit Class Would like to look at this for 2010-2011



Staff Meetings


EdTech

BTC

TTL

Other:





School Improvement Goal/Focus Area: Teachers should model the meaningful use of technology to make school engaging, challenging, and relevant for all students. Draft Plan: Laptop training in Fall 09- Marilyn 6/3/10: Legislative money was approved! Picture of the Legislative money:

Current Resources: ~75 Student Computers in Classrooms 30 Student Computers in Computer Lab 25? Student Laptop Mobile Cart old iBooks 0 Student Netbook Cart 20? Classroom Projectors 20? Document Cameras 25+ Dongle/ Connect Computer to a Projector 8 Interactive Whiteboards (not in refresh) 5 Student Response “Clickers” (not in refresh) 1st Kovarik, 2nd Laudert, 3rd Ondra, 4th Holt, 5th Hinton _____ Other: Summary of Needs: Hardware: Computer refresh plan: 24 laptops, 3 document cameras, 37 headphones in bags, 2 projectors Software: Training: Web 2.0, credit class offered to staff next year by Cheryl & Marilyn- subsidized possibly by school? Lessons for staff that integrate technology


Clickers

Interactive Whiteboards: SMART Boards Types of Support Available:

After school and Before school Sessions

Credit Class for 10-11?



Staff Meetings


EdTech

BTC

TTL

Other:


Summative Statement I did not set out to be a teacher nor did I set out to be a leader but today I am both a teacher and a leader in educational technology. Through my studies in the Educational Technology program at the University of Alaska Southeast I have created a solid foundation for that leadership role. My portfolio shows what I have learned in educational technology and my growth as a technology leader. Each artifact was chosen to emphasize what I believe is most important in education for me. They show my commitment to professional growth, my dedication in supporting student learning, and my belief in the strength of collaboration. Early on in my career as a teacher I learned the value of professional growth for myself. This took the form of professional development that I gained from conferences I attended and grants I was awarded. I also knew that I could share what I learned with others within my school and presenting at conferences. As an educational technology leader I use the knowledge and skills gained from my university classes in providing professional development to those in the schools I work with today. I provide training to teachers wanting to integrate technology into the curriculum through co-teaching lessons, teaching small groups and teaching one-on-one. I conduct online surveys and research to discover ways to improve and modify my teaching for adults and children. As I navigate my way in educational technology leadership I search for best practices to engage my students, create a technology-rich learning environment and support student learning. On my continuing quest for knowledge I am not only the teacher but I am also the student. My classroom experience has helped me focus on using technology as a seamlessly integrated tool in curriculum instruction. I constantly look for ways to provide for and meet the needs of my students as I teach. Diverse needs of students, both children and adults, must be addressed in multiple ways; the diverse needs of learners are supported well by technology. The units of technology-enhanced instruction I have created are designed to support and maximize student learning and address the needs of all learners. Technology integration is not an add-on to the units but an integral part of the lesson. I am an educational technology leader in a global and digital society. I collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation (NETS*T, 2008). My belief in the strength of collaboration comes from my own experiences as a teacher. As a sixth-grade teacher, I worked with our technology committee to create a strong technology foundation for our students to succeed. The Internet provides a rich source of collaboration that I take advantage in reaching out to teachers from around the world in the many online communities I belong to. As an educational technology teacher, I worked with my five elementary schools to create technology-infused learning maps to help guide purchasing, training, establishing goals, and creating a technology-rich learning environment for students and staff. As a technology leader I help to create an environment that helps our students succeed in a global and digital society with careful planning, evaluating and adjusting our vision to meet their needs. Studying for my masters at the university has helped provide me with

the technology resources and professional development to achieve that. I look forward to continue to learn, to support students, and to collaborate through technology with others who share that vision. References: National educational technology standards (NETS*T). (2008). ISTE: National Education


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