4. Website For Parents and Others
Lindsay Dressel-Siete, Shelley Heimsath, Amy Hudson
5. The Reading Corner Lindsay, Shelley, Amy
Using technology to inform parents
a/d303.org/reading-corner/
/
Reading Content Areas >
Fluency
Phonemic Awareness
Phonics
Text Comprehension
Vocabulary
6. Flip Cameras,Ladybugs, and ipads
help with Fluency Lindsay, Shelley, Amy
• video tape students reading orally
• students watch themselves on the video
• students use a rubric to self assess
• student creates a goal to improve fluent
reading
8. Tim “Mac” McCastland - Bell Graham PE
I am in an unusual position that doesn’t allow me to use the technology
as much as a classroom teacher on a daily basis. Currently, I have to cover
what is expected in each quarter without taking time away from their
“physical” education. So, I have creatively found technology that is related
to P.E. that may be used.
I have worked with our librarian to find the best way of using this
technology by utilizing the computer lab, IPad, and laptops. This year the
following items will be introduced and used as a way of making the learning
in P.E. more exciting, fun, and advanced. The examples are:
1.Pedometers
2.Google Doc, form, maps
3.ConVA Student Response (Clickers)
4.P.E. website
5.Poll everywhere (great suggestion from Doug)
I created 4 slides that show the technology currently used in the 1st
quarter, technology to be used for the remainder of the year, and in the
future.
9. Mac
1st quarter plans
Pedometers Google Maps
•Students in grades 3, 4 and 5 wear pedometers •From the Google forms, students begin their
and each day keep track of the number of destination in Saint Charles, IL and map out their
steps taken. steps (mileage) to any other state except Illinois.
•Once a month, students will enter their steps in •Upon reaching their final destination, students
the (Google form) survey to keep track of research the following questions:
their progress throughout the year. –World Book Online and/or Grolier
–Upon the tracking chart, a discussion takes •State capital, flag, bird or animal, song, tree, etc.
place to talk about the “how’s and why’s” •Students present their new geographical location
students have more steps than others, what to class.
happens to your body and what to do to get •Each month the steps will be bigger and mileage
more steps recorded. will be longer which then take students to travel
to other countries.
Google Forms –Popular sports, nutritional foods, something
•Students calculate their steps and convert them historical that relates to Physical Education.
based on the formula that I created.
•The data collected will show their improvements
throughout the year based on weekly,
monthly, quarterly, by squads, gender, grade
10. Mac
2nd – 4th Quarter Plan
•PE Website (under construction)
–Valuable information to parents about the curriculum
–Helpful information for students
•PowerPoints
–Used to show YouTube videos within the slides to demonstrate certain skills
–Grading, rubrics, rules, expectations
–Pictures of students executing a particular skills
•ConVA Student Response
–The instructor presents questions to the whole group at once or presents a
"do-at-your-own-pace" assessment to be completed by each individual in
accordance with the flow of the lesson or topic.
–Everyone responds to each question using their own device
–All participants get instant feedback on their device no matter what type of
responder they are using.
–Instructors have “real-time” results in a bar graph, pie chart and/or a tabular
format to track individual and class performance.
•IPad
–Students use to record their partners in skills.
–Critique and grade each other for improvements
11. Mac
The Future
•Polleverywhere.com
–have not used with my students yet
This was suggested by Doug and I have found this to be very easy to
use as a reference to gather a quick glance at the feedback of those
that answer the questions. In the video below, the participants use
their phones. At the elementary level, I would be using the desktop,
laptop, or IPad
http://www.polleverywhere.com/#video
12. “How I am using this experience to move your
instruction to the next step for transforming
mac
learning.”
•Impact on the learning
–Students have shown an interest in the pedometer use. They are even more
excited that they get to use the computer, laptop or IPad.
–Parents that I have spoken with already have said the “wow” factor and are
eager to wanting to work with their kids more.
–More student interaction among classmates
–More dialogue of the “why’s” to gain further understand of their research.
•Experience for the next the level
•Even though I have only been in the computer lab once to work with this
technology, I feel I am ready to take my “vision” and make it explode to a
point to where no one had ever seen something like this before. I know
that I need to keep up with the tech world, in order to keep my student from
being bored. At the same time, they’ll be teaching me how to make the
most of what I want to get across.
13. Linnea Anderson
Using technology to engage students, offer alternative
ways to interact with material, and provide for ELL
differentiation.
Edmodo: Created classes for both of the Language Arts
classes I'm working with. I'm also logged in to Mr.
Ashline's Edmodo class.
Blackboard is the portal.
I also have used Google Docs to Share ELL information on
all ELL students (saves paper!). This helps teachers
with differentiation.
14. Linnea Anderson
Evidence of Student learning:
Edmodo: Students have used this source to revisit
information presented in class. They can view short
videos, re-read text, download assignments and blog
about their learning and questions they might have.
Students are able to take a pretest for grammar and then
go on to Edmodo to practice skills that they need to
practice. Some students need a great deal of help while
others breeze through. This frees up valuable student
time. Worked with Maureen Scalia (also in Technology
class) to organize this.
15. Linnea Anderson
Moving Forward:
--Continue to refine my Edmodo classes.
--Have all ELL students linked to Edmodo
--Have a group of teachers who are in an Edmodo class
that contributes regularly regarding ELL issues, news
and concerns
--Continue refining Google Docs to disseminate ELL
information to teachers.
16. Pam Watts
Using blackboard I embedded 2 YouTube video
clips of How to Make a Pillowcase. After
teaching the students the basics of using a
sewing machine and making a hot/cold pack
under my instruction I wanted to flip the
classroom and have the students learn by
asking the questions and finding the answers
to "how to".
17. Pam Watts
Students worked with a partner.
I introduced 4 Habits of Mind that I wanted the
students to really focus on during the
process.
Collaboration
Striving for Accuracy
Persistance
Problem Solving
18. Pam Watts
At the conclusion of the unit the students and I talked about
the likes/dislikes of the process:
Likes: collaborating with a partner
access to the video to work at own
speed
Would Like: more computers-our server could not
manage multiple laptops running a YouTube
video at once.
-samples to reference along the way
19. Pam Watts
Other ways I've used technology:
--I took pictures of students working in the lab
and made a power point to show the
students as they walked into class the next
day. Great way to open the discussion
about the lab.
--To introduce meal planning I have taken photos of
various meals to lead to a discussion of meal planning
principles and plate presentation. Will present on
Thursday.
20. Pam Watts
Moving forward:
Would like to learn how to set up a google
docs in the classroom. I've participated in
several google docs but need to learn how
to set one up.
21. Enyth Carson- East High School
Using technology to improve student writing
and engagement.
Used Edmodo to give students a place to
discuss literature assignments.
Used the ladibug to record a writing lesson
22. Enyth Carson
Recorded myself discussing a topic the writing
students needed to use to write a letter.
The students later recorded themselves
reading the letter that they will later edit.
23. Enyth Carson
The English students created their own creation
myths that will be recorded.
The students will then take a survey on
Edmodo and vote on which myth was the
best and give their reasons on why that myth
was chosen.
This will then turn into a discussion on Edmodo
as to what is the purpose of writing.
24. Enyth Carson
The goal is to have students create a
discussion link about the topics we have
learned about in class that will spark the
desire to go deeper in their learning.
25. Karla Poremba - First Grade
Improving Student Learning Using Technology
My Objectives:
1. Enhance Student Engagement
2. Strengthen the Home-School Connection
Technology Tools Embedded in My Practice:
Digital Camera, Flip Camera, Document Camera, LCD, Internet, Photostory,
Bell-Graham/District Websites, BlackBoard, Curricular Websites/Programs;
Learn360; Apps
Work in Progress: Google Sites personal website
2012-13 Goals: Finalize website; increase understanding of Google Docs;
expand repertoire of Apps to improve learning and teaching
26. Karla Poremba - First Grade
Using technology to improve student engagement...
Evidence of impact:
Students are eager to...
• collaborate to read, respond to, and
create digital images and text
• research topics of common interest
• share new learning with others
• utilize information technology to
support content knowledge
27. Karla Poremba - First Grade
Using technology to Strengthen the Home-School
Connection
Evidence of impact: Frequent positive parent/student feedback
Examples:
Sharing Photostories with Parents:
• informs about student learning
• increases insights about school experiences
• provides a vehicle for conversations and
learning to continue at home
• Homework includes links to curricular websites enabling students to practice,
reinforce, and extend learning
• Google Sites...my website: gives parents and students access to information
and resources to support learning
28. Mary Clark 6th, 7th, 8th grade FACS
Use of Technology
Blackboard
• Posted sewing supply list for 7th & 8th grade
• Posted video of making a Hotdog Pillowcase
• Posted link to Lemonade Stand game
• Created hyperlink to recipe sites
Learn 360
• Sew Cool Productions
LCD Projector
• Created video on how to thread the sewing machine
• Instructed 6th graders how to access my class in blackboard
29. Mary Clark
Evidence of Impact
•
•
Fewer students asking for a new supply list-greater student responsibility
•
Supplies arriving to class my assigned date
Fewer students asking for individual assistance -less reteaching- more
peer to peer instruction- polled students on the effectiveness of the
•
threading the machine video
•
Students reporting they played the Lemonade Stand game at home
Student curiosity demonstrated-played the budgeting game that was at the
site with the Lemonade Stand game
30. Mary Clark
Moving Forward
• Creating more videos demonstrating sewing processes
• Using Edmodo groups for my 8th grade financial literacy
unit
• Posted videos on measuring techniques for future
classes
31. Caryl Anderson LA/SS -8th
Google Presentations
o Student Info for Me
o Info for Class
o Speaking/Listening Skills
o Visual Aid Skills
33. Caryl Anderson
Impact on Learning~
• Students were forced to work collaboratively on day 3 of
school for Google slides
• Book discussions on Edmodo have allowed for
discussion without pressure of fact-to-face interaction
o allowed multiple conversations
o students have more courage/opinions
• Blackboard portal has all links
34. Caryl Anderson
Future of Instruction~
• Immediate assessment of instructional need based on
real-time student work
• Increase/extend student engagement
• Students are able to sef-assess based on peer work
• Parent access to student work
35. Katie De Felice-
Speech Language Pathologist
• I used Learn 360 to read Pete's a Pizza to a large group
of preschool students using the Epson projector
• 15 students total and 4 have IEP's
• The target was /p/ in the initial position of single words
and in phrases
• After reading the story, the students had to retell the
events and act it out
• Students were the dough and we rolled them out,
sprinkled cheese on top (paper), etc.
• Homework to make someone at home into a pizza
36. Katie De Felice-
Speech Language Pathologist
• My evidence was gathered informally by checking to
see if comprehension occurred
• After reading the story the students were asked to retell
the events
• One specific student working on the /p/ sound used the
sound in words with 80% accuracy
• Attention to the story was maintained for 5 minutes
37. Katie De Felice-
Speech Language Pathologist
The students engagement increased while
using technology so I will continue to address
student goals for articulation and language
using technology.
38. Sue Schiller
Use of technology:
Edmodo:
• Given quizzes and assignments
• Created and used writing groups in LA and media
groups in Communications
• Uploaded videos for Communications
Blackboard Discussion Board
• Created on-line discussion groups
• Uploaded videos as resources for a summative
39. Sue Schiller
Evidence of Impact:
• Quizzes and Assignments: Instant feedback was given
to students and teacher regarding progress. Students
who needed enrichment only were able to use Edmodo
for higher level activities during instruction time.
• Writing Groups: Differentiation was made possible and
students produced improved mini-prompts. Student to
student feedback was positive and encouraging
• Discussion Boards: Students had a true back and forth
conversation about a text at a higher level than orally in
the classroom.
40. Sue Schiller
Moving Instruction Forward:
• Continued use discussion boards with differing text
complexity levels should increase critical thinking
• Continued use of Edmodo for assignments and quizzes
will increase access to new knowledge, as the wait time
for assessment scores will decrease
• Continue to try to use the video feature (I had quite a
few issues with this!) to provide differentiation of tasks
41. Karen Saccomando
8th Gr. Special Ed.
Use of technology in LA:
• Used Google Docs to create:
o Reading Interest Inventory form
• Used Blackboard to launch form
• Created Powerpoint presentation showcasing 20 books for kids to
choose from for their Reader's Workshop novel
• Used Google Docs to create:
o spreadsheet to keep track of student book choices
• use of Edmodo for kids to:
o share ideas/opinions of their book
o discuss book with others reading the same book
42. Karen Saccomando
8th Gr. Special Ed.
Evidence of IMpact:
• Interest inventory: Students' reading preferences, opinions, and self-
assessment on spreadsheet for future reference and data collection
• SpreadSheet: allows for easy data tracking regarding student choice of
novels; will help make future choices for next quarter
• Edmodo: students are able to :
o be involved in discussions
o be easily and quickly reminded of assignments
o share some opinions of book through technology rather than all on
paper
43. Karen Saccomando
8th Gr. Special Ed.
steps moving instruction forward:
* Use interest inventory, book choice spreadsheet, & Edmodo discussions to
craft next book presentation based on student interest
* Continue to use Edmodo for book discussions
* administer further Reading Interest Inventories at the end of each quarter to
track changes and determine possible novels for upcoming quarter
* (Hopefully) Launch book talks with students in a middle school in ARizona.
44. Maureen Scalia
• Created an Edmodo link through my
Blackboard site.
• All students joined separate groups
by my Language Arts Blocks.
• Created independent study program
with subgroups for learning the parts
of speech.
45. Maureen Scalia
For the first part of speech(nouns) I have posted the
following:
• PowerPoint presentation overview on all of the parts of
speech
• PowerPoint presentation on nouns
• Practice worksheets
• Answer sheets for worksheets
• Prequiz (done together in the computer lab) This wass posted one week
after the above resources were posted so students had time to prep for
prequiz if they so chose. If students performed 90% or higher on prequiz
they did not need to do the postquiz or interim work. Paper copy of post
quiz done in class for those who needed it. Additional sub group one-on-
one direct instruction for those who need it.
46. Maureen Scalia
OBSERVATIONS:
• Teacher data delivery through Edmodo gives easy-to-navigate pie graphs
for immediate direct instruction on the weak element(s) needing work
• Students did better on this prequiz than similar prequizzes I've given in the
past
• Student reflections pointed to improved independence although this is still
an area for improvement
• It would be nice to figure out how to track student use of the resources
other than a paper/pencil reflection or blog
NEXT STEPS...
• Additional subgroup work needs to be posted for those who did not pass
the postquiz
• Similar units will be posted for all of the remaining parts of speech
• Collaboration with ELL specialist to expand, improve, differentiate lessons
47. Jeanne Johnson - Third Grade
Objective
1) Introduce students to a collaborative experience using google docs
2) Create a presentation for curriculum night to introduce the class and
demonstrate to parents one aspect of the use of technology in the
classroom
Activity
1) Using slides that I created with different levels of effectiveness to launch the
project, students learned how to write clues about themselves
2) Each student created a slide with clues about himself or herself
simultaneously in the LRC computer lab
Presentation
1) The class viewed the presentation as clues appeared on a slide followed by
the author's picture
2) Parents viewed the presentation at curriculum night
48. Jeanne Johnson - Third Grade
Evidence of Student Learning
• Through peer collaboration, students revised their clues
helping each other with word choice and making
decisions about which clue would be best to appear
first, second, and third to keep classmates guessing.
• Differentiation was evident as students worked to their
personal potential
• Students were engaged!
• Students learned ethical practice as they collaborated
on a single document
The following slides were created by students.
49. Who Am I?
I have two cavaliers.
I am an adventure guide.
I love wrestling because I get to see my
friends.
50. Who Am I?
I have one dog. Her name is Bailey. She is a
golden labrador retriever. She is very playful,
and she loves to play fetch.
My dad has a new job. He and my brother live in
Peoria Arizona. My mom, my brother, and I still
live in St. Charles, Illinois until we move.
I was born in a small town called Keller Texas.
I lived in Keller for five years. Then I moved to St.
Charles, Illinois.
51. Jeanne Johnson - Third Grade
Moving Forward
• I foresee using google docs in a similar manner for
students to share information in content areas as they
combine their knowledge to present as experts to the
class.
• I also see the possibility of using this as a reflection of
learning that can be recorded chronologically to share
with parents either created individually, with a small
group, or as a whole class.
• Students could create a slide as they work on a project
without having to wait until revisions and editing are
complete.
52. Melissa DeCamp- 6th and 8th Grade
Spanish
Use of Technology
• Create Formative Assessments on Edmodo
o Audio Assessments
o Video Assessments
o Multiple Choice Assessments
o Short Answer Assessments
o Retake Assessments
• Use iPads
o Continue with familiar technology for students
coming from Richmond
53. Vicki Phelps
• I have introduced my parents to my
BlackBoard and Edmodo sites.
• BlackBoard will be a parent communication
tools as well as an opportunity to integrate
blogs and wikis into my instructional design.
• Edmodo will be used to house individual
student portfolios with an emphasis on
student reflection and consistent feedback.
• Evidence of Impact: Parents provided an
abundance of positive feedback and support.
54. Vicki Phelps
Class Participation:
• The class has taken part in QR Scavenger
Hunts to differentiate math instruction.
• We used the iPads, and differentiated
groups found the color-coded QR codes to
solve the appropriate math problems. These
activities incorporated a variety of
instructional prompts.
Evidence of Student Impact: 100% student
engagement. :)
55. Vicki Phelps
Future Steps:
• Beginning in October, I will be teaching the
class how to navigate our class BlackBoard
site and Edmodo site.
• The class will complete a creative writing
wiki, as well as a book blog.
• The class will also begin to navigate the
Edmodo site by responding to survey
questions.
56. Melissa DeCamp- 6th and 8th Grade
Spanish
Evidence of Impact
• Students receive immediate results for
multiple choice assessments
• Students are in control of monitoring self-
progress
o Self-check and at-home study
• Most students improved on retake
assessments
57. Melissa DeCamp- 6th and 8th Grade
Spanish
Moving Forward
• Continue to use Edmodo for formative
assessments
• Work with parents to ensure collaboration on
at-home studying
• Work with students to increase responsibility
for learning
58. Kristi Richter-Duff - High School Art
Use of Technology:
1-Google Presentations - 3D media 2 students are using Google
presentations to create digital portfolios. For each new project,
students document their research and their completed artwork/
reflections in their google presentations.
2-Google Forms - I have been creating surveys using google forms
and using them as exit slips in my Digital Media 1 classes to check
for understanding on specific Photoshop tools and techniques
learned through class demonstrations.
3- Edmodo - HALO yearbook has adopted Edmodo as a
communication tool for advisors and staff.
59. Kristi Richter-Duff - High School Art
Evidence of Impact:
1-Google Presentations - Although the initial setup and the learning
curve for students was somewhat problematic, the benefits are
starting to show. Namely, in instances when students fall behind or are
absent during our computer lab days, students have the flexibility to
access their presentations from home in order to do research and
work on their portfolios.
2-Google Forms - The data and feedback that I have gotten from
students' taking the google surveys (as an exit slip) has been
extremely valuable. I am able to quickly check for understanding, get
feedback from each student about specific tools and techniques, and I
am able to react quickly to the students who need additional help.
3- Edmodo - The use of Edmodo as a communication tool for HALO
yearbook has just started, so I don't have any data yet on it's impact.
60. Kristi Richter-Duff - High School Art
Moving Forward:
1-Google Presentations - I plan to follow through the remaining of the
semester with students using Google presentations for their research
and portfolios and then weigh the pros and cons. Most likely, I will
continue to have students use Google presentations, but I may have
to take a look at the workflow and make some minor adjustments for
future classes.
2-Google Forms - I definitely plan to continue using google surveys/
forms as an exit slip for each unit in my digital media classes. It has
probably been the most natural integration of new technology that I
have used so far in my classes and it has also been the most useful.
3- Edmodo - I plan to continue to use Edmodo as a communication tool
for HALO yearbook staffers in hopes that it will prove to be beneficial.
Only time will tell.
61. David Quiroz
Parents as students
Used a survey to gather information on parent access to
technology and how it is used
Gathered and analyzed data
Next step: Proposal to
administrator to implement
parent CyberCafe program
62. David Quiroz
Presented basic concept of Cyber Cafe to parents during
curriculum night on
September 11th
Found high level of parent interest
Parents signed up to receive more information based on
interest level
63. David Quiroz
Goals:
To implement CyberCafe concept by the end of
October in order to educate parents on the
use of technology.
To communicate more effectively with parents
through the use of e-mail, Edmodo, and
google docs.
64. David Quiroz
Moving instruction to the next level...
By implementing the CyberCafe program
successfully this fall, I hope to involve more
parents in their child's learning through active
participation.
65. Doug Overton
I've been able to implement an essentially
paperless Physics classroom for 4 periods of
the day. (I've copied class sets twice to date,
both by student request)
The following technologies have been used to
achieve this:
• Blackboard Daily Announcements
• Blackboard Tests (used for labs, homework,
quizzes and tests)
• Google Shared Folder serving as science
Notebook
66.
67. Doug Overton
Students get directions
given through posts
on blackboard
announcements along
with attached files such
as "recycled" worksheets. Due dates and
upcoming events are given this way. Course
links help students navigate directly to
specific materials within blackboard such as
tests.
Blackboard is the portal for all my materials.
68. Doug Overton
Blackboard really has
a variety of questions
that can used for lab
questions, homework,
quizzes and tests. A
variety of feedback can
be provided to students
some of which is
immediate.
69. Doug Overton
Google Docs / Drive
have provided a location
for students and my PLC
to create, upload, save and
share documents and
pictures. The use of the
Google Drive app on the iPad has made this
much simpler, now without the need to email
files/pics to oneself to upload later.
70. Doug Overton
By observation I note higher student engagement, a
higher level of differentiation is provided, immediate
feedback has motivated a greater level of students
seeking re-teaching and revisions, basically kids are
learning better and maybe quicker.
Undertaking the "paperless" classroom was enough of
a fundamental change in my practice to cause a
serious reconsideration of the most basic material
presented too and expectations of students.
I will not claim that the technology in itself was the
reason for marked improvements in Physics
Learning in my classroom but at the very least it was
the catalyst.
71. Amanda Polzin -
English (9th and 10th grade)
Use of technology:
• Glogster: I am using Glogster with my English 10 class
for their summative assessment. They are responsible
for 9 total Glog posts and an accompanying paragraphs
supporting why their choice.
• Google Calendar/ Blackboard: I linked my google
calendar to my Blackboard site - I am still having
technology issues with this though - it's a work in
progress.
• Turnitin.com: I'm going paperless this year! All my
grading is on turnitin.com. I love it!
• Google Docs: We have used this in my PLC to edit
assignments and rubrics.
73. Amanda Polzin
Evidence of Impact:
Glogster: Students are very engaged and enjoy using this
tool. They must be creative in how they answer the
weekly questions and thoughtful in how they explain the
answers. They are also improving their internet
searching/ information accessing skills.
Google Calendar: TBD - still trying to get it to work!
Turnitin: Students receive feedback immediately once it's
graded. The format allows easier comments and quicker
grading.
Google Docs: PLC can collaborate much easier.
74. Amanda Polzin
Moving forward:
I would like to integrate Edmodo in my
classroom for discussions and collaboration.
I would also like to try to integrate Glogster
again. I want to have the kids create a glog
from a character's point of view.
I want to get my Google calendar to work on
Blackboard (or just create a Google site if I
have to).
75. Meghan Cannon
Objective: To enhance student discussion &
questioning through technology.
• Utilizing Edmodo and Blogs through Blackboard for class
discussions
Objective: To provide timely feedback to
allow for student reflection and goal
setting.
• Utilized Google Forms & Documents as a formative
assessment tool
76. Meghan Cannon
Evidence of Impact:
1) Students were engaged in a class discussion through Socratic
Seminar around the topic "bullying" that we are currently addressing
in Literacy Block. They were responding to a specific statement from
our anticipatory guide. They were asked to continue this discussion
over the course of the next couple of evenings by blogging about one
other statement that was on the guide that they had strong feelings/
opinions about... This blog led to more questions around this topic
that students recorded and brought back to class. These "essential
questions" have become our focus as we read our class novel
Bystander and various short fiction & nonfiction texts centered around
this issue. Some of the questions posed from this online forum that
we are exploring are "How do you deal with a bully?" "How strong is
peer pressure?" "Can bullies ever change?" Student engagement is
through the roof right now, because of the topic that we are exploring,
the use of technology that is being utilized, and the ownership that
they have over the questions that they brainstormed through their
discussions.
77.
78. Meghan Cannon
Evidence of Learning:
2) I created a reading/writing inventory that students
responded to the first week of school by accessing the link on
Edmodo. After the data was collected, the student and myself
had a conference to reflect upon the findings and create a
measurable goal for first quarter.
79.
80. Meghan Cannon
Moving Forward:
I will continue to foster discussions and
collaboration through Edmodo, BlackBoard
Blogs, and Google. Specifically, I am working
on creating a "virtual" notebook for an
upcoming partner reading assignment.
Instead of keeping a paper copy that is
passed back-in-forth between partners as
they read their novel, I am finalizing the
logistics of it being on Google for pairs to
access simultaneously.
85. Next Steps:
• Collaborate to continue to find ways
to support teacher use of Edmodo
for communication & sharing of
ideas/ resources
• Expand use of Edmodo with inquiry
groups, book groups & PLCs.
Amy Overton - Slide 5
86. Margaret Guseman TMS - 6th
grade SS/LA
Use of Technology with Students
• Google Forms - created self assessment for reading
and writing habits/interests
• Edmodo - created practice quizzes/study guides,
administered quizzes, practiced appropriate response
writing with current events post
• Blackboard - created a resource center for homework,
worksheets, study guides, useful links, and tips;
students added their own resource by creating and
posting online flashcards
87. Margaret Guseman6th grade SS/LA
Margaret GusemanTMS -
Evidence of Impact on Learning
Google Forms
• Bi-weekly conferences on
students' reading goals
reference their self-reported
habits/interests.
• Better ability to identify
struggling readers and
intervene sooner, as well as
help students find reading
materials that better match
their interest or level.
88. Margaret Guseman6th grade SS/LA
Margaret GusemanTMS -
Evidence of Impact on Learning, cont.
Edmodo
• With the use of practice quizzes/study guides, the
average class performance on quizzes has gone up
one letter grade.
• Students who are quieter in class are writing directly to
me through Edmodo.
89. Margaret Guseman6th grade SS/LA
Margaret GusemanTMS -
Next Steps
Google Forms
• create quarterly reflections for both self assessment and class
evaluation
• use feedback from Writing Self-Assessment to look at/revise peer
editing process
Edmodo
• Use item analysis from quizzes to identify areas that need
reteaching
• Integrate more video for and polls for overnight exit slips
• Continue work on how to write appropriate posts
Blackboard
• Establish and promote the use of discussion boards for digital lit
circles
• Continue to build up library of student-created resources
90. Jodi Falotico
How I used technology with students:
* I did a quick survey in Edmodo which said,
"So far this year, school has been pretty
easy." They had to choose from these
responses: "yes", "no" or "sort of"
* I put a "note" on Edmodo that said, "Respond
to this question: Describe how you keep
yourself organized and stay on top of
homework assignments."
91. Jodi Falotico
Evidence on how this impacted learning;
* For my survey question, it was very interesting how my three L.A. classes
responded; two had mostly "yes" responses, but the one had a 50-50 "yes"
to "no" ratio. Now I am taking the kids in this class aside to find out why they
answered the way they did since the other two classes seemed fine.
Interestingly enough, I am getting a 40% completion rate on homework in
this class where my other two are closer to 75-80%.
* The responses to my second question were very thorough for my two classes
with kids who've used Edmodo (all from Richmond), but very sketchy and
not even focused on the topic for the kids who've never used Edmodo (no
Richmond kids; only B-G and Wasco).
* The impact on learning here is really focused on the "Survival Skills" and not
directly tied to a content area. Not only was this reflective for the students, it
is a springboard for discussion for me as their instructor.
92. Jodi Falotico
Moving instruction to the next level:
* Taking the information from my questions, I now know what kind of work I
have to do either whole group or small group to strengthen organizational
skills and work one on one with individuals to help them navigate middle
school.
* Having seen how the students work with Edmodo, it is clear that Richmond
kids have had instruction on how to craft responses and what is acceptable
use, but I am going to have to step through that piece with my B-G and
Wasco kids.
* I have already started tapping into the Richmond groups to find out what their
computer teacher from last year did with them that has them now writing
very good responses instead of just chatting with friends and giving me one
word answers.
93. Lori
Drumtra
–
U.S.
History
• Technology
Used:
o Edmodo:
Assignments,
Alerts
o Blackboard:
Used
primarily
as
a
place
for
students
to
access
materials
used
in
class
o Google
forms:
Created
form
to
acquire
data
regarding
students
previous
experiences
and
interests
in
Social
Studies
o LCD/Ladybug:
Used
everyday!
Bellringers,
video
clips,etc.
94. Lori
Drumtra
-‐
Evidence
• Edmodo:
I
have
used
Edmodo
for
one
assignment.
All
students
(84)
were
able
to
access
the
link
I
provided
and
submit
a
response
to
a
quesMon
that
I
had
asked
them.
• Blackboard:
I
combined
blackboard
pages
with
the
other
AP
U.S.
History
Teacher
so
there
is
only
one
AP
U.S.
History
page
for
the
students.
We
have
used
the
site
as
a
place
for
students
to
access
materials
we
have
given
out
in
class,
put
a
link
to
the
textbook
that
has
all
kinds
of
useful
tools
to
help
them
prepare
for
tests,
etc...
95. Lori
Drumtra
–
Evidence
(cont.)
• Google
Forms
–
The
only
form
I
have
used
thus
far
is
a
survey.
Approximately
60
students
responded
to
the
survey.
The
informaMon
provided
gave
me
some
insight
to
the
background
of
the
students
in
my
class
–
what
social
studies
courses
and
what
level
had
they
taken
prior
to
taking
AP.
I
can
then
use
that
informaMon
to
tailor
my
lessons
and
assignments.
96. Lori
Drumtra
–
Evidence
(cont.)
• LCD/Ladybug:
The
use
of
this
technology
has
been
incorporated
into
my
lessons
on
a
daily
basis.
Not
only
have
I
been
able
to
bring
in
more
resources,
but
I
am
amazed
at
the
amount
of
Mme
it
saves
–
no
more
Mme
wasted
“seYng
up”
LCD
machines,
overheads,
etc...
97. Lori
Drumtra
–
What
Next?
• Edmodo:
My
use
of
Edmodo
thus
far
has
been
one
direcMonal.
I
would
like
to
change
this
and
make
it
more
of
an
interacMve
tool
–
to
use
it
more
as
a
“discussion”
tool
outside
of
class.
• Google
Docs:
I
had
some
problems
combining
google
docs
with
Edmodo
that
I
need
to
work
out.
I
want
students
to
use
google
docs
for
group
assignments
and/or
presentaMons
• LCD/Ladybug:
I
would
also
like
to
have
students
use
both
of
these
in
presentaMons
98. Sonja Brazell -- PLC Folder on
Google.doc
•This has ended up being the most helpful, for
our PLC enters all our work for each unit here.
We can utilize what other teachers are doing
and access it, whether at home or at school.
•With the emphasis on pre-testing,
differentiation, enrichment, etc., our PLC is
working together to create formative
assignments that meet all these areas.
Students benefit by receiving more
individualized instruction.
99. S. Brazell -- Videos on My
Blackboard Page
•For the summative of our 8LA listening/
speaking unit, students read 2 articles and
watched 4 videos on the topic of high school
sports.
•The videos were on my blackboard page, so
students could watch them as often as needed
to prepare for the small group discussion.
•Students appreciated the opportunity to re-
view as much as they needed on their own time
to meet the standards of the assignment.
100. S. Brazell -- Using a Ladybug
•I have a ladybug in my classroom this year,
and I use it all the time.
•It has been especially helpful in grammar
instruction and in teaching active reading.
•I can put the text on the screen and mark,
highlight, point out how to inference and draw
conclusions from implicit details.
•It helps students follow along and clarify their
thinking. After modeling, I have students
answer questions, and I can check their
101. S. Brazell -- Moving my instruction
to the Next Level
•I want to use google.doc in the writing
process. My students have now been logged
in, so we can start using it with the next writing
assignment. I’m especially interested in
tracking revisions to improve my instruction of
that step in the writing process.
•I also want to make videos from the ladybug to
load onto my Blackboard page. This would
help re-teach students who didn’t understand,
as well as be available to those who were
102. KrisAn
DiTella-‐-‐Social
Studies
(10th
and
11th
grade)
How
I
used
Technology
with
my
students:
1.
Blackboard-‐-‐I
used
this
mostly
as
resource
for
my
students.
I
put
various
homework,
study
guides,
assignments,
etc.
on
my
page
so
students
could
access
this.
I
also
created
various
homework
journals
for
my
students
to
reflect
and
post
on
blackboard.
103. KrisAn
DiTella
How
I
used
Technology
with
my
students:
2.
Edmodo-‐-‐I
created
various
discussion
quesMons
pertaining
to
various
primary
source
documents
and
had
my
students
respond
and
discuss
with
each
other.
I
also
used
the
quiz
part
of
this
program
to
gather
data
on
student
interest
and
learning
style
3.
Ladybug-‐-‐I
use
this
everyday
for
going
over
homework,
sharing
ideas,
student
examples,
etc.
104. KrisAn
DiTella
Evidence
of
impact:
Blackboard-‐-‐Parents
are
more
informed
and
students
can
access
extra
assignments
and
other
class
materials
if
they
need
more
copies.
Journaling
has
helped
me
to
get
to
know
my
students
becer
and
is
a
quick
way
for
students
to
reflect
on
their
learning.
Edmodo-‐-‐This
has
really
helped
me
to
create
a
collaboraMve
class
environment.
The
students
are
enjoying
responding
to
each
other's
posts
and
I
am
impressed
at
the
responses
and
ideas
they
are
sharing.
The
quiz
feature
is
an
easy
and
efficient
way
to
poll
the
class
and
to
hear
the
student's
opinions
on
key
events.
105. KrisAn
DiTella,
Evidence
cont.
Ladybug-‐-‐I
am
actually
comfortable
with
the
Ladybug
this
year
and
use
it
daily.
This
has
allowed
me
to
be
more
clear
with
my
students.
I
am
able
to
show
examples
and
answer
quesMons
clearer-‐-‐I
feel
like
I
don't
have
as
many
random
quesMons.
106. KrisAn
DiTella
Taking
my
instrucMon
to
the
next
level:
Googlesites:
I
feel
that
using
all
of
these
tools
has
improved
both
my
teaching
and
communicaMon
with
students
and
parents.
I
am
hoping
to
learn
and
understand
Googlesites
more
over
the
next
few
months.
I
hope
by
the
end
of
the
semester
that
I
will
have
a
Googlesite
for
each
of
my
classes
and
will
be
able
to
use
tools
like
Googledocs
and
other
programs
associated
with
Google
in
my
classroom.
Googledocs-‐-‐I
want
to
have
my
students
use
this
more.
Especially
in
for
class
projects
like
trials
and
debates,
etc.
107. Paige
Staroske
2nd
Grade
What I have accomplished so far:
• Created a Google site for parents
• Created my first Photo Story with students
• Used document camera to capture visuals
used in lessons
• Trained students to independently use a
website for differentiated math practice on
laptops in the classroom and at home
108. Paige
Staroske
2nd
Grade
Evidence of Impact:
• Many students have already increased
their score for speed and accuracy of their
math facts
• Students are logging on at home and
practicing math facts
• Students are using the document camera
and projector to explain their strategies
• Students are asking to make the next
Photo Story
• High level of student engagement with use
of technology
109. Paige
Staroske
2nd
Grade
The Future of Technology in 2S:
Students will be creating Photo Stories to:
• Capture classroom events and post on
our website for parents
• Document their learning
• Retell a story they have read
• Share their learning with others
Students will be producing additions to our
website.
Students will be using the internet as a
resource for information as well as a source
of activities to further their skills.
110. Final
Thoughts...
Contribute
to
an
important
district
conversaAon
Now
that
you
have
survived
the
course,
and
put
some
quality
instrucMon
using
technology
into
acMon,
you
have
some
new
insights
that
others
could
benefit
from.
Visit
the
linked
Google
Doc
in
our
Final
Session
link
on
Blackboard
to
record
your
thoughts.
Thanks!
111. End
of
Course
EvaluaAon
My
Learning
Plan
Link
&
instrucMons
on
Bb
