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Wednesday, June 9

  1. page Module 4 Activity edited Module #4 {icon_back2school_128x128.jpg} ... h. Use a set of standards to evaluate the in…

    Module #4
    h. Use a set of standards to evaluate the information, ie. Guide for Educators by Kathy Schrock
    i. Ethics, check for information citations for quoted materials.
    Rhonda Stucky:
    Most often I Google it. Years ago I often had to include descriptors like quotation marks, +, or – to narrow searches. In the last couple years, though, I’ve noticed that that has been less necessary as search engines improve. I still revert to that if my searches are coming up empty.
    I’m helping put together a Middle School unit for teaching students how to research on the internet so this topic has been on my mind lately. These are some ideas:
    What information am I looking for?
    Teach students how to choose keywords related to their search topic.
    Where will I find the information?
    Teach students about the various types of search engines.
    How will I get there?
    Teach students how to refine their searches using advanced search options or search descriptors.
    How good is the information?
    Teach students to decide if websites are credible using tools such as Kathy Schrock’s Critical Evaluation Surveys.
    How will I ethically use the information?
    Teach students how to properly cite online resources and define the consequences for plagiarism.

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    1:34 pm

Wednesday, December 2

  1. page Fall09TechGroup edited Share Tabs is a great way to put many URLs on one site. This allows students to quickly access the…
    Share Tabs is a great way to put many URLs on one site. This allows students to quickly access the sites that YOU want them to see first.
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    7:58 am

Sunday, November 22

  1. page Laurie Sloma's ideas edited One of my goals for the coming school year is to offer more reflection time for my students. On Fr…
    One of my goals for the coming school year is to offer more reflection time for my students. On Fridays I want to give them 10 minutes to reflect on what they learned over the past week. I would like to start a blog for them to express their ideas. This coincides nicely with teacher NETS standard #1c "promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes." I found a great site ( to help me do this. I arrived at this website after playing around in . In this website, under the button labeled "Presentations" I found another great tool called "Prezentit". Using this tool the students could work together on a group project outside of school without getting together at someone's house. This would help satisfy NETS student standard 2 for collaboration and communication, "students use digial media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
    I also wanted to find some sort of tool for assessment. One that I came across was at In the left sidebar under "Assessment tools" I found "Annotate." With this tool a student (or the teacher) could collect feedback from other members of the class on a document that you post. A great idea for peer review before turning in assignments or as some sort of quiz where the students have to find the mistakes.
    Great ideas Laurie that you have shared incorporating the NET standards to engage and motivate students! Blogs are an excellent way to assist students to be reflective life long learners and writers. This opportunity you are providing them- models the importance of processing information that has been presented, time for synthesizing information and making real-world connections for each student to retain and build background knowledge. Here is a Edublog PDF that I use when working with teachers through my Intel Essentials training for a step-by-step guide. I hope this will assist your efforts!
    Written by NAOMI HARM
    Thank you Naomi! I will be sure to reference it as I set up the blog for the upcoming school year.
    Module #4 Activity 1
    Currently, when I need to look up something on the internet I start with Google. Sometimes I know specifically where to find a reliable source, such as for a health question I start with WebMD or the Mayo Clinic site. When I first started reading the list about DIF I wasn't sure that I was up to speed on what they were talking about. But then I realized that I do know how to search for information and use reliable sources. I think that is one of the toughest aspects about digital information, making sure the author/publisher is reliable. An idea that caught my attention and that I will focus on with my students is "demonstrate focus to avoid distraction." There is so much information out there it's easy to go off on a tangent while following all of the links. I will also continually remind my students when they are doing a search to "translate a natural language question" and then "determine if the information addresses the natural language question." I think this will help them to stay on task and avoid floundering in all of the data.
    The one thing I questioned myself on was "understand the organization of digital information." I have never been formally taught the organization of digital information. Is there something that I am missing? Will we be formally taught this as we continue this module?

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    6:17 am
  2. page Julie Skelton edited Teacher Standard: 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and…
    Teacher Standard:
    3. Model Digital-Age Work and Learning
    Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
    a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
    b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success
    and innovation
    c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
    d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
    resources to support research and learnin
    I believe in modeling, if we expect students to do these tasks, we should be doing them as well. Using these tools while we teach, and then passing the resources onto parents is a vital for follow through. My goal this year is to keep my webpage current, and to make a committment to using the technology I know how to use in my classroom.
    Student Standard:
    2. Communication and Collaboration
    Students use digital media and environments to communicate and work collaboratively, including at a distance,
    to support individual learning and contribute to the learning of others. Students:
    a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
    and media.
    b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    c. develop cultural understanding and global awareness by engaging with learners of other cultures.
    d. contribute to project teams to produce original works or solve problems.
    My student learning goal this year is for students to truly learn the art of collaboration. I work in a district that dedicates every Wednesday to collaboration for its staff, but I do not feel this message is carried through to our students. I learned a long time ago that sometimes students are the best teachers, they at times can explain (better than I have ever dreamed)a problem to a student. Why aren't we tapping this resource to its fullest potential. Allowing students to collaborate online and face to face will be a powerful learning tool for my students this year!
    {} permalink Posted Aug 6, 2009 2:22 pm
    3 Web 2.o Tools:
    All three of these are content specific. The first on the list is a math website. Ia m always looking for ways to send math home, but not in worksheet form! Kids need interaction when practicing their math, and this takes a little pressure off parents as well. If we give kids these resources they may not fight practicing and learning!
    The second on the list is a classification tool. In fourth grade our animal unit really goes in depth with classification. It would be nice to use this as a reinforcement tool.
    The last one I was very excited to find! It is about Wisconsin. I find age appropriate content about Wisconsin can be difficult to find, and this website is perfect!

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    6:17 am
  3. page Jodi Rupnow's Web 2.0 Ideas edited I have been given the opportunity in August to be trained in the use of SmartBoards in the classr…
    I have been given the opportunity in August to be trained in the use of SmartBoards in the classroom.Our district is slowly coming on board with bringing these interactive boards into our schools. After this training, I will become one of the staff trainers for this tool in my building/district. I would like to focus on a lesson that meets the NETS-T standards #1 and #5 in regards to training myself as well as my peers. I am hopeful that I will be able to construct learning opportunities for my colleagues that will inspire, engage, and excite them to use this fantastic learning tool. My lesson will focus on the student standard #4. I want them to know that using the interactive boards needs to become a seemless mode of teaching and not done just for the sake of use this cool gadget. They will need to understand that they need to make professional judgement calls on the most appropriate times and ways to use this tool. I found a number of ideas that could work well with the SmartBoard as I looked through I would like to include some of these ideas in my trainings.
    As I played around in the various Web 2.0 features Naomi shared, one thing kept ringing in my brain. These applications can really make student learning authentic. This made me think of the simple research projects we do with our 2nd graders each year. Many of researching tools I came across will certainly help me better meet the NETS-S standard #3 and the NETS-T standard #1. I would like to have my students use more digital tools and resources as they conduct their introductory research on the planets, dinosaurs, and on holiday traditions around the world. One idea I had for this was to connect with "experts" on these topics and have my students interact with them to help with the research. While I realize this will take more work on the front end, I always have parents that want to work in my classroom and this may be a good way to use them and to expose my students to innovative ways to collecting information. This will enrich these projects from just having them regurgitate facts to one that is more meaningful and authentic. I think for my one sanity, I will start with one project this year and move on from there :)
    Jodi- I can also see from your wiki reflection that you are o enthused about incorporating the many resources this online class has to offer. Good for you that you will take the lead of incorporating the Smartboard initiative within your school district. Here are some resources to support your teaching and learning practices that I have put together for my Smartboard trainings that may assist your efforts.
    1. My blog will provide you an ebook I have created and published. hover over and click on the flip book to expand to full page, and then you will be able to download the book for an instant training manully from the top bar option to either print or send the link to yourself.
    2. Multiple resources for the elementaty, MS/HS and university level:
    3. One of my favorite sites include "Teachers Love Smartboards" Lots of showcasing of exemplar examples of infusing Smartboard technologies into your lessons, and he also has a monthly newsletter you can subscribe to as well :) (Written by Naomi Harm)
    Naomi, THANK YOU! These are great resources! I can't wait to look through these all and put them into action! I appreciate you sharing these with me!

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    6:17 am
  4. page Jennifer Doucette's response edited I selected to investigate activities to support the teacher standard involving creativity and exci…
    I selected to investigate activities to support the teacher standard involving creativity and excitement through the use of technology. My discipline of Comm Arts lends itself nicely to incorporating technology into almost every lesson. It doesn't hurt that my writing class is in a computer lab, so computer access is not a problem. I decided to focus my searches on the lesson concept of vocabulary. In each class I teach, vocabulary is a huge topic, and I like to encourage new ways of understanding for the vocabulary words.
    I just located this great website that has videos to represent vocabulary words. The web site is On this site you can view short videos that use the word in context as well as display pictures to represent the word. I also found it cool that students could interact to study these words with online flashcards that the website creates. Finally, there is an area that you can choose to upload your own videos of words. Fun! In conjunction with the prior website, I found a great site called where students can create their own comics. I use a lesson where I cut the words off of the comics from a paper, but this site allows you to create your own comic by selecting characters and backgrounds already created. What I like about this is the quick access this would give to the idea of creating a comic, allowing the students to be more efficient with class time. Finally, I have been playing around with a blog site called 21classes for the past year, but I am interested in looking into more sites like Laurie has been doing. I also liked the site where students can post blogs with the teacher being the administrator in control of that. I am not certain yet if I will switch my site, but I like the idea that students could even upload the two above vocabulary activites on the blog to share. I feel like I have just tapped into the numerous resources out there, but this was a fun search!
    Jennifer- thanks for sharing the many websites with the rest of us, and we can clearly see they will compliment your teaching practices. About two year's ago with Intel we used 21Classes for a blog web presence, but now we have the choice to use Blogger or Edublogs. A lot of our western, WI school districts use both. Here are the PDF's if you are interested in getting started with these blogging tools. {Facilitator_Blogging_Tutorial.pdf} {blogger_tutorial.pdf}
    (Written by Naomi Harm)

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    6:16 am
  5. page Figgy's Space edited Overview for Module 3 Assignment: Perusing through the plethora of resources provided on Naomi's …
    Overview for Module 3 Assignment:
    Perusing through the plethora of resources provided on Naomi's Module 3 page inspired several ideas. I finally had to go to bed at 2:00 am, teeming with ideas. Here may be a few that may benefit a few teachers out there.
    First, I came upon this website created by a retired English teacher to promote elearning: For those of you who have SMARTboards or other interactive white boards in the classroom, this site offers some neat resources such as a timer that counts down or up (and can be used with just a projector/laptop combo), a magnet board for reviewing or introducing concepts, a spinner/quiz device, and even a scoreboard. I have the luxury of having a projection system in my high school classroom, but not yet a permanent whiteboard, so I also looked up the infamous Johnny Lee YouTube video on how to convert a flat surface into a makeshift interactive board using a Wii remote: (PS--He also has a video on how to create an interactive pen.)
    Applications to the classroom:
    Timers used for my timed writings or in-class activities or cooperative group activities/
    Scoreboards for the infamous vocabulary review games to establish teams and scores
    Magnet board--
    This is a really cool device that I could use to have kids differentiate the types of conjunctions, compare/contrast literary concepts, review rhetorical strategies, etc. There are several backgrounds to use (Venn diagram, two-columns, line continuum, etc.) and you can include the words that kids have to organize. If you have an interactive board, they can complete it (drag the words to the "correct" spot on the graphic organizer) in front of the class as a group activity, checking notes or receiving feedback from peers and the instructor
    ISTE student standards 4 and 6; ISTE teacher standards 1-3
    Draft It:
    Often I have kids collaboratively write, especially as they learn to present captivating intros and analytical conclusions. With this drafting application, kids can use this wiki"esque" version of a document that saves each stage of the drafting process and "plays" it back to demonstrate the collaborative changes made: Very cool--and no need to assess--the learning happens collectively. A final version can be shared in class with a discussion of strengths and areas that have been improved and can continue to be "tweaked." I can link the final products to our classroom web page.
    ISTE student standards 1, 2, 4, 6; ISTE teacher standards 1-3
    Although several standards are utlized for these applications, the one I most would like to concentrate on is the ISTE student standard 4--promoting critical thinking skills using the appropriate digital applications and ISTE teacher standard 3--model digital age work and learning. Being exposed to these various resources, it is evident that kids' homework assignments can be as varied as the lessons taught. If I can seamlessly incorporate technology into the interactions students complete for their homework, maybe they will actually DO their homework that they currently think is irrelevant to their learning. My AP students' progress last year was greatly hindered by the fact that the kids would haphazardly complete their homework. Consequently, the rate of learning and applying the analysis process was truly impeded, frustrating both me and them in the long run.
    Next Steps:
    I hope to use the podcasting and video capturing tools ( to share "how to's" for the technology I will be using with my class. I have been using the Moodle classroom management system for the past two years and want to really bring in some of the Web 2.0 sites offered in this course. For those applications that I do not cover in class (or even to review those I may introduce in class), I want to be able to videotape the process of accessing sites, utilizing the application, and storing it on our site. It will give me the opportunity to explore these programs and even model it for kids to use and share on the discussion board or wiki features.
    WOW! I am so glad I have inspired you. I can feel your energy and enthusiasm through your wiki post! You have found so many great resources to support your classroom this Fall and with the online component of Moodle, you will empower your students to really dig into the content you are providing for them! Some additional tools I have seen teachers use to provide quick tutorials embedded within Moodle to support a self-directed learning environment with their students include and both are free screen and video capturing tools to create quick tutorials for teachinga and leanring. (Written by Naomi Harm)
    Who is Figgy? So I can you credit where credit is due :-)
    Sorry, Naomi--this is Debbie Figueroa (Figgy), also known as the Figster, Figmeister, and at times, the Figinator (but only in extreme cases). Thanks for the links--I can't wait to put them to good use!
    Jen--here are the multiple work docs--I use this for a sophomore class. They complete it in the lab and we discuss the results the next day (I collect them and determine what misconceptions they have. I do not grade it.) {evaluating websites an online tutorial and assignment revised.doc} {Academic Misconduct.doc} {Avoiding Plagiarism and Properly Documenting Sources.doc}

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    6:16 am
  6. page Catherine Michalsen's Technology Ideas edited The first unit of study I would try would be on persuasive speaking. It would tie in with Standard…
    The first unit of study I would try would be on persuasive speaking. It would tie in with Standard #2 for Teachers and Standard #2 for Students. This lesson is found on the ReadWriteThink Website and basically has students assess their prior knowledge of the elements of persuasion to build their knowledge of persuasive speaking and writing. The students are then instructed and engage in the elements of creating podcasts. They then must research a local, state, national or international issue and are instructed on how to evaluate the information they find and narrow it down to one topic. They must create a persuasive podcasts with their issue and engage in the drafting, editing, and publishing in the writing process as they create their podcast content. They publish their podcasts and students listen to the other students' podcasts. They self-reflect on their
    experience with the podcasts and take an assessment on podcasts.
    The second lesson I would try would address Standard #2 for teachers and Standard #3 and #4 for students. This is one I would like to either find or create myself and would be a financial lesson. I would give each student $5000.00 (imaginary of course) and I would tell them they have to invest some of it, save some it, and they need to buy a computer and they would like to take a short, inexpensive vacation. Their job is to research on the "AllmyFaves" website and check out the best options for investing and access a broker to ask questions and pick an investment. The would use the banks link and find the best option for their savings account and pick a bank to deposit their money in when they are ready. The would use the vacation link to find an inexpensive vacation they would like to go on and figure out the cost for the entire trip. Lastly, they would research the best computer using the consumer guide and check prices for that computer and pick the best computer for their money. They will create an expense report using a spreadsheet that lists their purchases, prices and where they will buy it from and then calculate how much they have left to invest and how much left for their deposit for their savings account.
    Catherine you have so many rich and unique ideas to promote self-directed student learning- I love It! I too am truly passionate of incorporating podcasting into my classroom with adult learners. Students have all ages need to realize the importance of researching a topic, script writing to persuade and tell their story, and publishing an audio file to basically "sell their product' or "make their claim" or "persuade others." I am attaching a few PDF's I have used with podcasting that have worked well with students and adult learners in my podcasting classes. I hope these documents assist your efforts!
    {ELI7003.pdf} {podcastrubric3.pdf} {RadioWillowWeb.pdf}

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    6:16 am