Identifying the Gaps Using Flipped Instruction

I recently read Salmon Khan's book The One World School House.  The book chronicles the history of the Khan Academy. It also presents alternative methods of instruction and curriculum design that emphasises personalized learning and pacing. I enjoyed the text and found myself in agreement with much of the content. 

One of the pilot programs that the Khan Academy setup involved a mathematics class. A class was designed in which the curriculum assigned was based solely on the Khan Academy. Students would work through the practice problems, view videos when they required direct instruction, and work with their teacher/facilitator for extra help. The resources and structure for this implementation are available on the Khan Academy website. While this concept of flipped learning and personalized planning is not a new idea their selection of "where to start" was unique. Rather than having all of the students in this Algebra I course start with Algebra I, the students started with simple addition and worked their way up through the math concepts.

The idea of starting from the beginning provided an opportunity for students to fill the gaps in their mathematical knowledge. If they struggled with a particular math topic in earlier grades or possibly just a had a "bad day" when a certain concept was taught the result may be a gap in knowledge that follows them.  What is interesting is that they were able to meet the requirements of Algebra I even by starting with addition because of the autonomy, personalization and accessibility offered by the Khan Academy. The class that followed this instructional shift recognized a significant increase in performance. One would assume that this method provided each student with the remediation that they needed in the most efficient manner.

In high schools across the country students are placed into remedial math courses if they have not passed a high stakes test required for graduation. These classes are test prep classes that prepare students to retake the assessment. I wonder if a better placement is to identify at-risk student preemptively and assign them a course based on the principles of the Khan Academy pilot?

 

Responding to Student Needs With Instructional Strategies

A number of established and best practices in education emulate the principles of inclusive education.  Educators today are better equipped to facilitate meaningful and inclusive education for students at risk.  However, a holistic and comprehensive school plan is an integral component of a school wide effort to provide all students with the education they are entitled to receive.  We must continue to enhance and expand the continuum of options available to our students.  Principles of this systematic plan include staff that is trained in successful instructional strategies, committed to teaching and progress, reflective on student performance, and responsive to the needs of all students.

In looking at instructional strategies, a comprehensive review of the lesson framework and the selection of strategies and practices contained is the first step. We can best meet the needs of our students by designing a classroom environment that provides opportunity for all. Do we design lessons that provide individuals the opportunity to connect prior learning, assess their understanding of content, collaborate with peers, ask questions and explore new learning?

When designing instruction to meet the varying needs of our students the instructional strategies we select are the first step to level the playing field. My colleague and I have designed an interactive pyramid of intervention to provide a toolbox for teachers. This toolbox aides in lesson design, instructional strategies and targeted interventions.  An exploration of the interactive Lesson Framework provides teachers with a toolbox of instructional strategies for each area of the framework.

Create Your Own STEM Textbook for Free!

The CK-12 foundation has introduced a new resource called the flexbook. CK-12 provides free access to textbooks for science, technology engineering, math and SAT review. They are now offering the ability to design your own "flexbook". You can read more about this initiative here. 

The web interface allows the user to select chapters from a text and then add them to your personalized flexbook. The editor allows the user to edit content in the chapter, insert text, insert images and insert videos. There are a series of easy to follow video tutorials that demonstrate how to add your own content.   Besides utilizing or editing existing chapters you can author your own chapter. The editor is very intuitive and offers a breadth of functionality.

Once you have finished curating the resources in your book you have options for sharing.

1. Share or Print as a PDF


2. Share as an online electronic book


3. Share as an HTML website.


4. Some of the books can be downloaded directly to the IPAD, Kindle, Nook Color, or Android Tablet.

You can share the book with your students by adding a link to it on your website or Moodle course.  There are a number of relevant books in the library. In many cases these books are best used to supplement the existing text and instructional materials already in place. The online textbooks utilize a number of primary source documents. They are designed to develop critical thinking skills.  You can search for textbooks that are aligned to the New Jersey standards and the common core standards.

The use of web-based, online textbooks that allow for the addition of personalized content offers a simple solution for educators to incorporate the resources of the web in one organized place.  Students, teachers and curriculum coordinators may author chapters or complete textbooks. Special education teachers may work collaboratively with general education teachers to provide flexible and differentiated content to meet the needs of their students. The possibilities are endless.

 

Enjoy

 

Flipping Instruction Using Video Tutorials K-12

How can we provide individualized instruction, independent learning opportunities, targeted review and supports?

These are the questions and the demands of today's classrooms. How can we differentiate, facilitate learning and utilize technology to simplify the process.  The Flipped Classroom Model of instruction is one example.

Student and teacher made tutorials or recorded lectures can be used to provide the supports needed in today's classrooms. The Khan Academy is the model example of how web-based recorded tutorial/lectures can meet the needs of many of our learners.  The Khan Academy provides concise video screencast tutorials for topics in math, science, and humanities. Many of the videos also link to independent practice exercise that students may progress through.

There is a feature called "coach" in which a teacher registers themselves as a coach. The students may then login to Khan academy with their Google Apps user name and password and link themselves to a coach. This allows the teacher to monitor their progress. This provides an opportunity for enrichment were students may progress beyond the current topic to more advanced topics that they are ready for. I have written about the Khan Academy in previous blog posts.  I would like to provide some examples of how this can be used immediately with students.

1. Flip the classroom - Students watch the instructional video for homework on their computer, ipad, ipod touch, or any other web enabled device. When they return to school the students apply what was in the video to class problems and projects. The teacher acts as the facilitator in the room to assist students who need help. Students may work in groups to apply and discuss what was learned.

2. Extra- Help and Support - Teachers may provide links to a tutorial on their class website or Moodle course. Students may access this tutorial at home or during class time from a class computer, personal cell phone or any other web-enabled device. Students may pause, rewind and fast forward depending upon their needs.

3. Test review - Teachers may link to a tutorial on their website to provide a review opportunities for students.

4. Enrichment - Teachers may assign students who have a strong grasp of the content the opportunity to create their own screencast tutorial using free recording services such as Jing.

In our district teachers have been successful utilizing our Moodle course management software. On Moodle, teachers can create topics within a course. In those topics they provide links to tutorials, discussions, work submissions and quizzes.

By utilizing these resources we not only provide the type of individualized learning necessary, we also incorporate technology which results in increased student engagement and college career readiness.

Below is a screencast tutorial the introduces the Khan Academy.

 

 

 

 

 

Web Based Inquiry Science Resource

The Technology Enhanced Learning in Science Foundation (TELS) is a funded consortium of seven universities, a non profit educational organization and several public schools around the country.  They have released a web-based tool for science instruction called WISE (Web-Based Inquiry Science Environment.

Here is a snippet directly from their site:

"WISE is a free online learning environment supported by the National Science Foundation.  In WISE modules, students work on exciting inquiry projects on topics such as global climate change, population genetics, hybrid cars and recycling.  Students learn about and respond to contemporary scientific controversies through designing, debating, and critiquing solutions, all on the WISE system.

Students do most WISE activities on the computer, using a web browser. The WISE software guides students through evidence and information pages that provide content, films, and discussion tools that encourage students to reflect and collaborate, and other tools for data visualization, casual modeling, simulations and assessment."

Students typically work in pairs on WISE Projects. The site allows teachers to create a teacher account. From the teacher dashboard you can assign projects and generate an access code for your students. The students then access the site, provide the project code and create their own account. From the teacher dashboard a teacher can monitor and view student progress and results. WISE is web-based. Projects range from 3-8 days. The software is web-based which means students can work on the projects in school or at home.

Why use an inquiry approach to science instruction

Research has proven that inquiry based learning is an effective approach to science instruction.  This type of learning involves the students taking on the role of a scientist.  "When students are active participants in asking questions, designing procedures, carrying out investigations, and analyzing data, they take responsibility for their own learning, and begin to think like scientists." (Glencoe)

 

WISE  has released a new version called 4.0. It can be accessed here - http://wise4.berkeley.edu/webapp/index.html. The site is still in BETA. They are in the process of adding resources and cleaning it up.  I would recommend registering your account with the new site. To view a short flash presentation on the features of WISE you can visit their original site by following this link: http://wise.berkeley.edu/pages/intro/wiseFlashIntro.php

 

Enjoy!

A Technology Integration Matrix - Developing our K-12 Neo's

The University of South Florida has published a technology integration matrix that is quite impressive. The matrix is to be used as a guide to initiate a paradigm shift with regards to how we infuse technology in the classroom. The matrix is an excellent resource for all k-12 teachers to not only assess where their level of technology infusion stands, but it also provides inspiration and a road map as we look to expand our use of it in our classrooms.  The matrix provides examples for each level for each of the core subject areas. 

Here is an excerpt directly from their site:

"The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells".

This matrix is a valuable resource for all educators. In our district we are working to develop rubrics for classroom walk-throughs. This matrix will be useful as we develop the look-fors.  It is also a great point of reference to share with teachers as we assess and discuss technology use in our district.

Thank you University of South Florida and the department of instructional technology for developing and sharing such a wonderful resource.

Primary Source Documents in Social Studies

Primary sources are the building blocks of history. They are not limited to printed documents. They may also be artifacts, places, sounds and images. When primary source documents are used in instruction they expose students to various perspectives on issues from the past. They promote inquiry. Students engage in question asking, critical thinking, inferencing and interpretation. In many instances classes that utilize primary source documents create an environment where students engage in debates about interpretations. They will challenge each others conclusions and engage in a rich dialogue.



Instructional Value

Students who analyze and discuss primary source documents will soon realize that almost all recorded events are subjective. They will be empowered to research and defend or disprove their findings. Primary source documents are supportive of the first framework of universal design for learning as well as differentiation. By providing multiple representations of content we can individualize the learning experience of our students.

A quote from Docs Teach

Primary sources encourage higher order thinking. As historians, students can link documents to see cause and effect relationships, fit historical pieces together to understand a whole story, understand historical events in context by relating primary sources to mathematical data or geographic locations, and assess primary sources as evidence to formulate interpretations about the past.

Providing Help for Students

Reading and analyzing primary source documents may be difficult for some students. Here is a guide that will help students learn how to annotate such documents in order to understand the documents and to become active readers. Here is a guide with some strategies for reading these types of documents.

Implementation and Extension with Web Tools

Primary source documents may be provided to students in electronic form. By using Moodle, blogs or wikis students may engage in discussions about the sources in forums, collaborate on analysis, and develop presentations regarding them. By building a library or collection of primary source documents we can not only differentiate for our students but we can move to an instructional model that is not dependent upon a textbook and allows for self-directed learning.

Docs Teach - www.docsteach.org

While there are many sources for such documents, Docs Teach is one worth exploring. It was developed by the National Archives. With Docs Teach we can setup classes and assign activities to classes. Activities consist of a collection of primary source documents and a related activity.  The activities are interactive. They encourage students to apply the levels of blooms taxonomy as they work to build  and support their interpretations within each activity.  Below is a screenshot of the available activities. Click the image to enlarge.

You will also find a library of activities that have been created by other educators and shared on the site.

Enjoy!

Add a Back Channel to Your Classroom

There is a new phenomenon occurring in classrooms, workshops and meetings. It is called back channeling. This refers to participants in a event communicating and collaborating with technology to take notes, ask questions and reflect in real-time.

A great tool to accomplish this is the website Today’s Meet. In order to get started you visit the site, create a room and send the link to the room to the other participants. The link to the meeting room can be posted on the board, linked to a teacher website or emailed to a group. The participants can immediately start a live chat. The results of the chat stay online  for the period of time specified. They can also be copied to a Google Doc and shared with the rest of the class.

This technology could be very useful as a way for a class to take collaborative notes and pose questions  while viewing a media clip, a speaker or a class lecture. Instead of having students sit and watch a media clip or longer video they can be engaged and interact with it. The teacher may post a couple of thought provoking questions for the students. While watching the video the students may use Today's Meet or a Google Doc to document their answers to the questions. By adding Q1 or Q2 to the start of the response, the teacher and students will be able to identify what they are responding to. Students may also comment on what they are viewing and add questions and reaction that they have.

Typically it is difficult to get students to take notes. When using this technology and asking them to multitask the students actually respond. As a result, the online documentation of the collaborative conversation allows the teacher to see what the students understand, what they do not understand and what topics require further discussion.

Today's meet could  also be used during video conferencing sessions with other schools or subject area experts. Students from both classes may take detailed notes regarding the event. These notes are then viewable online for everyone to review.  They may also post questions that the speaker may access and address during the presentation.

Many schools have utilized student owned electronic devices to maximize student access to back channeling. In some classrooms , that have only a couple computers, a few students are assigned the role of "class scribe" for the day. They are responsible for collaborative note-taking. These notes are then available online for the class to share and discuss.

Are you ready to FLIP the classroom?

There is a new paradigm shift occurring in classrooms.  Many of the most innovative teachers are turning the traditional K-12 classrooms upside down in an effort to individualize the learning experience for students. They are "Flipping" the classroom in order to make classroom instructional time more valuable to students.

"Flipping" the classroom refers to a new approach to teaching in which the students view videos, podcasts or vodcasts of classroom lectures at home for homework. In the classroom, students apply what is learned by completing what is typically identified as "homework" in the classroom. 

This innovative approach to instruction offers many instructional advantages. By viewing video lectures in Math and Science, students may pause, stop, rewind at their own will. They may also engage in the lesson at a time that is right for them in their own environment.  In the classroom students are provided the opportunity to apply what was learned in the lesson. Students work through the problems during class time. The teacher acts as a facilitator by circulating the room and providing assistance where necessary. Students also work with peers  or in small groups to collaborate on problems. This model allows the teacher to be available when the students need him or her most. It creates a student centered personalized learning environment.

In a typical classroom students would sit through a lecture in order to learn the content. They would then be assigned homework for that evening. Many students who did not grasp the lecture would struggle with the homework. When this happens they would just quit or not do it.  They would return to class the next day having to learn something new. By flipping the classroom, teachers can see who is struggling and provide immediate help for those students. The application of this new teaching style has presented fantastic results in student achievement and engagement.

Where do you start?

There are a number of free video screencasts available for math and science online. One example is The Khan Academy. This site, created by Salman Khan houses thousands or screencast lectures from basic math to advanced calculus. It also includes interactive practice sessions for students to apply what they have learned.   In the video below, Salman Khan explains how he created Khan Academy and how it is being used by educators.



In our district we have access to MOODLE. MOODLE is an online course management software. Teachers can post links to videos and other online tutorials that students may access from any computer with internet access.  We also use Google Sites or Wordpress Blogs. Each of these allow teachers to embed or link to videos that students may access over the web. There are also a number of free tools that allow  teachers to record screencasts of their lectures. Screencast.com and the Smart Notebook Software all offers these features.

My recommendation is to start small. One or two a month is a great way to get students exposed to the process and to measure its impact.

Facebook in the Classroom

Have you been to the Google Docs template gallery lately. If you have, you will notice that the available templates are continuing to grow. I recently searched for a template that could be  used to create a fictitious Facebook Profile. The first returned result ended up being exactly what I was looking for.

 Take a look at this Google Presentation template below.



Creating a Facebook profile is a great project idea for all grades and subjects. Students may create a profile for a historical figure, a scientist, philosopher, mathematician, or any other person of interest. You can start creating a Facebook profile using this template by accessing the Google Docs template gallery or by clicking here.

Enjoy!

Explore the Museums of the World - Google Art Project

I have been working in instructional technology for the past 10 years. During that time I have experienced the development of some amazing instructional tools. The Google Art Project goes directly to my "best of" list of innovative web-based tools!



The Google Art Project uses Google Earth street view technology to allow visitors to take virtual tours of the top museums in the world. Visitors can navigate the hallways, zoom in on art work to see the details of the brush strokes, view information about the artist, and build a personal art collection. There are so many great features to this site . I embedded a YouTube video that provides a short introduction to this site. It is well worth the three minutes it takes to view it. The video is from YouTube so if necessary you may to use a firewall override? (Jefferson Teachers please use your firewall login to bypass the filter)

Here is the link to the video: http://www.youtube.com/watch?v=GThNZH5Q1yY

Interactive Math and Science Simulations

I recently came across the PhET website project that was developed by the University of Colorado. I have found it to be a really great resource for all grade levels. Here is a description of the site taken directly from their about page:

PhET provides fun, interactive, research-based simulations of physical phenomena for free. We believe that our research-based approach- incorporating findings from prior research and our own testing- enables students to make connections between real-life phenomena and the underlying science, deepening their understanding and appreciation of the physical world.

To help students visually comprehend concepts, PhET simulations animate what is invisible to the eye through the use of graphics and intuitive controls such as click-and-drag manipulation, sliders and radio buttons. In order to further encourage quantitative exploration, the simulations also offer measurement instruments including rulers, stop-watches, voltmeters and thermometers. As the user manipulates these interactive tools, responses are immediately animated thus effectively illustrating cause-and-effect relationships as well as multiple linked representations (motion of the objects, graphs, number readouts, etc.)





The website contains simulations for math, earth science, chemistry, physics and biology.  They are organized by subject and grade level. They can be used on an interactive whiteboard, linked to a website or Moodle course , or as part of a lesson or classroom center. By providing resources of this type for our students we are providing them with multiple means of  representation of information. This is a key component of the UDL framework.

Students may become inspired by reviewing these simulations. Through the use of screencasting or digital storytelling they may decide to create their own visual representations of topics.

Enjoy!

Are we teachers?

Today during our professional development sessions we introduced a new project that our Supervisor of Special Education, Director of Curriculum & Instruction and I have been working on called "The Pyramid of Intervention" The pyramid is an interactive resource for all teachers K-12. It provides faculty with resources, instructional strategies and interventions that can be used to assist students in your classroom. It is designed to be the first steps before the I&RS process.

The pyramid is divided into 3 tiers. Tier one contains strategies and resources that can be used for all students in your classroom. As you move up the tiers you are narrowing your focus to those students who are "outliers" in your classroom. These are the students who are not responding to your varied modes of instruction. They require more targeted resources. Our tier 2 provides a large inventory of targeted strategies for these students. Each tier of the pyramid has a corresponding form.  The form is used to track your progress with each student that you move through the pyramid. It is a great tool for documenting what steps you have taken to assist those students.  The last step of the  pyramid is a referral for I&RS.

It is our hope that by requiring the implementation of the pyramid before the I&RS process we will be able reduce the number of I&RS referrals. We strive to be able to provide teachers with a very intuitive resource to go to in order to find the strategies and interventions that are necessary for their students. By documenting these steps in the forms, our faculty will be able to go to an I&RS meeting with documentation of what was tried, what worked and what has not worked.

I am very excited to provide this powerful resource to our faculty. Now that the presentations are over I have had time to reflect on what we have done.  I am reflecting on my own classroom experiences as a middle school and elementary school teacher. I only wish I had access to such a resource then. Working on the pyramid of intervention has focused my thoughts on instruction and differentiation. How important is it to treat every student and an individualized learner? How can we address the various levels, interests, and learning styles in our classrooms?

I ask the question, "Are we teachers?"  I say no. Teachers are individuals who Teach. The traditional definition is someone who teaches or instructs.  The model of, " I teach and you as a student choose to learn or not", does not properly represent what we are charged to do at the K-12 level. It more fully defines a college educator.  In a college students pay tuition. Professors teach content and it is up the the college student to decide if they will learn and apply what they have learned. It is not the responsibility of the  professor to ensure that all students are learning.  It is an entirely different story in K-12 education. I think a good name for us is "Student Learning Consultant". As I see it, our job is not to teach. Our job is to ensure that students learn. If a student is not learning it is our responsibility to identify the reason why and provide the interventions necessary to change the behavior.

Our pyramid of intervention, Universal Design for Learning tools, online pd courses and blogs that were introduced today are tools to  assist us in our challenge to ensure student learning. I look forward to helping you vet these resources.

Enjoy!

The New Textbook

The Apple Ipad has taken off in the consumer market as the product of choice for tablet consumers. This device has extraordinary potential for the classroom. I do not normally conduct product reviews on this blogs. I will save my review of the Ipad for a later date. I would however like to introduce you to a new player in the market. The product is called "The Kno". Take a look at the website below to learn more about this device. Many of the concerns I have had with existing tablet computers seem to be addressed with the new generation of devices.

http://www.kno.com/

After looking over these types of devices i start to think about the pedagogy that goes with them. What are we doing to differentiate in our classrooms? How are we supporting the Universal Design for Learning model? How can these devices be a tool to change what we are doing?  Do our schools have policies, supports, and resources that support the application of devices of this type in the classroom? Do we simplify access to the web for our students? Should we be teaching content from a textbook published 3-5 years ago? Can we develop creativity, innovation and global citizens by introducing these devices into our classrooms and budgets?

I believe that this technology will have a profound impact on the classroom and student achievement. However, there is a lot to consider.  Please feel free to comment below.

Free Ebooks from Google

Google has released a Ebook store. Google Ebooks can be accessed online at the following website: http://books.google.com/ebooks.  The ebook store houses a large collection of ebooks that can be downloaded. The books are available in formats for the iPhone, iPad, iTouch,  Android, the general web, Nook and Kindle.

What is unique about Google Ebooks is that Google stores your books in the cloud. That means you can access your purchased or free books from any of the above mentioned devices. Once you purchase or download a free ebook it is stored in your online Google account. You can then read the book from your computer at school and then open the same book from your ipod touch at home.  Books can be downloaded directly to a device for when internet access is not available.

There are thousands of free public domain books available.  A complete listing of the free titles can be found here. Students may sign into Google Ebooks with their Google Apps for Education user name and password that we have created for them.

The accessibility of ebooks in the cloud offers many advantages for teachers and students.

• For public domain books used in instruction (example: Great Expectations) teachers may only need to purchase a class set.


• Students can access the book at home from their computers or mobile device. A student who forgets a book at school can access it at home.


• Faculty members can easily differentiate classroom reading assignments with the availability of ebooks.


• Faculty and staff can download professional development books and access them on-demand from any mobile device or computer.


• Students with disabilities can utilize many of the assistive technology features available on electronic devices such as highlighting, text to speech, enlarging of text, and color options.


• Students may publish reviews of the books they read on the site.

Enjoy!

Comic Writing with Toondoo

Toondoo is a site that allows for the creation of comic strips. They offer  free accounts and private school account for a fee. The free accounts are very feature rich. The site does require the student to register for an account. This requires and email address to register. That limitation makes this a more valuable tool for older students.

Students can create multi-frame comic strips. There are a variety of backgrounds, props, characters, text boxes and clip art to select from. The site also allows for the addition of images from the web or a personal image. There are many editing features available.  Upon completion of your comic you can save it or send it. Students can save their strip and access it at a later time. They can also publish their comic online for the  world to view.

There are a number of ways that his tool can be used as an instructional tool or assessment.

• Have students create a comic as a first day back project to discuss their summer.


• Students create a comic that depicts a conversation between characters in a story or historical figures.


• Teachers create comics with various emotions to teach behaviors to special needs students.


• Students create a comic to kick off a creative writing assignment.


• Students create a comic using new vocabulary words that are being taught.


• Students in a world language course may create a comic that contains text written in the language studied.


• Have students create a comic to demonstrate knowledge of life skills such as speaking with a bank teller, ordering at a restaurant, speaking with a doctor or going on an interview


• Students may create a political cartoon.


• Students may create a comic that explains how to solve a math problem or provides an explanation for a science topic such as photosynthesis.


• Students may create a comic that consists of a conversation between historical figures or one that depicts an event from history.


• Students may create a comic that provides a first person account of a current event.


• Students may create a comic to interpret a scene form a story, analyze a character or an alternate scene or ending.

www.toondoo.com

Enjoy!

Google Docs Editing on Mobile Devices

Google has just announced that they will begin supporting the editing of Google Docs on mobile devices. For a while now Google Docs could only be viewed on mobile devices such as Android Phones, the IPhone and IPad.  Google as announced that they will be supporting editing of documents by the end of this week.

Here is a snippet from Information Week Magazine:

"According to Google, Android devices running 2.2 Froyo and iOS devices running 3.0+ will be able access these new feature from their device's browser. Users will need to navigate to docs.google.com and sign into their account. Once a document is open, users will have to toggle an "Edit" button in the nav bar to have access to editing features (as long as they have permission to edit that particular document).

Editing features include inline changes to text, the ability to edit tables, and, for Android users, the ability to input text via spoken dictation. Users will also be able to edit spreadsheets." Zeman , Eric. "Google (Finally) Brings Docs Editing To Mobile Devices

InformationWeek." InformationWeek | Business Technology News, Reviews and Blogs. N.p., n.d. Web. 18 Nov. 2010. <http://www.informationweek.com/news/smb/mobile/showArticle.jhtml?articleID=228300058&cid=nl_IW_grok_2010-11-18_html>.

Our district has recently begun an implementation of Google Apps for education. This new feature set will offer many opportunities for us as we explore the integration of IPADS, IPOD Touches, and Android based tablet computers.  Imagine being able to read and comment on student work while waiting in a doctors office from your phone. How about typing and editing a lesson plan while a passenger in a car from your phone?  How about writing curriculum on a shared Google Document with 4 other colleagues simultaneously within a Google Doc from a chair on the beach with your smartphone or Ipad! You can even quickly review or respond to a shared document from anywhere in our schools with a phone or tablet computer.

Enjoy!

Publish your own page turning book with Story Jumper

Story Jumper is a web 2.0 site that allows students and teachers to create their own page turning, online story book.  You can make adventure stories, fairy tales, treasure maps, photo books, calendars... whatever you can imagine! The software is easy to use and comes with a complete set of directions.

As a teacher you can setup your classes to access story jumper from home or from school. The classroom edition provides:

• An interface to manage and review student work


• Enable kids to share stories between the classroom and home


• Maintain strict privacy controls over student information


• Enable educator discounts when ordering books

When a teacher created his/her account they are able to create a class password as well as user names and passwords for each student. The software provides the teacher with a printed handout for each student that will supply the directions and information for accessing the software at home and at school.  There is even settings to control the duration of time that the students may login.

Upon completion of the storybook the student may share and view online. He or she may also order the book in printed form. Discounts are available for class purchases. There is also an option to print a paper copy of the book for free.



If you would like to see an example of a Story Jumper book click the link below:

http://www.storyjumper.com/book/index/18532/The-Lonely-Acorn

For complete directions to setup your class and student accounts click this link:

http://www.storyjumper.com/main/classroom

Classroom Applications:

• Story Jumper is a great resource to allow students to publish their writing for an audience. Students will be able to author their very own children's book and share it.


• Students in Middle and High School may write a  book that teachers younger students about a topic. An example might be a book that explains what composite numbers are or the life cycle of the plant. Research has proven that students better comprehend material when they teach it to someone else.


• Teachers may use the software to write stories that can be used to teach reading skills. These books may be read on a Smartboard or individually in a center activity.


• As part of the universal design for learning framework, students may be given the opportunity to create a Story Jumper book on any assigned topic in order to demonstrate knowledge of a topic/subject.

Online Collection of Audio Books Grades K-12

Lit 2 Go is a website developed by the Florida Educational Technology Clearinghouse. It contains a collection of audio books all posted in MP3 format. The site allows you to search by Author, Title, Reading Level and Subject. If you have Itunes installed on your computer you can download the Audio book directly into it. Many of the books have the chapters broken up into individual file.

An abstract, citation, playing time, and word count are given for each of the passages. Many of the passages also have a related reading strategy identified. Each reading passage can also be downloaded as a PDF and printed for use as a read-along or as supplemental reading material for your classroom.

You can:

• Download the files to your Mp3 player and listen on the go


• Listen to the Mp3 files on your computer


• View the text on a web page and read along as you listen


• Print out the stories and poems to make your own book

Educational Uses

• Audio books can be setup as a listening center


• Links to the books can be posted on a teachers website for students to download and listen to at home.


• By providing multiple sources for students you are supporting the Universal Design for Learning framework.


• Students can use excerpts from the books for digital stories such as:
  
  
  
  • Audio or video book reviews
  
  
  • Mock interviews of book characters
  
  
  • Podcasts
  
  
  
  


• Audio Snippets can be incorporated to any class instructional activity. They can be uploaded to Smartboard lessons, PowerPoints, or Glogs.


• The audio tracks can be trimmed and modified using Audacity and then used in lessons and projects

Enjoy!