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.

First Annual Academy Awards

Our middle school hosted our first every digital story academy awards ceremony this month. This event was developed as a way to showcase and promote the wonderful digital stories and multimedia projects our students are creating in their classes.

I first introduced digital storytelling in the district two years ago. Teachers attended professional development courses that focused not only on the technology, but the pedagogy and planning that are necessary to implement this form of assessment in classrooms. Since then we have students in grades k-12 developing digital stories individually, in groups and as whole class projects.

For our academy awards ceremony we focused on the work of our middle school students. We had wonderful examples of stories developed in many of our core subject areas. We assembled a team of teachers who reviewed the work that had been developed. From that we created categories. (next year we plan on providing the teachers and students with the categories at the beginning of the year so they can develop projects that fit the categories and their curriculum). The categories we came up with are:

1. Best Personal Narrative

2. Best Adapted Screenplay

3. Best Historical Children's Story

4. Best Educational Video

5. Best Foreign Film

6. Best Public Service Announcement

7. Best Cinematography

8. Best Stop Motion Animation

For the event we ordered small academy awards for the winners, key chains for the nominees, a red carpet and a large blog up Oscar. We had a popcorn maker and juice for the students. The event was a huge success. It was very powerful to see the reaction of the students as we recognized their work. Next year we plan on offering this at a district level. Stay tuned for more information!

Celebrity Chef in the Classroom

I recently helped organize a video conference session for one of our grade 4 classes. The students were learning about the restaurant business.

The students in Mr. Rowe and Ms. Hollack's class in White Rock Elementary School had a special visit with Chef Jeffrey Steelman. Chef Steelman is the corporate chef for Todd English. Todd English is a celebrity chef who currently owns 26 restaurantsaround the world. Chef Steelman is in charge of the oversight and opening of all of these restaurants.

This was an interdisciplinary project in which the students learned about the restaurant business. They researched what is involved in the process of starting and opening a restaurant. Students were given the task of developing their own restaurant. They developed a theme, a menu and a slogan.  The next step was to write a descriptive essay about their restaurant. This included details about the foods they serve. The students used Microsoft Publisher to create menus for their restaurants during their time in the computer lab. They were also charged with the task of creating 'pizzas' as advertisements.  The students had to develop equivalent fractions for each slice. They then decorated their pizzas with toppings according to those fractions.

The final activities of the project included a video conference with Chef Steelman. The students prepared and asked the chef a number of questions about the restaurant business, cooking and the life of a chef. Following the video conference the students hosted a tasting in their classroom in which they all provided samples of foods from their restaurants.

A short video clip of the video conference can be found below.

 

 

Documentary Resource for the Classroom

Snag Films is website that provides free access to thousands of documentaries and independent films. Some of the films are published by well-known documentary makers and others are first timers. Snag allows for free viewing and sharing of all of their published videos. The videos can be saved to a widget that can be published on your blog, website or wiki.



Snag recently released an additional site called Snag Learning. Here is a snippet from their site:

"SnagLearning features carefully selected films from SnagFilms’ award-winning library of over 1,600 documentaries that are appropriate for students from middle school and up. Our titles cover nearly every classroom subject and many are produced by well-known educational sources, including PBS and National Geographic. The goal of this site is to highlight documentaries that make for engaging educational tools. We will also feature guest teacher bloggers as well as special programming stunts like Q&As with the filmmakers.

Teachers can submit and share their own lesson plans, quizzes and homework ideas with fellow educators. The commenting area on each film page functions as public forum to share and discuss."
Snag Films and Snag Learning are both excellent resources for the classroom. They are great conversation starters. They can also be used to spark a writing assignment or any online discussion forum.  Snag Learning provides a list of guiding discussion questions for each film. As we introduce digital storytelling in the classroom, we can use these documentaries and examples and topic starters.


 

Inspiring Young Writers With A Skype Author Visit

The students in Mrs. Carline's grade 1 class at Cozy Lake School recently completed an author study of Doreen Cronin. Ms. Cronin wrote the Farmer Brown books Click Clack Moo, Giggle Giggle Quack and Dooby Dooby Moo. She also wrote The Diary of a Spider, The Diary of a Worm and The Diary of a Fly.



During the author study the lass discussed character point of view and personification. After reading many of Ms. Cronins books, they wrote letters to Farmer Brown as well as diaries of their favorite animals. The culminating activity was a SKYPE video conference with Ms. Cronin.  She read the class Click Clack Moo. After reading the story Ms. Cronin answered questions that the students had developed.

The students asked her about how she works with the illustrator,  where she gets her ideas for writing, where she writes her books, what is the process she follows when writing a book, and other questions about her character choices. It was an amazing and educational experience for the students. I have shared to videos of the event in this posting below.

By providing access to authors using video conferencing we can engage students in the writing process. An authentic learning experience like this allows students to make connections between the process an author follows and the writing process they are learning in the classroom.

Below are Part 1 and Part 2 of our Video Conference. Enjoy!

Guided Reading Groups Cross State Lines

The students in Ms. Reichel's grade 2 class at Briggs Elementary School have opened their classroom by partnering with another grade 2 class located in Tennessee. Ms. Reichel had previously hosted whole class video conferences with her class in which all of the students engaged in a series of questions, answers and discussions. Although these events have been successful, she wanted to be able to use this technology in a more intimate setting. By providing an intimate setting we allow small groups of students to engage in a more fluid dialogue. This provides a manageable audience as well as opportunities for students to make connections and share perspectives on a topic.

I worked with Ms. Reichel to setup small group video conferencing in her classroom. We used the guided reading table in her room, a laptop with Oovoo installed and a webcam. The students in each class were divided into four groups. Each group read a book that was at their guided reading level. The students took note of connections, inferences and wonder questions as they read the book. They also noted their favorite part of the book and any questions that they had regarding the book.

Armed with their knowledge and questions we connected the groups with a 20 minute video conference session. The groups in NJ and Tennessee discussed their connections, inferences and wonder questions. They read parts of the story to each other. They exchanged questions as well as perspectives that brought insight to their geographical differences and class curriculum. The book talk extended beyond the actually books by making connections to their current studies in science.

This was an amazing learning opportunity for the students. This personalized approach to collaboration is an  example of the development of 21st century skills. Technology allowed us to collaborate beyond our classroom. We provided students with authentic connections that brought various perspectives, opinions and knowledge. We provided an audience for our students that was beyond their typical day. We experienced an excitement for reading, sharing of what good readers do, and collaborating with others.

Awaken Your Curriculum With Skype Interviews

Financial responsibility, goal setting, savings options and of course technology,  are just a few topics covered in a White Rock elementary school  fourth grade classes. Students in Mrs. McLeod and Mrs. Brzostowski’s collaborative classroom enjoyed learning about financial decision making using a program called “Feed the Pig”. Students worked in groups to create financial plans for piglets. They discussed their own goals and how to accomplish them. Students even created digital posters and digital stories for their peers as a campaign for proper financial decision making.



Students used technology almost every day in the White Rock classrooms. This  included digital posters using Glogster, interactive storybooks using Story Jumper and interactive simulations that reinforced what they are learning in class.  These activities not only developed 21st century skills, but students were provided with a authentic learning opportunities. They were provided with multiple avenues for assessment.  The technology options allowed them to display their creativity. It also  provided an opportunity alternative assessments and increased student engagement. This is the recipe for a successful project.

The finale of the project was held Wednesday May 18^th when Mr. Ray DePalma a Certified Public Accountant Skyped with the class and discussed how to save money. Students asked Mr. DePalma what taxes were, how to become a CPA and of course, how to be the most efficient with money. Below is a clip from the event.



By using Skype to connect with subject area experts we are able to make authentic connections to the curriculum. Students can receive information, ideas and opinions from experts in a field. By combining access to individuals as well as the world wide web we move away from a classroom environment where the teacher is the only purveyor of knowledge. This new model has the teacher facilitating the learning in the classroom and providing multiple means of representing content and assessing content.