Wednesday, November 28, 2012
Our LACUE 2012 Presentation
This presentation includes the talking points of our LACUE 2012 presentation on the team teaching approach to technology integration, as well as a few videos.
Tuesday, November 27, 2012
Cross-Curricular Activities and Technology Integration
One of the benefits of teaming is being able to promote cross-curricular learning. The easiest way to integrate other content areas is by using the vocabulary from your teammates' classes and knowing what their student objectives (we call them learning targets) are. Here is one easy example of how we have used cross-curricular activities WITH technology.
ELA and social studies often go hand-in-hand. Social studies has a great amount of non-fiction reading in the content area. With the push to Common Core State Standards, ELA has a good focus on reading for information. We discussed the ELA CCSS RIT.1:
•Cite textual evidence to support analysis of what text says explicitly as well as inferences drawn from the text.
Mrs. Dixon taught students the difference between explicit information and implicit information within a non-fiction text. They chose and read articles, identified information, and created graphics to accompany those articles.
In social studies, Mrs. Esneault used the terms "explicit" and "implicit" when discussing non-fiction texts within the content area. Students identified questions to answer about the content, then found explicit and implicit information in responding to those questions. Using Web 2.0 tools, students created a non-fiction graphic to represent ideas learned about the subject.
We knew we had truly arrived with cross-curricular connections about explicit and implicit information when the students, in math class, exclaimed during an activity on LCM and GCF, "Mrs. Rouillier, some of this is implicit information!" when they referred to word problems.
We frequently collaborate and integrate the vocabulary from each others' classes to help students make connections.
•Cite textual evidence to support analysis of what text says explicitly as well as inferences drawn from the text.
Mrs. Dixon taught students the difference between explicit information and implicit information within a non-fiction text. They chose and read articles, identified information, and created graphics to accompany those articles.
In social studies, Mrs. Esneault used the terms "explicit" and "implicit" when discussing non-fiction texts within the content area. Students identified questions to answer about the content, then found explicit and implicit information in responding to those questions. Using Web 2.0 tools, students created a non-fiction graphic to represent ideas learned about the subject.
We knew we had truly arrived with cross-curricular connections about explicit and implicit information when the students, in math class, exclaimed during an activity on LCM and GCF, "Mrs. Rouillier, some of this is implicit information!" when they referred to word problems.
We frequently collaborate and integrate the vocabulary from each others' classes to help students make connections.
 |
| Integrating ELA Into Social Studies, leads to Math connection! Article contributed by Jennifer Dixon, Jennifer Esneault, and Katie Rouillier |
Tech-Using Troubleshooters, Google is Your Friend
"Google it." It's a phrase we use probably once a day in our modern world. As a teacher in a technology-rich classroom, Google (or even other search engines) is your pathway to learning basic troubleshooting methods and solving minor tech issues in the classroom.
When we began our one-to-one implementation a few years ago, we had students with reoccurring issues on their MacBook laptops. None of us had been Mac users previously (though I, Mrs. Esneault, am a Mac convert now!), so we had little idea on how to work around some of these problems. Since the one-to-one program had just expanded to our school, our existing tech support guy (the fabulous Demetrius) was also learning how to solve Mac problems.
By doing some basic Google research, I was able to find resources and tutorials on how to repair minor issues with student computers. On my team, we "divide and conquer." I became the unofficial MacBook guru at my school, fixing the small-time problems and getting the kids back to meaningful, engaging learning quicker and more efficiently than submitting a work ticket to the tech department. The people in IT appreciate teachers that are willing to try to solve the problem first, before sending a work ticket to them. They are often dealing with the major issues (like network issues, data storage failures, hardware, software bugs), so your one student whose "computer keeps kicking them out of Blackboard" is low on the priority list. That said, don't spend days researching a fix when the superb and highly-qualified IT guys and gals can probably help you out faster.
Be a self-starter! Most of you that are technology users do so because it makes your job easier. Simple Google searches may just give you the keys to unlock the closed door that is a defunct computer/application.
For your amusement...
My team and I made some funny Keep Calm posters for our more serious issues (like screen cracks, etc.):
Article contributed by Jennifer Esneault
Parent Night - Your guide to starting a meaningful relationship with your kids' moms and dads
As a one-to-one school, we make it a point to meet with parents face-to-face before we implement our program in the classroom. It sets the scene for a cooperative learning environment, both in school and at home. After all, it takes more than teachers to teach a child, and parents are where the kiddos are getting their most fundamental education. "It takes a village," as it were.
The primary reason for hosting a "Parent Night" is to review the rules and regulations set forth by our district with regard to one-to-one computing as well as the Acceptable Use Policy (AUP), as well as distribute the one-to-one participant contracts. When the kids are in the classroom, it's the responsibility of the teachers to monitor what they are doing with their technology tools. Once those kids leave campus with their iPads or MacBooks, etc., the responsibility falls to the parents/guardians. This, we emphasize several times throughout the discussion.
At our meeting this year, we created some PowerPoint slides to review the most basic policies established by our district, and we created a brochure with our class information. We included email addresses and phone numbers. Using a QR code creator, we generated a QR code with this information so parents could download into their SmartPhones quickly and easily. Using the Remind101 application, we also had parents sign up for texts from teachers. Both tools are great for quick and easy communication.
While we have a prepared presentation, we like to conduct our parent meetings as an open forum, in which parents can ask questions about the one-to-one program and give us feedback on how they'd like to see the technology used. We don't always have the answers to their questions, but answer honestly. If we don't know, we will find out. Some frequently asked questions we have heard are:
What if a parent can't make it to your Parent Night? It does happen. It happened to us this year, when a a wicked wreck in Baton Rouge had parents in gridlock, unable to make it to our meeting after work. Offer up a few other pre-determined meeting times as "make up sessions" during your conference time or after school. We prefer meeting the parents at school as opposed to phone conferences. The face-to-face, in-person interaction really helps set the stage for parent/teacher collaboration and cooperation.
There will be parents that you never hear from. Parents that don't show up at all, don't respond to emails, phone calls, or written notes home. Keep trying. We always allow our kids to use the technology in class, even if their parents are incommunicado. The students appreciate the continued efforts, and they show it in their work during school hours.
Throughout the year, we maintain contact with our parents via our LMS, email, and the occasional phone calls. This is one of the most important relationships in your teaming and teaching. Foster it!
Article contributed by Jennifer Esneault
The primary reason for hosting a "Parent Night" is to review the rules and regulations set forth by our district with regard to one-to-one computing as well as the Acceptable Use Policy (AUP), as well as distribute the one-to-one participant contracts. When the kids are in the classroom, it's the responsibility of the teachers to monitor what they are doing with their technology tools. Once those kids leave campus with their iPads or MacBooks, etc., the responsibility falls to the parents/guardians. This, we emphasize several times throughout the discussion.
At our meeting this year, we created some PowerPoint slides to review the most basic policies established by our district, and we created a brochure with our class information. We included email addresses and phone numbers. Using a QR code creator, we generated a QR code with this information so parents could download into their SmartPhones quickly and easily. Using the Remind101 application, we also had parents sign up for texts from teachers. Both tools are great for quick and easy communication.
While we have a prepared presentation, we like to conduct our parent meetings as an open forum, in which parents can ask questions about the one-to-one program and give us feedback on how they'd like to see the technology used. We don't always have the answers to their questions, but answer honestly. If we don't know, we will find out. Some frequently asked questions we have heard are:
- Is there a filtering system in place on the devices?
- What happens if my child's device is broken or stolen?
- Is there a "buy option" at the end of the program?
- When will students be receiving their devices/cases?
- Can we download things (apps, music, etc.) using our personal accounts?
- Can we buy our own case for the device?
- Is there insurance available?
- Why *our* kids? (Parents really want to know why their kids were selected to participate, even if it is school- or district-wide. Use this time to encourage parents and students. Let them know we're leading the kids into the future of learning and being leaders and problem solvers themselves!)
What if a parent can't make it to your Parent Night? It does happen. It happened to us this year, when a a wicked wreck in Baton Rouge had parents in gridlock, unable to make it to our meeting after work. Offer up a few other pre-determined meeting times as "make up sessions" during your conference time or after school. We prefer meeting the parents at school as opposed to phone conferences. The face-to-face, in-person interaction really helps set the stage for parent/teacher collaboration and cooperation.
There will be parents that you never hear from. Parents that don't show up at all, don't respond to emails, phone calls, or written notes home. Keep trying. We always allow our kids to use the technology in class, even if their parents are incommunicado. The students appreciate the continued efforts, and they show it in their work during school hours.
Throughout the year, we maintain contact with our parents via our LMS, email, and the occasional phone calls. This is one of the most important relationships in your teaming and teaching. Foster it!
Article contributed by Jennifer Esneault
Monday, November 19, 2012
Article: EdTech Magazine
Global Collaboration and Learning
"Today’s students face a future where boundaries are abstract and global learning is critical. Tomorrow’s citizens must be global communicators, must be able to participate successfully in project-based activities, and must have collaborative skills."
"Today’s students face a future where boundaries are abstract and global learning is critical. Tomorrow’s citizens must be global communicators, must be able to participate successfully in project-based activities, and must have collaborative skills."
Article: Education World - Team Teaching
Team Teaching: Teaming Teachers Offer Tips
"Team teaching is a strategy used at many grade levels in many schools -- but how teams are structured and how well teaming actually works varies widely. In this article Education World writer Sharon Cromwell explores two essential questions -- What constitutes an excellent teaching team? and How can teachers strengthen their teams? Included: Practical tips to share with teaming teachers!"
"Team teaching is a strategy used at many grade levels in many schools -- but how teams are structured and how well teaming actually works varies widely. In this article Education World writer Sharon Cromwell explores two essential questions -- What constitutes an excellent teaching team? and How can teachers strengthen their teams? Included: Practical tips to share with teaming teachers!"
No Red Ink Informational Video for Students
www.noredink.com
There is an abundance of tech tools that seem to be introduced every day. With the implementation of the Common Core Curriculum and Value Added Evaluations, every tool introduced promises to aid in data driven instruction that will motivate and engage learning that will lead to higher achievement scores.
As a teacher, it is hard to wade through all of the emerging technological possibilities. As a classroom teacher, there are two constants - he lacking of funds and time needed to not only research the technology but correctly and effectively implement the technology.
We are fortunate to be in a school and district that recognizes and supports the value of a blended learning environment. With that being said, I realize the amount of my money the district and our principal allocates for technology funding. Throughout my research. i have found that while technology implementations does require additional cost, many fantastic tools are not only completely free or at a very low cost, and are easy to implement.
One of my most favorite finds is www.noredink.com
A grammar site that is free of charge and helps students self assess with the use of a handy dandy color-coded data chart where students can see if a specific grammar skill was mastered or needs additional practice.
The set up is extremely easy. When a teacher creates a class, he or she is issued a class code. The teacher then issues the code and students can easily sign up for the class .
At the initial student sign in, student may choose up to four different icons, that represents different areas of student interests. By choosing these icons, questions are generated that apply specific interests to individual student questions.
When questions include a student's favorite athlete,, musician, or character from a beloved novel, movie, or television sow, motivation and engagement go through the roof. Easy data analysis, meeting individual needs of students, connected to the common Core, and did I mention Free?! Two thumbs up !
There is an abundance of tech tools that seem to be introduced every day. With the implementation of the Common Core Curriculum and Value Added Evaluations, every tool introduced promises to aid in data driven instruction that will motivate and engage learning that will lead to higher achievement scores.
As a teacher, it is hard to wade through all of the emerging technological possibilities. As a classroom teacher, there are two constants - he lacking of funds and time needed to not only research the technology but correctly and effectively implement the technology.
We are fortunate to be in a school and district that recognizes and supports the value of a blended learning environment. With that being said, I realize the amount of my money the district and our principal allocates for technology funding. Throughout my research. i have found that while technology implementations does require additional cost, many fantastic tools are not only completely free or at a very low cost, and are easy to implement.
One of my most favorite finds is www.noredink.com
A grammar site that is free of charge and helps students self assess with the use of a handy dandy color-coded data chart where students can see if a specific grammar skill was mastered or needs additional practice.
The set up is extremely easy. When a teacher creates a class, he or she is issued a class code. The teacher then issues the code and students can easily sign up for the class .
At the initial student sign in, student may choose up to four different icons, that represents different areas of student interests. By choosing these icons, questions are generated that apply specific interests to individual student questions.
When questions include a student's favorite athlete,, musician, or character from a beloved novel, movie, or television sow, motivation and engagement go through the roof. Easy data analysis, meeting individual needs of students, connected to the common Core, and did I mention Free?! Two thumbs up !
Big Macs - Our Approach to 1:1 Management
We have all had those days. It was a 12:30 dismissal and I had signed up for the computer lab. In the midst of having all 28 students attempt to log in to their laptops, time completely escaped me and I forgot to bring the children to lunch. Luckily, my teammates noticed that my class was not in the cafeteria, and quickly came back to remind us. Walking quickly to the lunchroom, my principal stopped me and jokingly asked if I decided to let the children eat lunch that day. I put my hands up and just said, "It is computer lab day, Mr. Walker! Computer lab day!"
The words, "Computer lab day" can strike fear and anxiety into the heart of any classroom teacher. Twenty-eight students calling your name with hands raised is enough to drive any experienced educator up the proverbial wall.
After one too many of these experiences, we knew that there had to be a better way to manage classroom behavior while introducing technology into the curriculum.
Let us introduce the Big MAC system.
In groups of 4-6, designate ONE student as a Big MAC. These students are representative of our technology department. In the past, I have found that students who may not have necessarily had the best grades and/or conduct made fantastic Big Macs. This gave students who may never have had a leadership position in the educational setting to really shine.
If a student within the group has a question, and we all know that they will, the students in the group must first ask their designated Big MAC. If the Big MAC in the group does not have the answer to the particular question given, that Big MAC must go conference with the other Big MACS in the room. If and only IF, the Big MACS do not have an answer to the question may they come to me for an answer.
This method has helped tremendously in management of technology integration. Not only has it helped students gain responsibility in the technology implementation process, but it also has given students the opportunity to work collaboratively in a safe and nurturing learning environment.
The words, "Computer lab day" can strike fear and anxiety into the heart of any classroom teacher. Twenty-eight students calling your name with hands raised is enough to drive any experienced educator up the proverbial wall.
After one too many of these experiences, we knew that there had to be a better way to manage classroom behavior while introducing technology into the curriculum.
Let us introduce the Big MAC system.
In groups of 4-6, designate ONE student as a Big MAC. These students are representative of our technology department. In the past, I have found that students who may not have necessarily had the best grades and/or conduct made fantastic Big Macs. This gave students who may never have had a leadership position in the educational setting to really shine.
If a student within the group has a question, and we all know that they will, the students in the group must first ask their designated Big MAC. If the Big MAC in the group does not have the answer to the particular question given, that Big MAC must go conference with the other Big MACS in the room. If and only IF, the Big MACS do not have an answer to the question may they come to me for an answer.
This method has helped tremendously in management of technology integration. Not only has it helped students gain responsibility in the technology implementation process, but it also has given students the opportunity to work collaboratively in a safe and nurturing learning environment.
Friday, November 9, 2012
The iTeam and the History of Technology Implementation at Dutchtown Middle School
History of Technology Implementation at Dutchtown Middle
--> In 1935, Dutchtown High School was built in the agricultural community of Geismar, Louisiana, serving first - twelfth grades. While studying the history of our school, we have learned that Dutchtown has implemented technology over the span of several decades. Originally, the technology was based on an agricultural need, but as time went on the evolution of educational technology was based on the introduction of the Internet in the mid to late 1990s and the No Child Left Behind Act of 2002.
Technology-related event in Dutchtown School
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Event date (1960- Present)
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Information Source
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First electric typewriter bought for Business Administration Course
|
1960
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Mrs. Cheryl Brunson Dixon, 1960 graduate of Dutchtown School
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Video conference partnership program with Uniroyal Chemical
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1988
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Mr. Patrick Dixon, retired employee of Uniroyal Chemical, supervisor of the video conference partnership program
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First class outfitted with a dial-up internet connection
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1995
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Mr. Douglas Walker, Principal of Dutchtown Middle School
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Personal computer and access to email was available to all teachers
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2004
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Mrs. Angele Ourso, veteran teacher and member of the DMS Leadership Committee
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One to One Pilot Initiative begins at Dutchtown
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2010
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Karen Buratt, Coordinator of School Improvement
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Technology-related event in Ascension Parish
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Event date (1960- Present)
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Information Source
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Ormet Corporation of Burnside, Louisiana, donates IBM electric typewriters to the Ascension Parish School System
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January 6, 1964
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Personal letter addressed to Mr. W.C Brunson , Superintendent from 1968 to 1973
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District allocates money for science equipment, stage equipment and visual aid mobile unit
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May 3, 1967
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“Gordon A. Webb to Leave post As Ascension Superintendent” per Morning Advocate, Btr
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Equipment purchased and professional development planned for implementation of new reading program
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June 13,1969
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“Ascension Parish Reading Program Underway” per The Gonzales Weekly, Gonzales, LA
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Pilot Vocational project developed for special need students which accessed a mobile unit designed to teach students to work in a supermarket
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October 28, 1971
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“Ascension in Vocational Project” per The Morning Advocate, BTR
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Creation of Technology Plan
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Spring 1995
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Ascension Parish District Technology Plan
Adopted March 20, 2007
Revised: January 2010
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Creation of district-wide email system
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1999
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Mr. Donald Songy, Former Ascension Parish Superintendent
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District begins one – to- one initiatives at Lake Elementary School
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2007- 2008 School year
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Karen Buratt, Coordinator of School Improvement
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100% of Ascension Parish classrooms have Internet access, a presentation system which includes a networked PC (or several Internet connected workstations), projection system, and printer.
100% of Ascension Parish classrooms have access to stationery labs (25 to 30 workstations, in addition to multiple 30-station wireless mobile labs. Many schools have assigned a mobile lab per grade level.
|
2010
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Ascension Parish District Technology Plan
Adopted March 20, 2007
Revised: January 2010
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Technology-related event in Louisiana
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Event date (1960- Present)
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Information Source
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75% of PK -12 classes access to computers and utilize email as an effective computer tool.
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2004
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Louisiana State Technology Plan
Adopted August 2001
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All schools have up to date websites and training for software
to perform administrative tasks (gradebook, attendance, etc.)
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2006
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Louisiana State Technology Plan
Adopted August 2001
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In the past five years there has been significant growth in organized online instruction (E-learning) and “virtual” schools, making it possible for students to receive high quality academic and enrichment courses that meet requirements for high school graduation and entrance for higher education.
Most public schools, colleges and universities now have access to high-speed, high-capacity hardware, software, and broadband communications.
|
2007
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Louisiana State Technology Plan
Adopted August 2001
Revised 2007
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History of the iTeam
In the spring of 2010, our principal approached our team about writing a grant for for a one to one pilot program that would be implemented in the fall of 2010. It is safe to say that we had no idea what was in store in the coming years, but looking back we are so happy that we took that leap of faith and plunged into the unknown.While writing the grant, we focused on the mission statement of our district:
The mission of the Ascension Parish School System is to provide each student the high-quality education necessary to succeed in an ever-changing world.
By assuring that each student has the necessary material and technology paired with the high level of educational standards in our comprehensive curriculum, we are promoting computer literacy for life-long learning. Our focus for educators is to prepare our students to not only be an active participant in future society, but leaders that will one day shape our nation.
This is a very exciting time, and we are eager to be a part of this educational evolution.
When technology is placed in the hands of every student, our current instruction and assessment must be pushed to the next level. As teachers, we must adapt the comprehensive curriculum and the high educational standards that we have for all students to attain this ambitious, yet attainable goal.
It is imperative for the 1:1 teachers to not only plan together, but also communicate with other teachers who are also apart of a blended learning environment. Activities that inspire critical thinking on the lower levels of Bloom's Taxonomy can be adapted to create a substantial level of critical thinking on the synthesis and evaluation level of Bloom's. Instead of asking students to memorize or compare, we can lead students to create and evaluate. The sky is the limit and we were up for the challenge.
We have learned so much since the implementation of the 1:1 initiative, and continue to learn every day.
As you navigate through the rest of your life, be open to collaboration. Other people and other people's ideas are often better than your own. Find a group of people who challenge and inspire you, spend a lot time with them, and it will change your life.
Amy Poehler
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