Making Connections - Illinois Computing Educators

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Sep 15, 2011 - job of Technology Coordinator at a large parochial school in suburban .... career that included many year
Volume 2011, Issue 3

Making Connections Nadine Norris, ICE President

Cube Computer Update Bulletin for Educators

In This Issue Making Connections................................... 1 Looking Ahead with an Eye to Our Past........ 2 iPads in the Science Classroom: Consume to Create..................................... 3 Web 2.0 Presents WW II............................ 4 Using Flip Cameras and Online Tools to Enhance Physical Education.................... 6 Engaging Students During the Final Days of School................................... 7 The Past Comes Alive with Glogster.............. 8 A Historical Fiction Project Using VoiceThreads.................................... 9 When Will I Ever Use This? Career Exploration Project ........................ 10 Scrapbooking Across the Regions.............. 13 The Characters in Our Class...................... 15 Using Graphs.......................................... 16 Virtual Field Trip: Joseph Cornell................ 16 Spotlight Member Recognition Program...... 18 Call for Articles......................................... 20

I am privileged to be assuming the position of President of Illinois Computing Educators for the 2011-2012 year. My name is Nadine Norris and I’m the Instructional Technology Coordinator for Community Consolidated School District 15 in Palatine. I’ve been involved with this wonderful organization since 2001, which compared with the experience of many of my friends, makes me a bit of a “newbie”. My first exposure to ICE was during the summer of 2001 after I had just taken the job of Technology Coordinator at a large parochial school in suburban Chicago. After spending a few years in the classroom, I convinced the principal that since I was so confident with the use of technology, I could certainly be successful at helping teachers across all grade levels and content areas integrate technology in a way that would bring students into the 21st century. I am convinced that my success was due in large part to the connections I made by joining ICE immediately after getting that job. It wasn’t just the personal professional development I obtained from attending that first NECC Conference and subsequent meetings and mini-conferences; it was the relationships that were built with innovative educators, skilled tech coordinators, and visionary administrators that made my early involvement with this organization so important. Many of the past presidents, conference co-chairs, TECH 200x chairs, and members of the Governing and Executive Boards got together recently to celebrate the 25th anniversary of ICE. I asked my friends who have been around a long time to give me a sense of what technology would have been considered innovative 25 years ago. They named a few different things and told stories about how they became so enthusiastic about using computers in the classroom. I was really struck by how much has changed in such a short period of time. Here I was Googling an Apple IIGS, one of the most popular classroom computers of all time... on my iPhone. Just for fun, take a look at this post from Tony Vincent (http://bit.ly/lihapple) on iEAR.org for a comparison of those two devices. As a former classroom teacher, I have always felt that the summer issue of the ICE newsletter is my favorite. As you page through this newsletter, I know you’ll find a few inspiring ideas as you plan for the coming school year. For another fun comparison, go back to the newsletter issues from 10 years ago – they are all on the ICE website. Since many of you frequently write and publish content on the web as bloggers or on your classroom website, please know how much we appreciate your contributions to this newsletter. Think about how many teachers have seen copies of the ICE newsletters in their faculty lounges and have enjoyed the content. Once the school year begins, make sure you pay close attention to the ICE website and the e-mails coming from the ICE office. Mark the dates of the many mini-conferences that are held throughout the state. Joining a group of enthusiastic teachers on a Saturday morning to learn a few new strategies and tools is an amazing experience. Aside from our annual Conference, one of the largest state educational conferences in the country, we feel that the efforts of our individual chapters to put together Saturday morning mini-conferences has made a real impact. Please make contact with the leadership of your local chapter. I can tell you with absolute certainty that we’d love to have you present your classroom story at one of the mini-conferences. I love to encourage my teacher friends to present at mini-conferences. They are such low key events, but at the same time very energized with enthusiastic learners. If Saturday mornings are busy for you, you’ll love our series of Wednesday Webinars. We put together three very successful webinars on various topics this year. Members can access the archived versions from our website. Because of the success of the Webinar series this past year, you can expect to see more during the upcoming school year. The committee is pulling together an interesting set of topics. If there is anything specific you’d like to learn from these webinars, please e-mail the ICE office with your suggestions. Plans are well under way for the 2012 Illinois Computing Educators Conference: Innovate, Collaborate, Educate. Mark your calendars now for February 28th through March 2nd at the Pheasant Run Resort and Conference Center in St. Charles, IL. Judi Epcke and Scott Meech are the co-chairs this year, and they are working with dozens of wonderfully dedicated volunteers. Please submit a proposal to present at the Conference – it’s the contributions of ICE members that make our Conference so amazing every year. I am inspired by all the hard work from the members of this organization. All of you work very hard to transform teaching and learning for your students. You deserve a restful and relaxing summer. Thanks for all you do for our children! See you this year at a mini-conference or two and meet you at Pheasant Run in February.

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OFFICE INFORMATION:

(Phone) 630-628-1088 (Fax) 630-628-5388 (Email) [email protected] Executive Director TBA Administrative Coordinator Sara Taylor [email protected] Administrative Assistant Vanessa Nelson [email protected] EXECUTIVE BOARD: President President-elect Past President Secretary Treasurer

Nadine Norris [email protected] Anne Truger [email protected] Phil Lacey [email protected] Randy Hansen [email protected] Deb Thomson [email protected]

CHAPTER REPRESENTATIVES: DeICE Representative Stacey Gonzales [email protected] ICE CAP Representative Paulette Grissett [email protected] ICE CHIP Representative Dianne Rowe [email protected] ICE COLD Representative Deborah Thomson [email protected] ICE-SI Representative Mindy Fiscus [email protected] IllinICE Representative Zack Gilbert [email protected] MICE Representative Terry Sullivan [email protected] NICE Representative Maureen Miller [email protected] RICE Representative Ginger Long [email protected] SpICE Representative Karen Thompson [email protected] GOVERNING BOARD: Conference Co-Chair

Judi Epcke [email protected] Conference Co-Chair Scott Meech [email protected] Corporate Partner Co-Chair Jeff Romani [email protected] ISBE Representative Kathy Barnhart [email protected] ISLMA Representative Gail Janz [email protected] Leadership Co-Chair Cindy Hamblin [email protected] Leadership Co-Chair Phil Lacey [email protected] LTC Liaison Cindy Hamblin [email protected] Marketing Co-Chair Mindy Fiscus [email protected] Member At Large Andy Glowaty [email protected] Member At Large Jerry Swedberg [email protected] Membership Co-Chair Hassie Johnson [email protected] Membership Co-Chair Nancy Licko [email protected] Professional Development Co-Chair Ginger Long [email protected] Professional Development Co-Chair Nadine Norris [email protected] TECH 2010 Co-Chair Mike Marassa [email protected] TECH 2010 Co-Chair Jerry Swedberg [email protected]

ICE Cube is a non-profit publication promoting the purposes of the Illinois Computing Educators by encouraging the development and use of computers and technology in all facets of the educational process and by assisting in the professional growth of its members through the use of computers and technology. The ICE Cube is published quarterly by Illinois Computing Educators. All copy must reach the editors by the first of the month prior to publication. Authors may send articles on disk as a text file or by email. While every attempt is made to verify the information contained in this publication, neither ice nor the editors can accept any responsibility for any liability, loss or damage caused directly or indirectly by the information contained in this publication. The publication of reviews and/or advertisements does not constitute endorsement by ICE.

Looking Ahead with an Eye to Our Past Dick Marchessault, Executive Director Each year, the summer issue of the ICE Cube newsletter is devoted to a sampling of innovative lesson ideas and classroom strategies that we hope will serve as an inspiration to all ICE members. As you look through this year’s issue filled with a wide variety of lesson and project ideas and discussions of valuable online resources, we hope you will learn about some strategies that you can put to use as you begin to look ahead to the 2011-2012 school year. As always, we are grateful to the many ICE members who have generously shared materials for the newsletter. Remember also that we post archive versions of all previous issues of the newsletter in PDF format on the ICE web site, so you may want to look back at past issues to find additional ideas and resources. Even though we are in the midst of summer, the members of the ICE Conference Committee are already hard at work preparing for ICE Conference 2012: Innovate, Collaborate, Educate. Since we will not face the same conflicts with ISAT testing dates that forced us to change our conference dates and format in 2011, our plans are to return to the traditional Thursday-Friday format for general conference days preceded by two days of full-day workshops, half-day workshops, and Featured Presentations on Tuesday and Wednesday of the conference week. Be sure to mark your calendars for February 28-March 2, 2012, and plan to join us at Pheasant Run for another great conference. As some of you may already know, I am retiring from my position as Executive Director of the Illinois Computing Educators at the end of June. After a long and satisfying professional career that included many years as a high school English and social studies teacher followed by experiences as a technology training specialist, Illinois manager for the Discovery Educator Network, and most recently in my role as Director of ICE, it is time to step back and spend more time with family and friends. I have come to know and work with some amazing educators during the course of my career, and I value the many friendships I have made over the years. With the help of many dedicated ICE members including those who have served on the Executive Board, Governing Board, and Conference Committee, our organization has made great strides over the past few years. We adopted a new central database, web site and conference planning system, enjoyed the tremendous growth of chapter activities and mini-conference events across the state, welcomed the implementation of many new professional development opportunities, and witnessed three of the largest and most successful conferences in our history. I am grateful for the dedication of the many ICE members who worked so hard to make all of these events and opportunities possible. I am especially grateful for the dedication of two people who are indispensible to our organization and who work tirelessly in the ICE Office – Sara Taylor and Vanessa Nelson. Most members are not aware of the incredible work that they do throughout the year to make sure that all member inquiries are answered, all of the payments and conference financial transactions are processed, all chapter financial records are kept in order, and a multitude of other daily tasks are completed. They are both outstanding ambassadors for ICE and it has been my absolute pleasure to work with both of them over the past few years. Even though I am stepping down as Executive Director, I plan to stay involved with ICE in as many ways as I am able. I hope to stay active on the Professional Development committee that Ginger Long created a few years ago, and I will offer my experience and expertise to the conference committee as needed as they work hard to plan the upcoming ICE Conference next February. ICE has been an important part of my professional life for many years, and I am excited to see what new opportunities and events are in store for all of us in the years ahead. Many thanks for the help and support that so many of you have provided over the years. Have a relaxing and enjoyable summer!

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iPads in the Science Classroom: Consume to Create Karen Thompson, Springfield SD 186 per lab team. Google docs and spreadsheets can be edited directly in the mobile view from Safari. Teams are able to quickly enter lab data into a spreadsheet or finish a lab report in their shared Google Doc files.

When the iPad joined the growing family of mobile technologies in April, 2010, critics suggested that it was nothing more than a big iPod. Today there are over 350,000 apps for iPod devices and 65,000 are unique to the iPad. Let’s journey through the variety of tools that makes using an iPad a rich experience in the science classroom, an experience that is now enhanced even more with the recent addition of the camera in the iPad2.

For additional options in a spreadsheet and lab reporting, you might consider using the application called Numbers. This spreadsheet, part of the Mac iWork application suite, provides an environment for students to enter and graph data. They can also add photos and easily format their finished work directly on the iPad. Files can be synced to a classroom computer, emailed to the teacher, or stored on iWork.com.

The Elements: A Visual Exploration was one of the first book apps developed specifically for the iPad. It is not just an electronic version of the coffee table book by the same name; this resource devoted to the periodic table expanded the definition of a book to include a rich media environment. The book’s author, Theodore Gray, does a powerful job of talking about the creation of this app on YouTube. (http://www. youtube.com/watch?v=nHiEqf5wb3g) Gray has been collecting elements for almost 10 years, and so it’s as if he was simply waiting for this technology to be available to display his passion.

Pages is a great word processor complete with photo integration. Additional text apps include SoundNote, an app which allows students to type, annotate, and record audio. PaperHelper provides a splitscreen environment for entering text and researching using the iPad. Apps provide free or inexpensive iPad lab tools such as Labtimer or Calculator. There are many unit apps, but the WolframAlpha app provides this simple function and much more. Enter “meter feet” in Wolfram Alpha and you’ll have the standard conversion and much more. Create graphs, complete calculations, and view a map with current earthquake activity. Type a specific search phrase such as “weather March 25” and it interprets the current location and provides a page of weather information with the option to see averages for 10 years.

There is no shortage of information that can be added to the iPad on topics ranging from birds to dinosaurs. The iBird Explorer Plus provides a pocketful of information in an easy-to-read and sortable format. Dinosaurs from the American Museum of Natural History packs in a lot of information. Another source of information comes from Britannica Kids which has released a series of apps on topics such as volcanoes and dinosaurs.

Teaching chemistry? Don’t miss several great simulations including StoichSim, CalSim, TitrationSim, and GasLawsHDLite to explore specific chemistry lab applications. (http://www.chemfiles.com/) Use I Education Apps Review to stay current with the apps you need for your specific subject. (http://www.iear.org/)

Apps that use the power of video to provide updated information come from such familiar sources as Brain Pop, PBS, and Khan Academy. Brain Pop features a new video daily, and its easy-to-use format includes an archive of the current movies, quizzes, and the ability to store scores. The app from PBS includes highlights of future shows and also full-length spotlight sessions.

iBooks easily displays PDF and ePub files. The iBooks store contains free ebooks from tutorials on the iPad to a delightful book titled Kites, Practical and Play and Projects for Kids. Spigot Magazine is one example of a monthly science magazine distributed on the Internet as a PDF file that can be added to a growing library collection on the iPad. The ACS Chemistry for Life has a complete middle school chemistry book. (http://www.middleschoolchemistry.com/)

The Khan Academy app provides easy access to their expanding video collection. There are currently 44 biology, 89 Chemistry, and 117 Physics videos. Search for “Khan” in the apps store and explore the current specific apps that download all the videos on a topic directly to the iPad. Watch and explore anywhere--no network connection necessary.

Purchased books are also available. A good example is Naked Eggs and Flying Potatoes by Steve Spangler. Complete with 37 videos, this book is not simply text. iBooks makes it easy to search through any book for specific text, bookmark and highlight sections, or add a note. Free digital textbooks for K-12 (http://www.ck12.org/) can be downloaded at the website shown here or directly within iBooks. Explore how Inkling is redefining the science textbook. (http://www.inkling.com/) Their textbooks include interactive quizzes and shared notes.

Apps aren’t the only source of video for the iPad. iTunes provides quick access to links to podcasts which are easily downloaded on an as-needed basis or synced with a classroom computer for regular updates. Naked Science Scrapbook is a new series of short videos on science questions from the popular audio podcast Naked Scientist. It’s easy to get so focused on apps that the power of additional resources in iTunes is missed. iTunes U provides more than just a college course and textbook link. The Beyond Campus section as well as the K-12 section provide audio and video files that support your curriculum. Examples include Ask a Biologist, Jitterbug videos from NSDL/ Exploratorium, and Rollercoaster Design from the Open University. Explore iTunes U and find the resources you need! They’re free.

Wired magazine’s article “2011: Second Wave of Children’s Mobile Apps Is Coming” predicted the first wave of apps has ended. Filling the shelves with apps and quickly adding drill and practice apps was the first wave. The second wave of apps will transform the learning environment and use the unique space of the iPad. Angry Birds uses the mobile device well, and students will argue it can teach Newton’s laws with ease! continued on page 4

There’s power in a one-to-one environment of iPads, but a science classroom could easily benefit from six to eight iPads with one device

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iPads in the Science Classroom: Consume to Create

The second wave of tools will also allow students to create. Drawing programs allow students to add a photo from the lab experiment and annotate it. Whiteboard links two iPads, and students can draw or annotate an image together. This app is available for both mobile devices and the Mac. Sketches 2 provides an easy-to-use drawing space complete with text tools and a graph paper background. Toontastic allows students to tell a story and create animations. This easy-to-use program includes graphics and characters, but the power in the science classroom is the ability of students to create their own illustrations and animations. Students can display a cell with Toontastic, complete with animation and music. SonicPics is a great way to collect a sequence of photos and then easily add an audio file describing the experiment.

continued from page 3 Consider the other push-and-play apps like TouchPhysics HD and Geared for iPad that allow students to manipulate their environment. 3DSunMoonHD offers a beautiful 3D view of the sun and moon in their current position in the sky. Students can rotate or manipulate threedimensional visualizations of molecules within the Molecules app. The second wave of tools will allow students to connect with each other and push back the walls of the classroom. Popplet allows students to build concept maps or record notes in a visual way that includes online integration. Beyond the classroom, Project Noah (http://www.projectnoah.org/) provides a resource for everyone to share and document wildlife. Project Noah stores information entered by observers and provides easy access to this information near the user. Field missions allow users to contribute to a specific project involving participants worldwide. This app is new but shares the potential of creating community.

The iPad can provide an environment for the science classroom that is both practical and creative.

Web 2.0 Presents WW II Mary Maloney, Claremont Academy The lesson titled “Web 2.0 Presents WW II” provides an opportunity for students to take an in-depth look at different aspects of the Second World War. Students use Web 2.0 tools such as VoiceThread, Go Animate, ToonDoo, SlideRoll, Xtimeline, and Animoto to produce presentations. They review various Web 2.0 tools and decide which ones will best illustrate their ideas. They each use four different tools to present their topics. Students begin by using a search engine to collect pictures that grab their individual interests. Students catalog the pictures and use their picture collections to help them narrow their research topics. Topics my students investigated include: • Challenge: The various Web 2.0 tools pushed students to learn and apply new skills. They learned from each other how to navigate the various web sites and tool choices.

• • • • • • •

The events leading up to Pearl Harbor and its aftermath Weaponry Conditions soldiers had to endure How people and places looked after the war The effects of the atomic bomb Cities destroyed during the war The destruction that Hitler and the Nazi Regime caused during the war • The American and Japanese conflict • Civilian life • Destruction and its effect on soldiers

• Publication: Students emailed their project links to me and their work was published on the school web site. • Relevance: The finished products that students produced were shared. This helped students think critically, develop questions, and seek answers about what can be learned by probing into our past. All students were given learning packets at the start of this unit that were designed to guide them through all of the essential steps in this research project. Some of the materials in the student learning packets are included here to help illustrate the process.

I attribute the success of this project to the following factors: • Choice: The picture cataloging method provides opportunities to tap students’ interests

You can follow this link to see student work samples. http://tinyurl. com/44nfau8

• Progress: Students met with me to discuss their project ideas and then self-monitored their progress

continued on page 5

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Web 2.0 Presents WW II

WHAT DO I HAVE TO DO? Follow each link and decide which 4 formats will best deliver my ideas to my audience.

continued from page 4

www.kidblog.org http://nces.ed.gov/nceskids/createagraph/default.aspx http://ed.voicethread.com http://education.weebly.com http://bighugelabs.com/captioner.php http://scratch.mit/edu http://www.commoncraft.com Microsoft photo story 3 http://animoto.com http://www.dfilm.com/live/moviemaker.html http://www.xtranormal.com Http://www.goanimate.com www.toondoo.com http://www.tabbo.com http://www.slideroll.com http://ikatok.com http://www.ourstory.com http://xtimeline.com http://www.comiqs.com http://www.surveymonkey.com

WHAT DO I HAVE TO DO?  Write the title of 12 pictures I plan to use in  my report.  Complete the table.   

NUMBER 

File Name 

Web site Name or URL 

CATEGORY

Google images 

Women 

 



Women Marching  (example) 

 



  

  

  

 



  

  

  

 



  

  

  

 



  

  

  

 



  

  

  

 



  

  

  

 



  

  

  

 



  

  

  

 

10 

  

  

  

 

11 

  

  

  

 

12 

  

  

  

http://NeoK12.com/pres/4GT5EMCG

   

 

 

WHAT DO I HAVE TO DO?  Decide on my focus.  Make notes in the  thought bubbles below. 

WHAT DO I HAVE TO DO?  Keep track of my work flow. Write the format  of the 4 projects.  Document my progress for each piece: I must have 4.  

     

   

 

 

 

 

Format: 

 

What is the central idea about my focus?

 

Work Status 

Date  

Work Status 

Date  

COMPLETE  COMPLETE 

 

COMPLETE 

 

COMPLETE 

In Progress  In Progress  In Progress  In Progress  In Progress 

 

 

COMPLETE 

NOT STARTED  NOT STARTED  NOT STARTED 

 

NOT STARTED 

 

NOT STARTED 

COMPLETE 

 

COMPLETE 

COMPLETE  COMPLETE 

 

COMPLETE 

 

 

 

  

 

 

  

   

 

 

 

IN PROGRESS 

 

IN PROGRESS 

 

IN PROGRESS 

 

  NOT STARTED

 

 

NOT STARTED 

 

How can my work show my ideas?   What media can I use to share my ideas?

NOT STARTED 

 

 

IN PROGRESS 

   

IN PROGRESS 

PhotoStory  (example) 

 

NOT STARTED 

 

NOT STARTED 

 

   

 

   

 

5  

 

   

Using Flip Cameras and Online Tools to Enhance Physical Education Justin Georgacakis, Glenbrook North High School The Physical Education classroom is a classroom unlike many others. However, the goal remains the same – to foster an environment of lifelong learning. The Physical Education staff at Glenbrook North High School added an “Introduction to Strength Training” class into its course catalog two years ago. The goal of this course is to introduce sophomores to the basics of weight training, safety in the weight room, and lifting techniques. When it comes to lifting technique, the goal is to achieve perfect form throughout each lift. Teaching through these lifts can be challenging. The challenges lie in teaching and learning the concept of muscle memory. Unless the students have an out-of-body experience, they may not understand what it looks like to have perfect form. With the addition of the Flip cameras and the use of Moodle, we are able to video each student as they lift, edit the film, and then post the video segments on Moodle so that they can critique themselves as well as their peers. Homework in PE is never really greeted with open arms, so these assignments are short and engaging. With the use of the Flip cameras, I can supplement my lesson plans with outside school work that brings analysis and critical thinking to a PE classroom.

Materials and Equipment Needed: • Flip Camera • Moodle or other online course software • Video editing software to remove audio Steps involved in this Activity: 1. Film students individually as they perform three reps of hang/clean 2. Edit the video segments to remove the audio 3. Post video segments on Moodle 4. Organize students in groups of three 5. Instruct students how to critique themselves and the two others in their groups so that they can identify two points of good technique and suggest two points where improvement is needed

Objectives: • Discuss proper hang/clean technique • Demonstrate perfect form • Use Flip cameras to record student lifts

Reflections When I publish the video segments of the lifts by each student, I also publish a podcast of proper technique as well as a video that demonstrates perfect form. Once it is posted to the Moodle site, the students can access the film at any time from any computer with Internet access.

Technology Required: Flip cameras, Pinnacle Studio software, Moodle Differentiating Instruction for special needs: None at this time

Daniel Merryman Regional Sales Manager AVer Information, Inc. USA tel 408.421.3478 Daniel [email protected] www.averusa.com

to reach new possibilities! Break away from the front of the classroom with revolutionary mobility and freedom! Expand the learning environment with AVerMedia’s new wireless document camera. The AVerVision W30 will inspire you to show much more, from science experiments, large maps and art projects to a trail of ants outside your window! © Copyright 2011, AVer Information Inc. All rights reserved.

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Engaging Students During the Final Days of School Steve Ryan, Butler Junior High School, Oak Brook, Illinois When given the chance to express their creativity and become content creators, the results are phenomenal. When you give students the means to create, they will surpass your expectations. I would strongly recommend the integration of digital video production within other curricular areas in an effort to engage students on a consistent basis. This type of assignment does not need to be saved just for the days at the end of the year, but can be used throughout the year as teachers try to integrate technology that promotes critical thinking skills and encourages creativity. When this occurs, our students will produce valuable results that will expand their skill-set and knowledge base.

As educators we constantly strive to engage our students and reach them every single day within our content areas and across grade levels. However, the final days before school adjourns for the summer are often some of the most trying times. Thus, it is imperative for teachers to try even harder to reach students and engage them in lessons that inspire students to be active, life-long learners and become content creators, adding to the already rich sources available on the Internet. As a social studies teacher, I am charged with the task of covering a significant amount of historical content that continues to expand every day because history develops on a continual basis. Still, the length of the school year stays the same, and the challenge of covering all of the content becomes even more daunting. A topic that continues to invigorate my teaching is the Reconstruction era immediately following the Civil War. This time period provides a number of interesting interpretations due to the fact that our country was attempting to put itself back together after a devastating war among citizens of a previously united country. Historical documents and resources from this time period include a number of various photographs and images that inspire and provoke thought as well as discussion.

Reconstruction iMovie Project You have been contacted by the Smithsonian Institution to create a 2-3 minute video telling the story of a specific aspect of the Reconstruction Era in American history. This is the time period after the Civil War when the United States begins to rebuild as one, unified country by readmitting Southern states to the Union. Through the use of pictures, words, music, and videos (if applicable), your task is to truly commemorate anything and everything that took place during your assigned topic. Using iMovie on the Apple computers in the Mac Lab, you should be able to create your masterpiece by weaving together different multimedia technologies.

In order to teach this unit, I ask students to create their own movies about specific sub­topics within the broader Reconstruction era. Students jump at the opportunity. In order to provide some framework to this assignment, I suggest to the students that their video masterpieces will play in the Smithsonian Institution. I utilized iMovie on Macintosh computers for this assignment, and I would also recommend the use of Windows Movie Maker or Photostory as Windows-based options for the integration of video and digital storytelling within any curricular area.

Assessment: Content & Historical Accuracy (50 points) Did I use words, pictures, and music? Do I have a clear and visible theme? Is it well thought out? Do all of my pictures pertain to Reconstruction (1865-1896)? Are all of my quotes from the time period of Reconstruction? Is my music appealing to viewers? Did I meet the time requirement? Are all of my pictures and words school appropriate?

During the unit, I start each class period with a mini-lesson on specific topics relating to iMovie such as finding photos, importing photos, adding text, varying transitions between pictures, inserting special effects to optimize the photos, finding or creating content-specific and thematic music, adding music, and doing special editing in order to make my students feel comfortable with these features of the application. Throughout the course of the class periods, students master the skills with my help. Students are excited at the prospect of becoming producers. These students work on their skills and continue to refine their skills as time goes on during the unit. Students spend a number of class periods perfecting their videos in anticipation of the time when they will be asked to share their products with the class.

Creativity (20 points) Did I spend enough time using different effects and techniques? Would I want to sit down and watch my movie again? Will Mr. Ryan see my creative side when he watches? Grammar (10 points) Are all of my words spelled correctly? Do I use complete sentences where necessary? Do I use quotations when quoting someone? Digital Citizenship and Work Completion (20 points) Do I cite all of my pictures giving appropriate credit? Do I include a list of sources that I used for my research? Do I include a citation for music as well as photos? Do I come to class prepared and ready to work? Do I bring everything I need with me each day? Do I stay on task or am I constantly being redirected?

The finished products of my seventh grade students were truly aweinspiring. The students were proud of their accomplishments, excited to share with their classmates, and eager to do another project similar to this one. What was most telling was the collaboration and engagement of the students each day. Students were not only working at their computers, but jumping at the chance to aid a classmate solve problems or issues. Students were focused on their assignments and worked hard to make their video segments the best they could.

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The Past Comes Alive with Glogster Beth Leidolf, York Community High School As part of a unit study on immigration, students are asked to research a notable Hispanic or Hispanic-American who has made valuable contributions or a large impact on our society. Students introduce and share this notable figure to the class through an oral presentation in the target language that is accompanied by a visual aid. This visual aid adds more depth and dimension to the historical figure and is a key piece to the oral presentation.

• Students will use a technology tool to create a visual aid that complements the oral presentation. Materials/Resources: Informational resources and computers with Internet access NETS Standards Connection: The use of Glogster by teachers facilitates and advances student learning and promotes student creativity and innovation in a virtual environment.

I have found that Glogster effectively adds pop to those student presentations and helps the past come alive! Glogster is an easy and safe Web 2.0 tool that lets students create an interactive poster. In Glogster, students are able to add text, photos, videos, graphics, sounds, drawings, data attachments, and more to create their online multimedia posters. This fun and engaging tool gives students lots of ways to add pizzazz to their presentations.

Illinois Learning Standards Connection: Goal 29- Students use the target language to develop an understanding of the customs, arts, literature, history, and geography associated with the target language. Procedures: 1. Students choose a notable Hispanic or Hispanic-American from a pre-selected list created by the teacher. This list contains important persons from the areas of sports, literature, art, math and science, film, music, or other fields of interest. Students are also allowed to select an individual who is not on the list, but teacher approval is necessary. 2. Using online resources, students find information pertaining to the following questions or topics: a. Describe his/her life and family. Where was he/she born? b. What was society like during that time? What was happening in the world while he/she was living? Explain. c. Explain the positive influences or difficult moments in his/her life. Were there specific moments or people that deeply affected his/her life? Explain. d. What contribution(s) has this person made to the world? Why is he/she a notable Hispanic? e. How is society today different as a result of this person’s contribution? 3. Students synthesize the information they have gathered to create formal oral presentations that introduce the notable person they have researched to the class.

Student Example Ritchie Valens Presentation

4. Students use Glogster to create an interactive poster to complement the formal oral presentations. Students are encouraged to use a variety of multimedia elements in their Glogster posters.

Class or Grade Level: 9-12 Subject: World Languages Time Allotment: Approximately 2-3 hours of work with resources and Glogster

Internet Resources: http://edu.glogster.com/ http://www.evgschool.org/Famous%20Hispanics.htm (a list of famous Hispanics) http://www.infoplease.com/ipa/A0933896.html (Famous Firsts by Hispanic-Americans)

Objectives: • Students will gather and synthesize information about the lives and accomplishments of a notable Hispanic or Hispanic-American using a variety of resources. • Students will apply their knowledge of a notable Hispanic or Hispanic-American by creating a successful oral presentation.

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A Historical Fiction Project Using VoiceThreads Linda Straube, New Trier High School I used Screencast-o-matic to make that video – it was simple to use, although having a script and practicing is important and something I was able to stress with students. Once the book selection was complete, each student did some research on the time period, the author, and the book itself. Suggested research tools such as our online catalog and subscription databases are linked on the Libguide. I completed an example myself using Clara and Mr. Tiffany by Susan Vreeland. This gave me an opportunity to review the concept of keywords with students and also to show them a few professional reviews. I purposely included some images in my sample since I knew they would eventually be needing to find some for their own VoiceThreads. The students completed short written summaries for their English teacher with attached bibliographies that they created using NoodleTools.

As a high school teacher/librarian, one of my goals has been to use student reactions to the books they have read as a way for future students to hear about possible titles. This has been an effective way to supplement my booktalks. I was really excited when a Sophomore English teacher told me that she wanted her students to read historical fiction as an independent read last Spring. Inspired by Rozema’s English Journal article, we considered the idea of producing podcasts, but ultimately agreed on VoiceThreads as the tool to capture the students’ reactions. If you are interested in experimenting with a similar project, free or trial versions of the tools we used are available.

After a couple of weeks of reading, students formed definite opinions about their books and were ready to begin drafting their reviews. The English teacher and I spent time with them in the lab to find images using sources that we suggested and to record their work using VoiceThreads. The students seemed eager to share their reactions, particularly since they knew their audience would be students in next year’s class. This was the first time we had tried the project, but we will be doing something similar next year. Please contact me if you have any questions or suggestions!

If you wish to look over our Historical Fiction project, you can follow this link to view the materials posted on our web site: (http://newtrier. libguides.com/Historical_Fiction). As you can see, we use Libguides at New Trier to develop and display our pathfinders or ClassLinks pages. The flexibility and customization which they allow in an easyto-use format is worth investigating if you have not done so. For this guide, I added a LibraryThing widget that displays and connects to a list of over 140 titles that the teacher and I offered as choices for this particular Historical Fiction project. While I gave a traditional booktalk and encouraged students to “browse” the physical books, the LibraryThing list also allows them to view books outside of class, to read reviews from other readers, and to see how book recommendations might overlap with their own favorite titles. The list provides a readily available – and very visual – reminder for all of us. To learn more about how we used LibraryThing, click on the link to the short video segment on the ClassLinks page.

Works Cited: Rozema, Robert. “The Book Report, Version 2.0: Podcasting on Young Adult Novels.” English Journal 97.1 (2007): 31-36. Print. Vreeland, Susan. Clara and Mister Tiffany. New York: Random House, 2011. Print.

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When Will I Ever Use This? Career Exploration Project Ruth Shunick, McHenry School District 15 brochures, books that are available at your school, members of the community who come to your class to discuss their career, and job shadowing.

“When am I going to use this?” is a question you’ve heard before. Students ask this question about curriculum. The aim of this project is to help students discover the relevance of their studies through a career investigation.

As you read books about a career, you will post a book review in the “Thumbs Up, Thumbs Down” Internet Book Club Forum.

What is the iCollaboratory? The iCollaboratory provides K-12 teachers and their students timely professional development, project consulting, training, technical advice, and Web-based resources and services to practice 21st century learning.

Your research will be presented to the public through the “When Will I Ever Use This?” Web page. A copy of your research might be added to a Career Portfolio in your Learning Center so that other students may make wise decisions about the paths they wish to follow for careers. It is possible that you will be asked to create a brochure about the profession that you researched and/or a multimedia presentation.

To register a group of students, please send email to icollaboratory@ gmail.com

The real-world culminating event is the Career Fair. Community members share their insights on various careers with students at the school’s Career Fair. Students signup for three different speakers and rotate every 15 minutes. Community speakers answer students’ career questions.

Here are descriptions of the ten activities in this Career Exploration Project. Activity 1: Introduction: When Will I Ever Use This? Career Exploration You are sitting in math class. The question “When will I ever use this?” keeps popping up in your mind while your teacher works out algebraic equations in front of the classroom. This project will help you realize that there are many careers that make use of mathematics.

Activity 2: So What Do You Want To Do With Your Life? Which jobs are you thinking about as a way to earn a living as you reach working age? Complete the survey at the bottom of this page. Be as specific as possible because materials and information will be gathered to help you learn more about the job of your dreams!

Math is just one example. You’ve been wondering about the usefulness of facts from other subjects, too. When you begin your investigation of a career of your choice, you will be surprised how often basic facts from middle school and high school classes and exploratory classes get into the picture of your promising future.

Activity 3: What Resources Should I Use? Refine your question. What are you looking for? Try to limit your key words to a few important words.

You will be researching a career that involves the use of any of the core subjects – language arts, math, science, social studies, as well as exploratory classes such as art, foreign language, health, music appreciation, physical education, problem-based learning, and technology. Your research will include:

The Learning Center or Media Resource Center is a great place to begin. Basic information about your topic will be found in the reference section

• A description of the profession • A list of high school classes to take in order to attend colleges that prepare students for this profession • A list of college classes that are required for this profession • The advantages and disadvantages of the profession • The salary range • The outlook for openings in the future.

continued on page 11

A major source of your information will be the Career Cybrary Links. In the Career Cybrary resources associated with this project, you will find links to information about occupations as well as web sites that will help you with the actual writing of your research paper. Other sources of information might include video tapes about careers,

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When Will I Ever Use This? Career Exploration Project

3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

continued from page 10

Activity 5: Career Description Choose a Career. Write a Career Description. Publish a Career Description document.

of your learning center or media resource center. Another resource is the Career Cybrary Links. Information about occupations and information about writing can be found in the Career Cybrary Links.

Standards Covered: Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 - College and Career Readiness Anchor Standards for Writing Text Types and Purposes

Books can be checked out of the Learning Center or the Media Resource Center. Review the book in the “Thumbs Up, or Thumbs Down” Internet Book Club Forum. Let other students know how valuable that book is. Give it a five star rating if it’s the best. Give it a one star rating if it doesn’t help very much at all.

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Standards Covered: Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 - College and Career Readiness Anchor Standards for Reading Key Ideas and Details

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Activity 6: Classes Needed For Your Dream Job Research the classes that you will need to insure that you are qualified for your career. Gather information about classes necessary for your career. Organize your thoughts in Microsoft Word by writing a description of the training needed. Update and publish your Career Document.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Activity 4: Thumbs Up, Thumbs Down Forum How useful was the resource that you chose for investigating your career?

Standards Covered: Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 - College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

• Did it have all of the information that you were searching for? • Did it have a description of the job? • Did it list high school classes to take in order to attend college or tech school? • Did it list courses that had to be taken after high school? • Did it list advantages and disadvantages of the job? • Did it list the pay rate or the salary range? • Did it give some information about the outlook for the job?

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Let other students know how useful this resource was by deciding if it gets a “thumbs up” or a “thumbs down” as a resource.

3. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Standards Covered: Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 – 12 – College and Career Readiness Anchor Standards for Reading Craft and Structure

Activity 7: What Are the Advantages and Disadvantages of My Dream Job? Research the advantages and disadvantages of your career. Update and publish your Career Document.

1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Activity 8: Salary and Outlook Investigate how much you might earn in the career you’ve chosen. You will also need to know if the job that you’re interested in will be there when you graduate or when you’ve completed your classes. How long will that job be available? Is it a job that might be eliminated? Examine all of these factors and write about the salary and the outlook for the future.

2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 3. Assess how point of view or purpose shapes the content and style of a text.

Activity 9: Share Your Knowledge Click links to learn how to create your web page as well as update and publish your career research.

Integration of Knowledge and Ideas 1. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

Standards Covered: Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 - College and Career Readiness Anchor Standards for Writing Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. continued on page 12

2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

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When Will I Ever Use This? Career Exploration Project continued from page 11 Activity 10: Invitation to Add Comments Please take a few minutes to read the iCollaboratory “Netiquette”. Find a career that interests you. Read the student’s Career Web Page thoughtfully. Answer some of these questions by writing in a word processing program: What about the career interests you? What did you learn about the career that you didn’t know? If you know someone who has this career, discuss the career from what you’ve heard. Describe the reasons why you’d like to have this career or the reasons you would not like this career. Use proper written language when you are writing. Your written work for this project should not include emoticons or messaging “short-hand”. 1. Spell check and grammar check your word processing document. 2. Copy and paste your comments at the bottom of the career Web page you’ve chosen.

We’ve been busy over the summer

3. Click the “Comment” button. Paste your response in the text box. 4. Click the “Add comment” button.

Before you go back to class, check out the new products and promotions on our new website, including: Lower-priced configurations of the new Promethean ActivBoard 500 Pro (above), which combines precision interactive whiteboard technology with the latest multi-touch capability. Culminating Event: Career Fair with Community Speakers The real-world culminating event is the Career Fair. Community members share their insights on various careers with students at the school’s Career Fair. Students signup for three different speakers and rotate every 15 minutes. Community speakers answer students’ career questions.

New developments in Learner Response Technology from Promethean, the world-leader in Learner Response Systems. Exciting offers on streaming video systems from New Dimension Media.

Standards Covered: Common Core Standards for Literacy in History/ Social Studies, Science, and Technical Subjects 6–12 - College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge

Graphtech’s expanding list of events and professional development.

1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

www.graphtechlearning.com

3. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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847-964-5025

Scrapbooking Across the Regions Caren Kimbarovsky, Liberty School District 70 Lesson Overview: As students learn about the regions of the United States in social studies, we use the idea of scrapbooking to capture the main ideas. This project was done in conjunction with many learning activities about the Northeast Region. The teacher also wanted the students to work with Microsoft Word. It was a culminating activity for the unit.

f. Use simple phrases to assist with the main ideas. g. Use three or more vocabulary words . i. Highlight the vocabulary words in the project. h. Create your title in Word Art. i. Place your name somewhere on the page. 4. Students needed a lesson on how to do some of the skills in Word. Therefore, students were shown how to: a. Insert photos and use the text wrap feature. b. Frame pictures. c. Create text boxes. d. Change fonts. e. Use the alignment tools. f. Highlight text. g. Create Word Art. h. Set Margins. 5. For the sake of time, students were directed toward a Digital Kit that housed over fifty pictures that connected with the region for them to use. 6. Once completed, students printed their page on a color printer and displayed them.

Grade Level: 4th Grade Materials used: Bower, B. & Lobdell, J. (2004) Social Studies Alive: Regions of our country: Palo Alto, CA: Teachers Institute Curriculum Microsoft Word 2008 (Macintosh) Lesson Description: After the lessons pertaining to the Northeast region were taught, students were given the following criteria to create the scrapbook: 1. They were to use Microsoft Word to create their scrapbook page. 2. Only one page was allowed. 3. Pictures of the following ideas should be depicted: a. A map of the region. b. Examples of the different types of geographic places that are located in this region. c. Historical places found in the region. d. Connections with the growth or economy of the region. e. Other ideas that could be used: i. Transportation in the region ii. Housing in the region iii. Recreation in the region iv. Government in the region v. Interesting facts

Publishing Options: If your school does not have color printer, show students how to save their projects as PDF files that can be posted on a website. If the teacher wants to merge all of the projects to create one document, they might consider using presentation software such as PowerPoint or Keynote before publishing. Scoring Rubric: An example of rubric is here:

Category

4 (Extends)

3 (Meets)

2 (Approaching)

1 (Below)

Content Accuracy

At least 5 accurate phrases are displayed on the page.

3-4 accurate phrases are displayed on the page.

2 accurate phrases are displayed on the page.

Only one phrase was displayed on the page.

Labels/Title

All items of importance on the page are clearly labeled with labels and the font and size are appropriate to be read from a distance including the title.

Almost all items of importance on the page are clearly labeled and the font and size are appropriate to be read from a distance including the title.

Several items of importance on the page are clearly labeled OR some of the labels are too small or the font is hard to read including the title.

Labels are too small to view OR no important items were labeled OR the title was missed.

Required Elements

The page includes all required elements as well as additional information. (Map, types of geographical features, Historical features, Growth or Economy, Other)

Most of the page elements are included on the poster but one or two were missed.

Some of the required elements are included on the page. The student missed 3 or 4 elements.

The student missed five or more elements.

Attractiveness

The page is exceptionally attractive in terms of design, layout, and neatness.

The page is attractive in terms of design, layout and neatness.

The page is acceptably attractive though it may be a bit messy.

The page is distractingly messy or very poorly designed. It is not attractive.

Mechanics Grammar

Grammar, capitalization and punctuation are correct throughout the page.

There is 1 or 2 errors in grammar, capitalization or punctuation.

There are more than 2 errors in capitalization, grammar or punctuation. continued on page 14

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Scrapbooking Across the Regions

elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

continued from page 13

• NETS: Extensions for this project: • This project does not have to be at the end of the unit; it could be an activity that focuses in on one aspect of the region as well. • Allow students to find their own pictures and learn how to safely search. Also, provide a bibliography for pictures. • Have students do each region to create an end of the year region book. Then, students can compare and contrast regions using their own scrapbooks. They could either write an informative paper or create a digital comparison. • Have students use a graphic organizer such as Inspiration or a similar tool to explain the parts of the features of the region depicted. • Import the documents into a presentation and have students present or record their narration of the different regions. This can be done using GarageBand as a podcast, PowerPoint or Keynote. • Use a Web 2.0 tool called Animoto to create a region scrapbook. • Use a Web 2.0 tool called Glogster to create a region scrapbook. • Do this project at the end of all the region units. Divide the students up and only assign one region to groups of students. Each group would be in charge of creating scrapbook pages for their region. Then, once students complete the project share the projects and have each student write down one thing they learned from each project, which would focus in on each region.

Creativity and Innovation: A. Apply existing knowledge to generate new ideas, products, or processes. Research and Information Fluency: A. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Critical Thinking, Problem-Solving, and Decision Making: A. Plan and manage activities to develop a solution or complete a project. Digital Citizenship: all four sub-standards Technology Operations and Concepts Resources for Pictures: (Please remember to give credit or attribution) Pics 4 learning: http://www.pics4learning.com/ Morgue File - http://www.morguefile.com/ - A public image file “for creatives by creatives”. http://free-photos.biz/search/ Flickr: - http://www.flickr.com/creativecommons/ - Look at the ones in the attribution section. This way you may use them but you do need to give them attribution.

Standards Covered: • Social Studies:

Pictures used on the sample scrapbook page shown here:

State Goal 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.

http://www.morguefile.com/archive/display/604375 http://www.lowbridgeproductions.com http://www.xtimeline.com/evt/view.aspx?id=612773 http://www.flickr.com/photos/the-o/2433518174/ http://thecog.com/index.php http://www.morguefile.com/archive/display/38094

• Common Core New Illinois Standards for English: Reading Standards for Informational Text K–5 1. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive

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The Characters in Our Class Sandy Sulita, St. Raymond School Step by Step Procedures: 1. Find a background scene for your character. We used photos of our school campus that the students took when they were in fifth grade. 2. Use “myavatareditor.com” to create an intriguing character. Save the file. 3. Write a script describing the character; include in the script an explanation of the background that was used. 4. Record an audio clip of the script. 5. Open PowerPoint. Insert the background, character, and sound clip. Save. 6. To have a class presentation, create a master PowerPoint file. Students can then copy their slide and paste it into the master presentation. 7. Share with the class and enjoy.

I created this assignment, “The Characters in Our Class”, after attending Tammy Worcester’s Favorite Tips, Tricks, and Tools session at the 2011 ICE Conference. Tammy showed us the website http://myavatareditor.com, and I knew that the quirky personality of my eighth grade class would be creatively challenged. The reaction of my students went from skepticism to intrigue to outright fun and creativity trying to “one up” their peers. It was the perfect project to do between heavier research assignments. I also used this website with my sixth graders who made Sci Fi movies, The Day the Sun Disappeared. Title: “The Characters in Our Class” – 8th Grade Standards Addressed: 1a. Apply existing knowledge to generate new ideas, products, or processes. 1b. Create original works as a means of personal or group expression. 1c. Understand and use technology systems. 1d. Transfer current knowledge to learning of new technologies.

Materials Needed: Internet access to http://myavatareditor.com Microphones and sound recording program Presentation software – PowerPoint

Goals: Use technology to communicate the description of a character.

Assessment: I used a rubric with list of requirements to assess student work. Since this was meant to be a fun assignment, the assessment was not very rigid or strict.

Objectives: 1. Reinforce the descriptive writing skills of character development learned in English class. 2. Develop a character using the myavatareditor.com web site 3. Write and record an audio script for the character. 4. Insert character and audio files into PowerPoint.

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Using Graphs Nancy Fitzgerald and Ruthy O’Malley, Ss. Peter and Paul School Lesson Summary Students will complete online graphing activities as they are exposed to the different types and uses of graphs. These will be related to the math curriculum to reinforce understanding of concepts taught there.

graph types and then decide as a group what type of data to collect for that graph. This includes bar graphs, pie charts, line graphs and pictograms. Online Graphing Resources Introduction to Graphing: http://www.sciencenetlinks.com/lessons. php?DocID=37 Interactive Graph: http://www.haelmedia.com/html/mc_m65_004.html Data Picking: http://bbc.co.uk/education/mathsfile/shockwave/ games/datapick.html Bar Graph: http://shodor.org/interactivate/activities/BarGraph Learning About Coordinates: http://hotmath.com/hotmath_help/ games/ctf/ctf_hotmath.swf Graph Interpretation: http://www.ixl.com/math/grade-5/line-graphs

Subject Areas: Math, Technology Grade Level: 5 Learning objectives: 1. Use the Internet to gather and interpret information about graphs 2. Work with pie charts, bar graphs, line graphs and equations. 3. Create a graph with data. Problem Nature The lesson will involve authentic learning strategies centered around the math curriculum.

Additional Resources: Graphing Worksheets: http://www.superteacherworksheets.com/ graphing.html

Activities Before Using the Computer Students will learn about graphs in math class.

Graphing Activities: http://classroom.jc-schools.net/basic/mathgraph.html

Activities While Using the Computer Students will work at the computer individually.

Assessment - Students will be assessed by means of a rubric.

Students will go to: http://www.ssppstudentctr.com/5thGraphing.html and complete the interactive graphs.

Standards Addressed: Illinois Learning Standards: Illinois Core Math Standards 4 ISTE Technology: Foundation 3: Technology productivity tools, Standards A & B

Extension Activity After completing the online activities, students will work in groups to collect data and graph their results. They will randomly be assigned

Virtual Field Trip: Joseph Cornell Gregory Regalado, Maine West High School Grade Level This project was designed for high school students, but this lesson can easily be tailored for any grade level.

plan, the department as a group picks something to work towards to help us to become better classroom teachers. This year, the art department worked towards incorporating a virtual field trip in each of our classes. The approach for my advanced digital imaging classes focused on having students work independently as well as having them work collaboratively as a class. I fused Google Apps (Docs, Forms, Spreadsheets, Presentations and Sites) into the mix to make it more dynamic and engaging.

Content Area Art: Digital Imaging Inspiration The inspiration of this project came for our department Professional Development Plan. As part of our yearly professional development

Preparation I created a Google Site, which was the hub for my Virtual Field Trip. As you will see if you visit the site (www.tinyurl.com/JosephCornell), the project involved the creation of several pages. Screenshots of a few of the pages are included in this article. • Virtual Field Trip: This was the welcome page that listed the requirements for the students, as well as an image and quote from Joseph Cornell. • Critique: This page had an embedded Google Form for the students to critique a piece of Joseph Cornell’s artwork. They had to search continued on page 17

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Virtual Field Trip: Joseph Cornell

• Day 1: Introduction of the Virtual Field Trip Site: Self-Grading Quiz and Video. • Day 2: Continued Exploration on the Virtual Field Trip Site: Critique and Links. • Day 3: Classroom presentation on Joseph Cornell: Brainstorming and Classroom Discussion. • 21/2 weeks: Class Work (Part-Time) Last Day: Individual Online Evaluation and Group Critique.

continued from page 16 the Internet for a piece of artwork, document the URL, and answer a variety of questions. • Links: This page had an embedded Google Form for the students to list an interesting site they found about Joseph Cornell. In addition of copying/pasting the URL, they had to write a 1-2 sentence description about the site that they had located. The data collected immediately populated the Resources page of the site for the students to see. • Resources: This page lists a variety of resources about Joseph Cornell. The submitted Google Form from the Links page immediately populated the Google Spreadsheet displayed on this Resource page.

Process Day 1: I gave the students a brief overview of the Virtual Field Trip and shared with them my expectations. I wanted the students to explore and research Joseph Cornell and to learn about his life and artwork. The students worked independently and viewed a brief video of his artwork and took a quiz based on two predetermined websites.

• Questions: This page had an embedded Google Form that contains a self-grading quiz (yes, self-grading…very cool!) that asked 10 questions about two independent websites about Joseph Cornell’s life and artwork. The students had to read the questions, research the sites, and answer the multiple choice questions. • Video: This page had an embedded YouTube video of Joseph Cornell’s artwork. Someone else already created it, so why not use it! • Student Work: This page was updated throughout the assignment with pictures of the class project. • Evaluation: This page had an embedded Google Form for the students to assess their involvement at the conclusion of the class project. • Web address: This page listed the shortened web address so I wouldn’t forget it.

Day 2: Focusing on literacy, the students had to select a single piece created by Cornell and write about it. The critique focused on four components: Description (breaking the artwork down into a visual description), Analysis (a narrative on how the elements and principals of design were utilized), Interpretation (a depiction on what they think or feel about the artwork), and Judgment (a conclusion on why the artwork is a success or failure). In addition, the students selected a website that they wanted to share with the group. They had to write a brief description of one or two sentences about the site.

In addition, I utilized Google Presentations to create a lecture/discussion about the artist and his life. I incorporated many open-ended prompts throughout the presentation to help the students build connections from their virtual field trip experience. Finally, I purchased two “boxes,” one for each of the advanced digital imaging classes, as the framework for the students to collaborate on and create a group art piece.

21/2 weeks: Based on what was determined by the student-led brainstorming session, over the next 21/2 weeks, the students were able to work individually, in small groups, and as an entire class to accomplish their objectives of transforming the “box” into a piece Joseph Cornell would possibly have created. Note: A specific location was designated within the room for the students to work on the project. Since it would be next to impossible to have an entire class work on the project at once, adequate time was allowed for them to work on it. During this time, unrelated assignments were introduced.

Day 3: On the third day, I “filled in the blanks” with an open ended presentation. I put together a variety of slides that made direct reference to the materials covered from the previous days. The slides were geared towards a teacher-guided discussion and not just “me” talking to “them” but a dialog back and forth. At the conclusion of the presentation, the students elected a group leader to lead a brainstorming session. They had two objectives--select a theme for the group piece and determine how they would take the “box” and emulate Joseph Cornell’s style.

Last Day: At the conclusion of the project, the students were required to take an online evaluation and participate in the class group discussion. The artwork created was displayed in the showcase outside the classroom.

Description Students will be exposed to modern artist, Joseph Cornell via a virtual field trip (www.tinyurl.com/JosephCornell), classroom presentation/ discussion, and a collaborative classroom project which emulates his style. Objectives: • Students will demonstrate aesthetic awareness by contributing to the creation of a group piece of artwork. • Students will use observation to describe, analyze, interpret, and make a judgment on a piece of artwork. • Students will use prior knowledge (through research) and participate in a group discussion and critique. • Students will demonstrate skills in navigating, researching and sharing website information. • Students will demonstrate critical thinking, collaboration and risk taking. Timeline From start to finish: three weeks

continued on page 18

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Virtual Field Trip: Joseph Cornell continued from page 17 Resources Virtual Field Trip Site: www.tinyurl.com/JosephCornell Standards Addressed: All three Fine Arts Illinois Learning Standards: Goal 25 – Language of the Arts; Goal 26 – Creating and Performing Goal 27 – Arts and Civilization. NETS Learning Standards: 1. Creativity and Innovation 2. Communication and Collaboration 3. Critical Thinking, Problem Solving, and Decision Making 4. Technology Operations and Concepts Reflection Every component of the virtual field trip exceeded all of my expectations. The students were empowered from the beginning stage of exploring

the Internet, working individually, working collaboratively, and creating a group piece of artwork. Students took ownership within the learning process, and they enjoyed researching, writing and creating!

Spotlight Member Recognition Program Nancy Licko, ICE Membership Committee As you may have noticed, the ICE web site features profiles of our first members recognized in the ICE Spotlight Member Recognition Program. This program will be featured on the ICE site and in future issues of the ICE Cube newsletter as the program grows and we receive new nominees. You can follow this link to see the ICE members who have already been featured in the Spotlight program: http://www.iceberg.org/membership/spotlight

c. What has technology done to enhance your classroom or educational setting? d. How do you see technology driving change in education over the next 10 years? 5. Provide a photo to be used on the ICE website, local chapter site, ICE Cube newsletter, and various ICE promotional materials. 6. Chapters and SIG’s may choose any method to select persons. 7. Members of the ICE Governing Board or the local chapter leadership team are not eligible for this recognition. Local Chapter Leaders 1. Must be a member in good standing of ICE. 2. Provide leadership to their local chapter, SIGs, or state-wide committees, through volunteering to serve as elected officers or committee chairs. 3. Provide leadership within their educational community through professional development, advocacy, and/or as a mentor. 4. Willing to share their stories, information about themselves and contact information. 5. Answer the following questions (briefly) a. Why are you an educational leader? b. How does ICE enhance your professional development? c. What has technology done to enhance your classroom or educational setting? d. How do you see technology driving change in education over the next 10 years? 6. Provide a photo to be used on the ICE website, local chapter site, ICE Cube newsletter, and various ICE promotional materials. 7. Chapters, SIGs, and ICE committees may choose any method to select persons

For this program to succeed, the committee will need nominees throughout the year. Do you wish that you could share an idea or story about a special member? Do you know someone who has found an interesting way to apply technology to education? So often, it seems that the individuals who work hard every day in education get overlooked and don’t get the recognition that they deserve. The ICE leadership team knows that our members work very hard to keep education engaging as they enrich their lessons with technology resources. The Membership Committee would like to recognize their contributions through our Spotlight Program. The Spotlight Program is intended to showcase the activities and projects that local chapter members and leaders are doing to enhance education through technology across the state of Illinois. This is not a competitive recognition or one designed to determine the single best educator. Rather, it is an opportunity to share with our general membership connections to real ICE members and showcase the creative and effective ways they are using technology in their schools and districts. The qualifications for nomination are: Local Chapter Member 1. Must be a member of ICE in good standing. 2. Uses technology to improve instruction in his/her educational setting. 3. Willing to share their stories, information about themselves, and contact information. 4. Willing to answer the following questions (briefly): a. Why are you an educator? b. How does ICE enhance your professional development?

Nominees will be recognized at the ICE Booth, in the Spring ICE newsletter, and will receive a certificate. For this program to be successful, the Membership Committee needs nominations. If you would like to nominate an ICE member for recognition, please contact the ICE Office at [email protected] for more information about the Member Spotlight Program.

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Call for Articles We hope that you found some valuable lesson ideas and resources among the many articles in this issue that you can use as you look ahead to the 2011-2012 school year. The next issue of the newsletter will focus on one of the topics that has generated considerable interest at the past two conferences – using interactive white boards in the classroom. We will be looking for practical suggestions for how to use interactive white boards with students at all grade levels, lessons learned during the implementation process, training strategies, lesson and project ideas, and links to valuable online resources. The deadline for submission is Thursday, September 15, 2011, and the scheduled publication date is in October. You can e-mail your submissions along with any related pictures, screenshots, or other documents to [email protected]. Please share your best ideas so that we can make this a comprehensive and informative issue that will be of value to all ICE members who are currently using interactive white boards or are considering purchases this year.

2011-2012 ICE CUBE Timeline Volume

Topic

Volume 2011, Issue 4

Making the Most of Interactive White Boards

Volume 2012, Issue 1

ICE Conference 2012 ©2011 162270 LKCS • www.lk-cs.com

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Article Due Date September 15, 2011 December 15, 2011