2014 October Assess RCAN

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Slide 1

Please take some time to color the picture of the bird. Buddy up with someone who has a tablet device with ColAR App installed. Welcome everyone. Explanation of the new position of Director of K-12 Instructional Technology. Goals of meeting monthly to learn together and give you at least one idea to bring back to your school. We will learn and practice a new idea or two each month. For the moment I have meetings set up in October, November, and December. We will have to work together as a group and decide if this is the best format. We may decide to try getting together in online meeting spaces for January. I believe it is most important that we first get to know each other face to face. I want to thank you all for making the sacrifice to get to the Archdiocesan Center. The coloring page and app are a use of technology known as augmented reality we will talk about it more in a little while.

Slide 2

http://freemusicarchive.org/music/Pianochocolate/Lilac_Music/08_-_Pianochocolate_-_Pianochocolate_-_long_long_letter [I did not end up playing the background music. It can be played by mousing over the icon]

Slide 3

The reason I had you set up all the accounts was to save time during our work today. The reason I use Edmodo is that it helps me keep track of where everyone is. The reason I had you complete the technology survey is so that we can help each other. http://www.brainyquote.com/quotes/quotes/m/marktwain118964.html The word on the street was that the two pre-work assignments created stress. Please understand that you can let me know if something is too overwhelming. It can always be done at this workshop or after the fact. This pre-work is probably the hardest overall because it is our first time getting together and I was setting the stage for our future work by gathering contact information and data to help me understand the differences in the schools. The survey already helped two different schools in choosing a cart of iPads and learning how to use the Apple Configurator software. Our biggest goal today should be getting to know each other. We will be doing a lot of getting up and moving around and a lot of taking time to test Plickers, Socrative, and ABCmouse.com which is the website behind the Early Learning Academy software. We can use Edmodo as a common platform to talk and if that doesn’t work, I have another site that we might choose to use. I will send everyone a link and if you choose you may join the site. For December’s pre-work I will ask everyone to join.

Slide 4

When you are speaking with each other I am going to use a method that I find extremely effective with students from PK-8 and adults. I will raise my hand and smile. When you see me raise my hand, please stop talking and raise your hand. When the room is quiet we can begin. Story about fifth grade students.

Slide 5

I am going to ask you to stand up by group we will introduce ourselves: Name, main job, how long you have been teaching, and 1 thing that has made you happy since school started in September – it can be personal or related to school.

Slide 6

Smy iPhone’s timer. I want us to be creating and testing their own work by no later than 10:15.

Slide 7

annoro.wikispaces.com is a website that contains links to all the work we will look at today. We will most likely use this wiki during several of our gatherings. This is our first meeting. We will not get to every single link and all of the pages in this presentation because the information is intended to take us from now through December. When you come to the wiki you will find a wealth of information.

Slide 8

The first link at the top of the screen is a set of bookmarks. I used a website to create the pages. The website is called Symbaloo. Anyone can create one of the web mixes. If you set up a free account, you can only share one webmix page at a time. I created several webmixes and just put extra tiles about those mixes beneath the Symbaloo box. Within the wiki, you can simply scroll down to see all of the various pages. www.symbaloo.com (to create an account)

Slide 9

Three things you want to remember, two you want to share with someone else and one thing you will do before the end of the 30 days. I’m going to work to make this as interactive as possible in a large group setting. We’ll be working in different modes. Hopefully we’ll differentiate in a way that suits your needs. Look for the triangle symbol on the slides. It’s there to remind you to fill out your 3-2-1 sheet. This is an instructional strategy for summarizing information. You can use it for any subject in any classroom. The pattern is 3-2-1. It could be three things you learned, two things you already new, and one thing that still confuses you.

Slide 10

TodaysMeet is a website that allows anyone to create a room for discussion. You can use this with the faculty or with your students. You must make sure you talk about our responsibility as good digital citizens when using this type of program with students. You can type just a first name, a first name and initial, or whatever you feel comfortable with. Type your first name and school and click Join. Next type some words to define what you think of when you hear the words Technology in Education. Under the Room Tools button, you can choose colors for the various speakers and you can save the content as a transcript that you can copy, paste, and review later. Wait until everyone types and then review the entries. I will leave the meeting room open during this whole workshop. I would like a volunteer who will keep an eye on the room and let me know if there is a question that I can address or a discussion that we can share with the room. Who can give me a word or phrase that describes what we are doing with TodaysMeet? It is called a back-channel. It gives, even the quietest person, a way to join in conversation. http://todaysmeet.com/20141014am http://todaysmeet.com/20141014pm http://todaysmeet.com/20141015am http://todaysmeet.com/20141015pm

Slide 11

You are being asked to take on a role in technology for your school. Your principal asked you because they feel you are adept at technology in your building. I like to show this video to teachers. It helps them realize that anyone can be an expert in some area of technology because technology is all from an individual’s point of reference.

Slide 12

I would have loved to be able to read a story about what was going on in the pictures. It is really important to get the staff and faculty in your building to get in the habit of not only taking photos and posting them online, but adding a paragraph to tell what is going on. There are a number of schools whose websites say that we are a technology school or have a technologically rich environment. Very few schools take the time to include a paragraph or two on what the context of the learning is in the moment that the photo was taken. I have been asking the principals to tell the faculty to take a photo and send it to the principal with a short paragraph. In this way, the photo and caption can be added to the webpage, Facebook page, or Twitter account. The biggest issue is that it is very important that people who post images online are cognizant of the wishes of the parents with respect to posting images online. Most schools have an official list of whose photo can be published. Some schools are making it an opt out instead of opt in form. Photos via: http://www.queenofpeaceschool.net/ and https://twitter.com/StJosephPalisad/status/511878072774426624

Slide 13

If the only thing you take away today is this concept, it is an important first step. In all the work you do with students in regards to technology you have to start with student learning. When you came into the room, I asked you to color a picture of a bird and look through the ColAR app at the image. In what ways do you think this app could be used to tie into student learning? Please add your response to the TodaysMeet screen.

Slide 14

Take a minute and write down what you know about Blooms Taxonomy. Pair with a partner and share how you can equate the levels of Blooms Taxonomy with technology. Background on Benjamin Bloom. Blooms Taxonomy help a teacher think about the objective of their lesson. The objective is the learning goal. Students and teachers must know what the objective of a lesson is in order to understand the purpose of their work. The objective also helps a teacher plan their assessment of the student’s work. The original taxonomy was published in 1956 by Benjamin Bloom and his collaborators. The looked a little different from the current version which was revised and published in 2001. The basic idea is that the categories move a student from more basic to more complex tasks. The work the students do moves from more concrete to more abstract. If I hold up this device, you could remember the name of it. If we were working in class and I asked you to open the Doodle Buddy app you could show your understanding of using the device. If I asked you to create a five color picture with three different tools and text you would apply your knowledge. If I took your picture and asked you to draw a body system on the picture such as the nervous system or the respiratory system you would have to apply your knowledge of the science words to a picture of yourself. If I asked you to compare and contrast your body system with another student’s you would be moving into analyzing. If I asked you to choose the most accurate and complete drawing for inclusion in an online web display you would be evaluating. If I asked you to record a news interview using the images in a science show you would be creating.

Slide 15

I had you color a picture of the bird. It works in conjunction with an app called ColAR. The AR stands for augmented reality. Remember, I said that you must always begin with what you want to teach. When I first heard about the app I wanted to use it just because it was a fun tool. In the area of technology, I was able to tie it into the concept of Augmented Reality. I first started thinking about Augmented Reality when I saw a TED Talk about Sixth Sense Technology. When I saw this app, I knew the students would enjoy it. I started thinking about the learning that might come to life through this type of technology and I thought of the writing process. Many students struggle with writing. I thought this would make an interesting writing prompt. http://www.ted.com/talks/pranav_mistry_the_thrilling_potential_of_sixthsense_technology?language=en I asked the second graders to write or tell me a story about the bird. Many of the students had a lot to say but one student was adamant that he did not know what to say. He couldn’t think of what to write. When I had him place the bird under the camera of the iPad and watched the bird begin to move, he suddenly could not stop talking. He was so excited, jumping around and recording his thoughts into the microphone. I was asking the student to create a story. This is at the top of Blooms’ Taxonomy. He was not ready to take that step. When we watched the bird move, he was able to analyze the parts of the picture which is a lower level in the taxonomy. After analyzing the content, he was ready to create his story. In the upper grades, the discussion was about how do you think this works…how does it really work.

Slide 16

Most early grade students are busy learning how to spell. I had come across the website called Spelling City a number of years ago. Who in the room has posted grade level spelling lists to Spelling City? What grades do you use it with? How? This is a great example of using technology to support those lower levels of Blooms Taxonomy that we still must teach to. I added the spelling lists for the first and second grades. Every year we send a note home to the parents and let them know the site is there for their student’s use. I used to lead the students through how to use the site in a first grade lesson. It could easily be something a teacher could lead her students through in the first or second grade room. The teachers could create their own sites or a technology teacher could set it up.

Slide 17

One way to measure how we are doing is through the standards put out by ISTE. There are standards for administrators, teachers, technology coaches, computer science educators, and students. As an educator, you are needed to lead yourself and those you work with in the school community school community and we will spend time this afternoon getting to understand what the goals for teachers are and how they related to student standards.

Slide 18

The ISTE NETS for administrators have five major components. We’re going to come back to these categories at the end of the day today. My job today is to share new ideas for you to take back to your school. I will be focusing on ways that you can help yourself, your teachers, your students, parents, and other school stakeholders at little or no cost. After looking at the results of the survey I sent out last week word processing, spreadsheets, Internet research, and email are used by 100% of the people who responded this is as it should be. I will give you ideas that you can take back to school and help you in all five categories of school leadership. We know intrinsically and from scholastic research that there are different adult mentalities when it comes to work ethic. Some teachers will falsely believe that if you, the principal, are not checking into how the teachers are progressing with their use of technology and what the students are doing that you don’t care. Also, if you have technology sitting in the building - such as an interactive whiteboard - it does no one any good to have it in a locked room or unassembled. Technology becomes old fast. What was amazing last year, is getting old this year, and three or four years out it’s going to be out of warrantee and starting to get slow compared to new technology. We’ve been able to try many new types of technology in the school because we have a vision in our technology plan. We learn together as a group of teachers with the principal. We learn to extend our professional practice through sharing with each other and through training. We incrementally work to improve and do more year after year. We focus on digital citizenship at the adult and student levels. I’ve always been given the ability to try new projects with the students and teachers. It’s because of the culture we have at school.

Slide 19

We took a look at three different ideas before we looked at the Teacher ISTE standards: ColAR app, Spelling City, and the interactive map of the topography after the tsunami. These may be tools that you will want to suggest to the teachers in your building at different grade levels. We are going to spend time practicing two tools after I show you some ideas in how to work with a digital mindset for student projects. I do not intend you to implement these ideas, but it will give you an appreciation for things you might want to introduce over time.

Slide 20

I’ll be flipping between the presentation and the Internet as we work. As we look at the different examples, tools, and ideas this morning please remember that as a teacher you have to always be concerned with student learning first. It’s easy to get excited and try to put something on the interactive whiteboard, or use the iPads. With all technology, you have to start with the end in mind. Have clear objectives, decide what type of assessment is being made of the learning. I taught middle school math for a number of years. During a section on metric measurement, I was thinking about how my students always had trouble with converting between units in both metric and standard measurements. I happened to have a digital scale at home. The students collected a variety of things they wanted to measure. I had the students take turns taking digital photos while they worked to fill out a data form. The project was going to initially involve the photos and a presentation at the front of the room. I had just learned about a web site called Voice thread. I decided to load the photos into Voicethread and give the students a homework assignment. The tiny images are mostly my students. The last image is a teacher from Richibucto, New Brunswick, Canada. We had been discussing math class together and had students of similar ages. He was working on mental math strategies. We decided to pair the students up and have them evaluate each other’s calculations. It ended up being a great project for both classes, but the student learning and assessment came first. Keep that first in mind when looking at teacher and student use of technology.

Slide 21

We joined several progressive stories over the years. In a progressive story each class writes one paragraph of a five-paragraph essay. Each week, one more paragraph is added until the story is complete. Then each class draws collaborative pictures. They were uploaded into Voicethread and then students recorded the story.

Slide 22

I contacted the Voicethread company and asked them if they would be willing to give us 4 teacher licenses for Voicethread. They cost $79 per year. He wrote back: “We discussed a few options and we can give you 3 school licenses to award during your workshops. In these situations, we usually only give one school license out for free, but in your case we will make an exception. Each school license is a $450 value and provides for 350 accounts. It would be up to the administrator to divide those 350 accounts between teachers and students. In our experience, single educator licenses don't help spread understanding as well because the faculty members that the license holders mentor don't have accounts and can't use VoiceThread themselves. We're big proponents of learning by doing, so we'd like to help give the mentors the tools they need to spread the word.”

Slide 23

GoNoodle is a great website for brain breaks. “Studies done by Robert Marzano (2012) have shown that increasing student movement increases engagement and therefore a higher probability of information retention.” The brain breaks at GoNoodle can either energize students or calm them down. They might be great for settling preschool students down for a nap or giving students who are getting tired a wake up call. Last year I had the fifth grade students for 84 minutes – a double period when their teacher had to leave school. They were doing presidential report research. I could tell that they were done mentally. The site is intended for the younger grades, but this clip got them up, moving, and ready to continue for the next 42 minutes.

Slide 24

This is a project the Spanish teacher thought up. We did it collaboratively. In her class, the students wrote lyrics to a karoke version of a popular song they found in my computer class. After the words were written, they created title slides with the lyrics in iMovie and recorded their song in Garageband. It could easily be created in Windows Movie Maker and Audacity (both free for Windows). It could probably be done with an iPad. After doing the project a few times, the teacher wanted to try it with video. It is a great opportunity to discuss what constitutes Fair Use under Copyright law. Credits at the end of the videos are essential. Version without images: http://saintmichaelcomputer.wikispaces.com/1112Spanish1 Version with images: http://saintmichaelcomputer.wikispaces.com/1314-7-SpanishVid7

Slide 25

Plickers is a fairly new free tool that can be used for quick on-the-spot assessment. Nolan Amy, the founder of Plickers, first came up with the idea while teaching high school math in 2009. After playing around with different versions for his own classroom, he publicly launched the first version of Plickers on Android and iOS in 2013. They’ve been working on it ever since! You can also create assessments in advance or in the moment. The reason I think it is a worthwhile site for us to work on today is that you only need one smartphone or tablet for it to work. The students get a paper card to hold up. The paper card has four sides. Each side represents a choice A, B, C, or D. The company specifically writes the choices very small so that students do not have to worry that someone else is seeing their “vote”. The site continues to improve. Keep in mind that a teacher does not have to operate at the lower order thinking skill of remembering. There is nothing wrong about asking those types of questions. Sometimes it is needed. Realize that we can ask questions that have students evaluate or analyze answers.

Slide 26

I created these questions on the plickers.com website. I will use my iPad and dongle to display the screen with the question and the website on the other screen. We will all work to create our own questions in a short bit. I can show the students or the

Slide 27

Socrative is another tool in which you can assess the class. In this instance, the students must be on an Internet connected device. You can you it in a computer lab, on tablets, Chromebooks, or laptops. It does not have to be one student to one device, although it can be. The assessments can be individual assessments, team competitions, or an exit ticket. What do you know about Exit Tickets?

Slide 28

We will try Socrative now in the three formats. First we will work as individuals. If you cannot access the site, please look on with someone else. As you can see from the screen, when you start a Quiz you can have the results student paced with immediate feedback. They cannot skip around the questions or change answers. In Student Navigation mode, students can answer questions in the order they choose and change their answers. In Teacher Paced, each question is asked, the answers reviewed, and the next question is brought up. You can play with the different options shortly.

Slide 29

ABCmouse.com is another tool that can be used on desktops, laptops, iPads, and Droid devices.

Slide 31

This wiki is very important because it has links to different types of on site and online training. Most free. Please share this back at school.

Slide 32

Please try to sign up for Edmodo if you did not get a chance to do so already.

Slide 36

If you are on the minimum side of the Internet speed, you are going to have trouble with using the Internet to do a lot of group work. I will have to see how I might be able to help your school think through the process of improving the Internet speed. If you are near the median speed, most sites we discuss over the course of time will probably work fairly well. Any speed above the average and you are in amazing shape for doing whatever you need to in your school.

Slide 1

Designing and Developing Digital Age Learning Experiences and Assessments Ann Oro 2014 Creative Commons-Attribution-NonCommercial Color the page then use an iOS or Droid and the ColAR app. https://www.flickr.com/photos/lilivanili/2764360636/ http://colarapp.com/

Slide 2

Spirit of the living God, bless the Work of our hands – our minds – our hearts. May the work offered be a reflection of all that is good within us. In planning – creating – doing Grant us the courage to patiently listen for the Stirring of your presence. Grace us with joyful moments in the midst of daily routine. Enliven our spirits with humor. Fill us with reverence for one another And gratitude for our diversity. Nourish our spirits with the awareness that work is holy. May unity, beauty, and truth be the fruit of our labor. Amen Pianochocolate - long long letter by Pianochocolate is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Slide 4

Ways of working

Slide 5

Nice to meet you! > 10 Years 5 - 10 Years < 5 Years

Slide 6

Objectives Collaborate and communicate with technology integrators from area schools Categorize projects and assessment questions within Bloom’s Taxonomy with a partner Evaluate student learning exhibited through sample work with a partner Create and use assessment questions with Plickers and/or Socrative Experiment with ABCmouse.com as a student and/or teacher

Slide 7

http://annoro.wikispaces.com Integrating Technology in Education

Slide 8

All links

Slide 9

Your goal https://www.flickr.com/photos/andreanna/2837855969 3 2 1

Slide 10

Tell me http://todaysmeet.com/20141014am

Slide 11

http://www.youtube.com/watch?v=xFAWR6hzZek

Slide 12

Share… but what was happening?

Slide 13

https://www.flickr.com/photos/vblibrary/5762454084

Slide 14

http://www.techlearning.com/printableArticle.aspx?articleID=196605124 Bloom’s Taxonomy

Slide 15

ColAR App http://colarapp.com/ Augmented Reality

Slide 16

1st/2nd grade spelling http://www.spellingcity.com/mrsoro http://www.spellingcity.com/SMS2nd

Slide 17

International Society for Technology in Education Photos by Ann Oro at St. Michael Cranford NJ

Slide 18

ISTE Standards Facilitate and Inspire Student Learning and Creativity Design and Develop Digital-Age Learning Experiences and Assessments Model Digital-Age Work and Learning Promote and Model Digital Citizenship and Responsibility Engage in Professional Growth and Leadership Teachers

Slide 19

Digital age learning culture and assessments https://www.flickr.com/photos/mukluk/257331108

Slide 20

Assessing knowledge of metric measurement What is the weight of this notebook in kilograms? http://voicethread.com/?#u5703.b38360.i201279

Slide 21

Engaging Students in Writing voicethread.com/share/1579207/ writeyourstory.wikispaces.com/Story++40

Slide 22

Three School Accounts

Slide 23

GoNoodle www.gonoodle.com

Slide 24

http://saintmichaelcomputer.wikispaces.com/1314-7-Spanish Digital assessment

Slide 25

Plickers Clickers are expensive Good for quick assessment Plickers only needs one Internet connected device with a camera Students have paper “cards” https://www.flickr.com/photos/njtechteacher/4445398635

Slide 26

Plickers: Bloom’s Levels

Slide 27

Socrative Good for quick assessment Good for team assessment/review Good for exit tickets Socrative needs multiple Internet connected devices No built-in camera needed https://www.flickr.com/photos/njtechteacher/4445398635

Slide 28

m.socrative.com 915391

Slide 29

ABCmouse.com oroann@rcan.org Email me for password

Slide 30

Your Turn

Slide 31

k12rcantech.wikispaces.com

Slide 32

By the numbers 66 Catholic grammar schools in 4 counties (2 private and 1 early childhood only did not participate) 61 group members 89% of schools 68% 75% 76% 61% 63%

Slide 33

By the numbers - School Other – 1 each: Touchact Quomo Samsung Mimeo Unnamed

Slide 34

By the count Max: 80 Min: 0 Median: 21 Mode: 20 Average: 26 BYOD: 13 Other – 1 each: Samsung Droid Kindle Fire Acer Tablet

Slide 35

By the count Cart 55% Tablet Cart 47% Document Camera: 51% Digital Still Camera: 85% Digital Video Camera: 44% (not including iPads) 27%

Slide 36

Speedtest

Slide 37

What’s Next? Talk with your principal about what will work Some choices – choose at least one Take 10 minutes at the faculty meeting to give an overview Use 1 tool at the faculty meeting Share at grade level meeting Share within professional learning community 1:1 or 1:many assistance

Slide 38

Next Week Learn about curriculum mapping process Create a list of content taught (word processing, digital citizenship, etc) Create a list of skills for word processing (use proper spacing between words and after punctuation, etc) Learn to use Rubicon Atlas

Slide 39

November Group sharing about what worked in your building since this workshop (how, why) Group sharing about what did not work in your building and brainstorming potential solutions Digital research skills – MAJOR TOPIC Proposal for Voicethread by Friday, November 7 (only if your school is interested) Pre-work search for a best site, tell how you searched, and why you judge it the best Complete form to tell how you helped your faculty with today’s concepts

Slide 40

Credits All image credits are included as a link beneath the images Please contact me if you would like the actual files in case YouTube or Vimeo is blocked [oroann at rcan dot org] Additional clipart in from the public domain images at https://openclipart.org/

Summary: Exploring ISTE Teacher Standard of designing and developing digital age learning experiences and assessments.

Tags: 1415 rcantech

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