2015AprilWorkshop

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Slide 2

Prayer from back of handout.

Slide 3

For those who might not have been here in March…questions?

Slide 4

One of the communication strategies we learned last month was to use Post-It Notes for storyboard brainstorming. In the Hudson and Union groups we decided to do a share out of what was working or where suggestions were needed from the previous month before our workshop. We will end with time to let others know what people need assistance with for the end of the workshop. This is your time. We will pause for at least 10 minutes to have some group conversation led by you.

Slide 5

I want to hear a little about what Diigo has or has not done for you so far and share a few people who might be helpful in building your social network of educators.

Slide 6

We are going to focus on four areas of the screen. Once you sign on you will see the link to your bookmarks. You can share this link with others. Annororcan is my sample bookmarks. I created this for screen captures. I have had my account for years. My Library is where you will find links you bookmarked. My Groups is where you will find our RCAN Shared Group and where you can join groups The last section of the screen is for logging out, preferences, and so on.

Slide 7

You can look in at what people you trust are saving.

Slide 8

This is a link to a Google Sheet. There are two tabs. The first tab is a list of all the Diigo ids for the tech integration specialists within the Archdiocese of Newark who created an account after last month’s workshop. The second tab is a set of educators around the globe who use Diigo and a short description of their educational focus.

Slide 9

You can click on their link or directly share it. Some of you have liked and commented on each other’s links over the last month.

Slide 10

This is a gentleman I met through the MOOC-Ed on Coaching Digital Literacy. He is interested in trying to get his second grade students to connect with a school and asked if anyone might be interested in trying to collaborate. Please let me know if you are interested in his contact information.

Slide 11

Last month we began exploring Sphero’s potential use in K-2. This month we will work on programming and ideas for grades 3-5 and beyond.

Slide 12

You may want to work in partners. You may certainly work alone. Sphero’s education division is called SPRK for Schools Parents Robots and Kids. We are going to pair the devices and then work through several of the SPRK lessons. You all have Lesson 1 which is about controlling the time, speed, and distance of the Sphero. Last month we worked on ideas for K-2. I provided you with supplements to the lessons we worked on so that you would have more direction for the entire lesson. The whole basis is critical thinking and problem solving in those lessons. What kind of questions do the students want to answer, what will they do to find those answers, and how will they share their findings. This month is leading more toward the integration of math and technology. It is the M and T in STEM. These lessons are intended for third to fifth grade. They could be used with the older students, too. We are going to be thinking about division. While, according to our Math Curriculum Map, third graders are mostly focusing on multiplication they are beginning to take their first steps in understanding the relationship between multiplication and division. We will be using calculators to help the third grade with the necessary division in the second lesson (if you get to it). We will be using measuring tapes in the first lesson.

Slide 13

The Android and iTunes Apps look very similar. When you start the app, you will get the following screen.

Slide 14

The Android and iTunes Apps look very similar. When you start the app, you will get the following screen.

Slide 15

When you click the + sign on the previous screen you will be asked to create a name for your macro.

Slide 16

From this screen you can add commands, re-aim Sphero, run commands, and with the up arrow send commands via email.

Slide 17

The SPRK Student guide will help you understand and explore. I will be circulating around to help you.

Slide 18

If you complete the first lesson before we debrief, please feel free to explore the programming commands on your own.

Slide 19

What issues did you notice as you worked?

Slide 20

Sphero moves into the science area of STEM with the concept of friction. Would a carpet or a tile floor make a difference? How does the base conduct electricity to charge the device?

Slide 21

The one thing I hope I have impressed on everyone over time is that we need to make meaningful experiences for our students. Technology is a pathway to do things that were otherwise not able to be accomplished previously.

Slide 22

We are going to talk about this model next month. When we are talking about technology we are looking at how to start enhancing Early Childhood with technology. Remember…technology is anything that was “invented” since you were born. We looked at a model of technology integration called the 4Cs inadvertently. We included 21st century skills such as communication, collaboration, creativity, and critical thinking in our Technology Map. Another method is called the SAMR model. It was created by Dr. Puentedura. Some people look at it as a ladder where substitution is the bottom and your goal is to get to redefinition with students. I think of it more like a pool – as I do with Blooms’ Taxonomy. There are times you may only need substitution. One example is a digital camera. It is a piece of technology that substitutes for a film camera. If you upload the pictures online you are augmenting the use of the digital camera or iPad. To look at all the levels, think about having your student hand write an essay. If instead you have them type it into a word processor, you are substituting. There is no functional change. You quickly move to augmentation when you start to use it to easily edit the document or spell check. Dr. Puentadura drew a line between the bottom two layers and the top two layers. With the bottom two layers we are only enhancing what the students can do. When we move above the line, we are starting to do things with technology that were not previously possible. If you have a group of students handwrite a story or gather around one computer with Microsoft Word, the student in charge of the pen or keyboard is the one working. The rest of adding ideas, but are sitting around. When you move the task on to Google Docs and the students are all in the same document at the same time, everyone can contribute. A student can add an adjective, while someone else is typing the next paragraph, while someone else is fixing a spelling error. Redefinition means that you can now do a previously inconceivable task. For instance, if your students are writing a collaborative story concurrently with students in Ecuador. Previously you could email a document back and forth, but now the students can be writing and comment at the same time.

Slide 23

One of the easiest ways to include technology is through the use of a digital camera. I taught the Kindergarten students how to use a digital camera and they brought it into their classroom. Over the course of the year it was a “job”. You could easily use an iPad or other camera enabled device. Teachers can share the images and have students tell what learning was going on at the moment the photo was taken. Teachers can create a classroom job where a student is told that whenever they see learning going on in the classroom, their job is to take a photo to show the learning. You can also tell all the students they can come anytime that they are proud of their work and the teacher will let them take a photo. These photos can be emailed to parents or posted on the school’s website or Facebook page as long as you have permission to post.

Slide 24

One teacher online created block patterns to make a learning station with a digital photograph. Patterns is a big idea in PreK and Kindergarten. If a student re-creates a pattern, a fellow student can take a photo of the child holding the original photo with their re-creation. If they complete all the patterns, they can make more patterns for the class learning station.

Slide 25

You can download the files and images if you have the same set of blocks.

Slide 26

The Pope will be coming to Philadelphia in September. Someone had the idea of creating a Flat Francis. Many schools are taking a photo with Flat Francis to show what is going on in our Catholic schools. They are posting with a #FlatFrancis hash tag. I had a photo taken with a friend at NCEA this year.

Slide 27

Teachers can take video of students small and large motor skill growth. What a great visual way to have a parent see the growth. You can use these video clips in student or teacher led conferences

Slide 28

In this school, they created a daily routine video. Students who need refreshers, or are new to the school can view the video. This year’s class can make a video for next September’s students. The video can be shown at back to school night to share routines with the parents.

Slide 29

This video shares the excitement of a science lesson in making baking soda and vinegar volcanoes.

Slide 30

Creating a recording station will enable a teacher to record a students’ ability to recite numbers, the alphabet, and read.

Slide 31

This was a cooperative service project. The eighth graders read books and inserted “turn the page” sounds. The books have a number on the book. The students listen to stories together.

Slide 32

These are samples of student led parent conferences.

Slide 33

Skype allows for outside readers or other visitors. You can have a grandparent from another state or country be a visiting reader. You can Skype between classes. This video shares a quick Skype call between Catholic preschools.

Slide 34

This video gives some very concrete ways in which an interactive whiteboard board. I was especially taken with how the teacher used the board for name recognition with a social aspect.

Slide 35

This PDF shows how a teacher is using QR codes to enrich understanding.

Slide 36

A class blog provides teachers with the ability to share what the class is doing while individual blogs showcase the student learning.

Slide 37

A class blog provides teachers with the ability to share what the class is doing while individual blogs showcase the student learning.

Slide 38

Debrief on Sphero K-2 and is there anything you’d like to find someone to talk with about something specific at the end of the session?

Slide 1

Early Childhood Tech, Sphero, and Diigo Do Now Survey (if you did not complete it earlier this month) www.tinyurl.com/AprilReflect Creative Commons Attribution-NonCommercial 2015

Slide 3

E-Learning Questions

Slide 4

Networking

Slide 5

Diigo https://www.flickr.com/photos/mathplourde/4618916837 Creative Commons Attribution Mathieu Plourde 2010

Slide 6

www.diigo.com – My Network

Slide 7

www.diigo.com – My Network

Slide 8

www.tinyurl.com/rcandiigo

Slide 9

www.diigo.com – My Network

Slide 11

Sphero

Slide 12

Sphero Programming Pairing Station Rulers and Calculators STEM

Slide 13

Big Ideas Google Play Macrolab iTunes Macrolab

Slide 14

Macrolab Aim Create Macro

Slide 15

Macrolab

Slide 16

Macrolab Run Macro Add Command Delete/ Rearrange Commands

Slide 17

Macrolab

Slide 18

Macrolab

Slide 19

Debriefing What problems arose?

Slide 20

Momentum/Friction STEM

Slide 21

Early Childhood Meaningful Tech https://www.flickr.com/photos/nevilzaveri/5495647095 Creative Commons Attribution Nevil Zaveri 2011

Slide 22

SAMR Model Image the creation of Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/

Slide 23

Still Photos https://www.flickr.com/photos/racum/2607390077 Creative Commons Attribution Ronaldo Ferreira 2014 If students aren't taught the language of sound and images, shouldn't they be considered as illiterate as if they left college without being able to read or write? ~George Lucas

Slide 24

Still Photos http://tinyurl.com/rcanblocks

Slide 25

Block Images http://tinyurl.com/rcanblocks

Slide 26

#FlatFrancis www.catholicextension.org/news-media/social-media/help-us-welcome-pope-francis-america In 1905, Catholic Extension was established by Pope Pius X as a "papal society" with a mission to build churches in America's most rural regions. More than 100 years later, we remain committed to strengthening and supporting the Catholic Church across the United States.

Slide 27

Video https://www.flickr.com/photos/life-long-learners/13552979015/ Creative Commons Attribution Brian Metcalfe 2014

Slide 28

Video https://www.youtube.com/watch?v=Ril6ouQfpww&feature=youtu.be&t=1m26s

Slide 29

Video https://www.youtube.com/watch?v=lOftCvf8jwM&feature=youtu.be&t=44s

Slide 30

Audio http://maththinkinginkindergarten.pbworks.com/w/page/25995818/Podcasts

Slide 31

Audio https://youtu.be/IKf61bfamAU?t=3m36s

Slide 32

Audio http://www.nellieedge.com/movie_student.htm#.VRwct_nF81Z

Slide 33

Skype https://vimeo.com/89735248

Slide 34

Interactive Whiteboard https://youtu.be/wOhb4n4ADbM?t=9s

Slide 35

QR Codes http://teacherweb.com/TX/Copperfield/MrsCrowder/QR-Codes-Document.pdf

Slide 36

Class blog http://mscassidysclass.edublogs.org/

Slide 37

iTeach with iPads http://iteachwithipads.net/

Slide 38

Networking

Summary: These slides were for the 2015 April Technology Integration workshop on Early Childhood Tech, Spheros, and socially connecting and sharing via Diigo.

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