2017 February Tech Integration

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Slide 5

When we work, sometimes I will say something in passing about research-based best practices. Last month we were talking about rubrics. When you look at educational research, a problem with it is that research is done with a particular group of students and/or teachers in one or more schools. They may have a different demographic from your school. One of the researchers I really like is Robert Marzano. His studies are done on what’s called metadata. He takes large groups of similar data and puts them into huge groups to try to understand how much one study varies from another. I often refer to his books, Classroom Instruction That Works and the associated handbook.

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When we were talking I hope it was apparent that a rubric isn’t just there for the grade. It’s there to help students learn what skills they are working on or reviewing, what constitutes a mastery of the material for the grade level - such as 3 out of 4 on an entry OR if we are talking about spacing errors in a word processed document, they only made one or two in a whole page of typing - or what exceeds expectations - 4 out of 4 or a perfect score. With technology, you are assessing skills on the technology curriculum map. This book by Susam M Brookhart has good information on creating and using rubrics.

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If a teacher was creating a rubric for an essay, a fifth grade entry in the rubric might include Construct a descriptive essay using adverbs and adjectives to paint a vivid picture. The rubric entries would not necessarily talk about has 10 adjectives and 5 adverbs. It would focus on the qualities of a vivid picture.

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Our technology skills are really all performances. What questions do you still have about rubrics?

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These are the basic operations skills for spreadsheets in the fourth and fifth grade where spreadsheet skills start entering the curriculum at the mastery level. This means that you may be introducing spreadsheets in earlier grades.

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Any easy integration of spreadsheets in second, third, or fourth grade is tracking words and numbers. You would want to introduce the terminology to the group as a computer skill. This is an easy first sheet. Once the students are comfortable with the skill, and you are talking about the integration of technology with a classroom teacher, you can suggest spreadsheets. If you are not the “computer teacher” have conversations with them about when the skills are introduced. Take a look at Google Classroom #015-First Spreadsheet Skills Document. Rather than doing this as a group I want to know...are there any skills that you are not certain of or vocabulary. Some of you do not teach computer class and may not be familiar with terminology. There are many in the room who can help us with definitions and how to’s. This is a collaborative document. Are there other common misconceptions or tips you would add? Do that now.

Slide 12

Let’s try #016-Typewriter Art together. When you click on the Google Sheet, you will get your own copy. If you were ever in a typing class, you may have done this with an actual typewriter. In Google Sheets, you only get 26 columns for starters. You will need to highlight A-Z then choose to insert columns to the right or left. Take a few moments to type an x in each designated cell. A short cut to resizing the column is to double click the line between the columns. Let’s look at common misconceptions and tips on the #016-Typewriter Art Document. Are there any additions you would like to add? Do that now.

Slide 14

I was, admittedly a middle school math teacher, so I love spreadsheets. There is a lot to learn in how to set up a spreadsheet and create a formula using cell references. You can also do a lot of discovery work with spreadsheets in many subject areas. One is probability. What is the probability of getting a one when you roll a dice? 1 in 6. We are going to test this. Each person gets a die and will work with partners. If you have a third person, just insert a column and title it Die 3. At the bottom of a spreadsheet, we can divide work into tabs. - Assign groups. Click on your assigned tab. Each person will roll the die 10 times while their partner will record what is rolled. Then you will switch roles. While you wait, begin to type formulas to add, subtract, multiply, divide, and raise to a power the numbers that are rolled.

Slide 15

To type a formula, move to the cell where the answer will appear. When you press the Enter key it will lock in the formula, move to the next cell, and show the answer. Click on the answer and look in the formula bar to see what was typed.

Slide 16

To type a formula, move to the cell where the answer will appear. When you press the Enter key it will lock in the formula, move to the next cell, and show the answer. Click on the answer and look in the formula bar to see what was typed. Double click the result or click in the formula bar to change the formula.

Slide 17

Getting to the probability, first we must copy your individual rolls to the Probability tab. Copy and paste your rolls to the appropriate group. When everyone is finished, you will all choose File - Make a copy… then put it in your “My Drive” folder and open it from there so everyone can try sorting on their own.

Slide 18

When sorting, highlight all the data to be sorted. In this case, I don’t want the instructions sorted so I went from row three to the end. If I didn’t want the labels in column A, I could have highlighted just the B entries, but I want you to see what happens.

Slide 19

There are built-in functions in spreadsheet software. In the technology curriculum map, SUM should be mastered by June of the fifth grade year. You could type B5+C5+D5. =SUM is a short cut. This is important if you had 10 or more entries. Type =sum( you can click and drag from B5 to D5 or just type B5:D5 then ) and press return.

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This is a convenient way to check the student’s understanding of building formulas. The accent grave is on the ~ key

Slide 21

Review order of operations as necessary.

Slide 22

Any class that is working on formulas can use spreadsheets. A science, social studies, or math teacher might find them useful once students are confident in creating formulas. What formula would you write to turn the 3 in D2 with the 4 in E2 to be 34?

Slide 23

Here is where order of operations kind of works on its own. The hundreds digit which is blank or zero needs to be multiplied by 100 then the tens digit or 3 needs to be multiplied by 10 then you add the results together so 0+30+4=34. The reason we start with the hundreds even though it is blank is so that we can copy and paste the formula.

Slide 24

This is how the computer does it. It is following the order of operations.

Slide 25

This is an example that pulls it all together in a social studies example. It also uses mean, median, mode, maximum and minimum value formulas that are to be mastered by June of sixth grade. We looked at the CIA World Factbook a few years ago. This is a reminder of that site.

Slide 26

Column I will be D2/$L$2 - not L2 because we want to absolutely see L2 in every formula copied down.

Slide 27

It will relatively change the cell addresses so in row three it will be D3/L3. You need to have it always ABSOLUTELY refer to L2 so we use $ - F4 will transition through all the combinations.

Slide 28

Now when it is pasted, it will always read divided by L2

Slide 29

Notice the difference between rows G, H, and I?

Slide 30

Data sorted by Total Land. Mean, Median, Mode, Max, and Min for total area, land, and water calculated. What are they #N/A? Because mode is the number that appeared most often (most duplicated) and none of the numbers were duplicated. A box is drawn around the median for Land area then a line is drawn separating the numbers above and below the median. What are there 5 white and 5 green? 1,866.070 is more than 995450 and 2736690. Highlight the Maximum in darker green. Why are the dark green not in the same row?

Slide 32

What feedback, if any, did you get from principals and teachers or that you have on reflection? Side note about Adobe Spark as a free tool to make images specifically for social media.

Slide 33

Any clarifications needed? You should have teachers, parents, students as stakeholders at some point. You MUST have the school philosophy/mission statement. You may choose if you want a statement specifically about technology.

Slide 34

When anyone reads the Overview, they should get a vision of what they would have seen, will be seeing, and would see today in a narrative form. The current inventory is pretty straight forward. Did anyone try to update either of these? When you look at the people listed under Current Inventory - it’s not the stakeholders, it is who uses the Internet and devices and when IS it available. Do you only allow teachers, students, and administration to use computers? Internet? Does religious ed use Internet? Do CCD teachers use the Internet? Devices? How about Boy Scout troops on an as requested basis? Those are the “people” in the current inventory.

Slide 35

You can just put the Machine Aging report in here with whatever extras you add. It gives a great comparison to what the narrative says in the Overview and the reality of the machines in the room. Don’t forget about electrical and storage needs. Side note on Noun Project a free ADULT site only for icons.

Slide 37

If I wanted a goal for this project, what would I write. Write something down now.

Slide 38

A SMART goal - the way I am looking at it is Specific, Measurable, Agreed Upon, Realistic, and Time-Based - you will hear other people use other words. Is yours SMART? What might you fix now? Remove multiple layers of paint from five chairs to a smooth finish with each chair a different color by September 30, 2019.

Slide 39

This is what I dreamed up

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Let’s compare. Would it get us there? Would yours? There are 1000 ways to say it as long as it is clear to anyone who picks up the document what the goal is and when you hope to accomplish it by.

Slide 41

The objective breaks the Goal down into parts. What do I think I would need to do to meet my objective? You might break it down into more or fewer steps.

Slide 42

The you take each objective and list the possible strategies to accomplish each objective. For the objective “paint removed with no trace of former color” I have six steps.

Slide 46

For next month. Review their terms of service.

Slide 47

We will use Project Tomorrow data. They survey teachers, students, and parents annually. If you participate they will give you reports from the results from your school. It is free.

Slide 48

This is an infographic I had to create for a class I am taking in Curriculum Design and Engineering.

Slide 49

You drag and drop images and text.

Slide 50

You can create bar charts.

Slide 1

Technology Integration Specialist Workshop Ann Oro Please sign on to Google Classroom with your id and password. Let me know if you need help. Creative Commons Attribution-NonCommercial 4.0 International

Slide 2

Gathering prayer Note: Unless otherwise stated images are from pixabay.com (Creative Commons Public Domain - no need to cite - NOT for students)

Slide 3

Good news/questions/sharing Word processing School technology plans Rubrics

Slide 4

Rubrics

Slide 5

Research-based strategies for increasing student achievement

Slide 6

Rubrics should be used for learning as well as grading ~ Susan M. Brookhart

Slide 7

Standards, curriculum goals, instructional goals and objectives are the sources for what students should be able to do. ~Susan M. Brookhart

Slide 8

When the intended outcomes are best indicated by performances - things students would do, make, say, or write- then rubrics are the best way to assess them. ~Susan M. Brookhart

Slide 9

Introduction to Google Sheets (Spreadsheets)

Slide 10

Technology Curriculum Map - Spreadsheets Grade 5 Resize columns and rows Change column width =sum Cell color Pie and bar chart Grade 4 Row, column, cell Enter and delete text and numbers Move to a specific cell Select a cell and block of cells Format cell font, size, and color

Slide 11

Create a simple spreadsheet #015-First Spreadsheet Practice? Tips? Misconceptions?

Slide 12

Create a simple spreadsheet #016-Typewriter Art Practice? Tips? Misconceptions?

Slide 13

Technology Curriculum Map - Spreadsheets Grade 7 Sort data by defining sort area and selecting sort order hierarchy. Utilize the Paste Special command. Grade 8 Format a cell to allow word wrap. Cut, copy, and paste relative and absolute formulas. Filter data. Apply chart formatting for the x- and y-axis. Apply chart number formatting. Grade 6 Create a simple mathematical function using average, median, mode, minimum, maximum Merge cells. Change the number format. Cut, copy, and paste text and values. Incorporate graphs and spreadsheets into word processing documents.

Slide 14

Create a simple spreadsheet #017-Dice: Probability and Formulas Practice? Tips? Misconceptions?

Slide 15

Create a simple spreadsheet #017-Dice: Probability and Formulas =A2+B2 =A2-B2 =A2*B2 =A2/B2 =A2^C2

Slide 16

Create a simple spreadsheet #017-Dice: Probability and Formulas

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Create a simple spreadsheet #017-Dice: Probability and Formulas

Slide 18

Create a simple spreadsheet #017-Dice: Probability and Formulas

Slide 19

Create a simple spreadsheet #018-Magic Square =B5+C5+D5 =sum(B5:D5) =B5+C6+D7 Lotus 1-2-3 @sum(b5.d5) Practice? Tips? Misconceptions?

Slide 20

Checking Formulas #018-Magic Square View - All formulas (G Sheets) Ctrl+` - Excel

Slide 21

Please Excuse My Dear Aunt Sally (PEDMAS) Parenthesis/Exponents/Multiply/Divide/Add/Subtract Start at the left going to the right Multiplication OR Division - whatever comes first THEN Addition OR Subtraction - whatever comes first

Slide 22

Create a simple spreadsheet #019-PEDMAS Practice? Tips? Misconceptions?

Slide 23

Create a simple spreadsheet #019-PEDMAS =C2*100+D2*10+E2

Slide 24

Create a simple spreadsheet #019-PEDMAS =C2*100+D2*10+E2 =result1+D2*10+E2 =result1+result2+E2 =result3+E2 =final answer

Slide 25

#020-CIA World Factbook Grade 6 Social Studies and Technology Content https://www.cia.gov/library/publications/the-world-factbook

Slide 26

#020-CIA World Factbook Formula for Percent of Earth’s Land? Practice? Tips? Misconceptions?

Slide 27

What happens when I copy? =D2/L2 Practice? Tips? Misconceptions?

Slide 28

What happens when I copy? =D2/$L$2 Practice? Tips? Misconceptions? F4

Slide 29

#020-CIA World Factbook Relative vs. Absolute Formulas Practice? Tips? Misconceptions?

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#020-CIA World Factbook Relative vs. Absolute Formulas Practice? Tips? Misconceptions?

Slide 31

School Technology Plans

Slide 32

Feedback from principal(s), teacher(s) Adobe Spark (Free)

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Clarifications

Slide 34

Clarifications

Slide 35

Noun Project

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Goals/ Objectives/ Strategies Does your current, or in progress, School Technology Plan have these?

Slide 37

Goal: Write an agreed upon goal going from the picture on the left to the picture on the right (pretend they are the same physical shape)

Slide 38

Goals: SMART - Specific Measurable Agreed-Upon Realistic Time-Based S - specific, significant, stretching M - measurable, meaningful, motivational A - agreed upon, attainable, achievable, acceptable, action-oriented R - realistic, relevant, reasonable, rewarding, results-oriented T - time-based, time-bound, timely, tangible, trackable

Slide 39

Goals: SMART - Specific Measurable Agreed-Upon Realistic Time-Based S - specific, significant, stretching M - measurable, meaningful, motivational A - agreed upon, attainable, achievable, acceptable, action-oriented R - realistic, relevant, reasonable, rewarding, results-oriented T - time-based, time-bound, timely, tangible, trackable Remove multiple layers of paint from five chairs leaving a smooth finish and paint each a single solid color (orange, yellow, blue, red, and green) by September 30, 2019.

Slide 40

Goal: Remove multiple layers of paint from five chairs leaving a smooth finish and paint each a single solid color (orange, yellow, blue, red, and green) by September 30, 2019.

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Objectives Paint removed with no trace of former color Smooth finish on original wood with no wood hairs sticking up Three layers of oil-based paint with glossy finish Clear top coat to protect color base

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Strategies Paint removed with no trace of former color Disassemble chairs Make small manageable repairs such as regluing joints Gather tools such as organic solvent respirator with new filters, splashproof goggles, chemical-resistant gloves, an apron, scrubbing and scraping tools Protected open air location for paint removal Peel-Away for initial paint removal denatured alcohol or mineral spirits to rinse stripper away

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Questions? Talk about this back at your school Use the Google Classroom link to add

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Ideas

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Saint of the Day https://www.franciscanmedia.org/source/saint-of-the-day

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Piktochart Piktochart and Children Under 13 As a family friendly site, Piktochart has a zero tolerance to obscenity and nudity featured in any created infographics hosted on Piktochart. We believe it is the responsibility of schools, libraries and parents to limit the time spent on the internet by children in their care. In efforts to comply with the Children’s Online Privacy Protection Act (COPPA), Piktochart’s products and services are directed only to people who are at least 13 years of age or older. Schools who require the use of Piktochart in the classroom for children under the age of 13 are required to get parental permission before doing so. https://magic.piktochart.com/output/19977315-annorochapter2 Sample

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Project Tomorrow http://www.tomorrow.org/speakup/from-print-to-pixel-may-2016.html

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Infographics

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Creative Commons Attribution-NonCommercial 4.0 International

Summary: Utilization of Google Sheets to practice technology curriculum map spreadsheet skills with integration suggestions. Development of an understanding of School Technology goals, objectives, and strategies.

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