2018 January Tech Integration-Original

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Slide 1

https://www.youtube.com/watch?feature=youtu.be&v=XbBwM1c-6xM&app=desktop

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Class Use of Microphone - YouTube: https://www.youtube.com/watch?v=-HdsjOUa-I4 SafeShare: https://safeshare.tv/x/-HdsjOUa-I4

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Reminder that an iPad might work as well. You can Google iPad as a Document Camera.

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Review of SAMR Model

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We looked at these ideas for document cameras a few years ago.

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One excellent substitution is to use the document camera to share a book with students. When I tallied up my use of the Triple E Framework with using a document camera this way, it is a low connection score of 3. It is still a great us of a tool to support all students in seeing the pages in a book in a read aloud.

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Explain how the GeoPlunge cards work. Play a hand in small groups at the workshop. Have a few teachers tie a sneaker.

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This is an example of augmentation – there are functional improvements over just displaying a photo. It has a slightly higher score (4) as I rated it on the Triple E Framework.

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You do not have to be a G Suite school to benefit from maps.google.com

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Look at handout – double-sided – tech standards on front, social studies ties to using online maps on the back.

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Look at the technology standards for K-3. As a teacher directed lesson on an IWB how could you suggest an integration of Google Maps that allows students to Engage, Enhance, or Extend their learning?

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We are going to do the same thing with the 3D view. Drag the little man onto the map.

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Change the time view.

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Now to go satellite view. Do the same thing.

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Click on the screen and choose What’s here from the pop up menu to see the longitude and latitude in decimal notation.

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Right click and chose measure distance either as the eagle files or point to point from the pop up menu.

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You click on the coordinates OR perform the math steps to convert to hours, minutes, seconds notation.

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Work in tables groups for 10-15 minutes. You will have one person come up and share how a teacher might integrate the use of Google maps into the classroom for the specific grade.

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Google Street View has tours for different areas of our country and around the world.

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https://flipgrid.com/931b7a Google Earth is now available online. It can work on Chromebooks which could not download the application.

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It has similar features, but slightly different keys to use.

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Google Lit Trips is made to import into Google Earth. You can take tours of locations from books that are available from K-12.

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You must sign up for a free account to download the files.

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You must follow these steps to prepare Google Earth to use those imported KML files.

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Finally you import the KML file.

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Once loaded you can “fly” to different preset locations from the book. Clicking the i will give information - both how to use the map and facts about the sites as they relate to the book.

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You will want to remove some checkmarks to make the experience more course content centered.

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This is an example summary about the British March from the book “My Brother Sam is Dead.”

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Geocaching is like a giant treasure hunt that is going on all over the world. All you need is a cell phone. Once you log on, you can find hidden caches around you. It could be a fun activity on a field trip day or even at recess depending on how far the cache is from you. You and your students can even hide your own cache.

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This is an activity I did with my students a number of years ago. Back in 2010 I had to purchase a handheld Garmin GPS device. The students and I purchased some travel bug dog tags and I found a few classes who were interested in trying to get each others travel bug from our school to the other school. One was in Australia and the other was in Canada. You can see the difference in distance traveled.

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When you sign up for a free geocaching account, you can register the travel bug, choose a destination, and watch its travels.

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Review the basics of the Triple E Framework

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Bring up the form to use with the video and check off GPS Animal Tracking.

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Play then review group results

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We did not have time for this in January.

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Reminder that the survey closes Friday, January 26.

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Tech integration specialists and teachers may want to join this NJ DOE site. Walk through the five areas of focus.

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2017 Digital Geography Please sign on to Google Classroom (classroom.google.com) THEN Go to socrative.com and follow the prompt for networking time Creative Commons-Attribution, Non-Commercial Ann Oro 2018

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

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Qball www.buyqball.com safeshare.tv/x/-HdsjOUa-I4

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Good News/ Questions/Sharing What’s your technology pet peeve? [portrait videos and images that say “here is grade x using their new tablets” - what are they learning/doing/exploring?]

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Making and Maker Spaces November 30, 2017

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The Archdiocese of Newark Maker’s Manifesto Through making, we envision: Building a future of inventors, creators, and designers that produce innovative solutions to issues that face human beings. Creating learning experiences that challenge the intellect, provoke the imagination, and that excite the mind. Encouraging students to shape a personal pathway for learning that includes continual questioning, creating and recreating, and purposeful invention Immersing learners in experiences that promote wonder and curiosity and that encourage them to explore, tinker, imagine, and demonstrate ingenuity. Creating conditions for students to make sense of mistakes and ambiguity and in turn develop persistence and resilience Creating learning experiences that help students build and assemble new ideas and solutions from many different sources while employing unique tools, capacities and processes.

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The Archdiocese of Newark Maker’s Manifesto Through making, we envision that students can: IMAGINE INVENT IDEATE ITERATE SHIFT EXPLORE DISCOVER CREATE BUILD PROTOTYPE DESIGN TINKER EXPERIMENT

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The Archdiocese of Newark Maker’s Manifesto To accomplish this, we envision: Creating and then integrating a set of making experiences into instruction that are supportive of curriculum goals and that reflect the intent of the Maker’s Manifesto. Encouraging students to explore their personal passions through the processes of making. Using the design process to provide a framework for making. Employing a unique set of tools to add capacity to the creative process. Establishing locations in our schools that inspire the process of making. Develop a maker mentality and culture within the Archdiocese.

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Document Cameras 55% of our schools have at least 1 14% of our schools don’t know if they have one Average of 3 document cameras per school

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www.emergingedtech.com/2015/04/examples-of-transforming-lessons-through-samr

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https://docs.google.com/drawings/d/1z5F16mwAbBXtft0HyV4GPrD6jk8_CGZ0DQYxz4RkIzY/edit Attribution NonCommercial-ShareAlike Alice Keeler Modification and redefinition based on an idea by Pete Dirindin, Black Forest Hills Elementary and Center for 21st Century Classrooms, 2013. http://www.d11.org/NextGen/Documents/Forms/AllItems.aspx SAMR template map.docx

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Learning Plunge GeoPlunge http://www.learningplunge.org/wp-content/uploads/2017/10/Lesson-Plan-Getting-to-Know-Your-GeoPlunge-Cards.pdf A – first letter of the state Abbreviation, or Postal Code B – 1 Border State (determined by the clue-giving team) C – first letter of the state Capital

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Mapping and Geography Tools

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Google Maps maps.google.com

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Tech and Social Studies Standards

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Google Maps - your school address maps.google.com

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Google Maps maps.google.com

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Google Maps maps.google.com

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Google Maps maps.google.com What time of day? What season? What has changed?

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Google Maps maps.google.com 3D <Ctrl> Click for full 3D Compass to rotate

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Google Maps maps.google.com

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Google Maps - Math

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Google Maps maps.google.com Latitude: 40.755635 Longitude: -74.177443 Multiply the decimal of a degree by 60 (the number of minutes in a degree). The whole number of the answer is the whole minutes. Second: Subtract the whole minutes from the answer. Third: Multiply the decimal of the seconds by 60. Latitude: 40.755635 Degrees: 40 [40] Minutes: .755635 * 60 = 45.3381 [45] Seconds: 45.3381-45 = .3381 .3381 * 60 = 20.286 40°45'20.286" N Minutes: .177443 * 60 = 10.64658 [10] Seconds: .64658 * 60 = 38.7948 Longitude: 74°10'38.7948" W 3rd-8th Grade Skill

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Table 1 - K-2 Table 2 - 3-4 Table 3 - 5-6 Table 4 - 7-8

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Google Street View www.google.com/streetview/

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Google Earth earth.google.com/web

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Google Earth <shift> plus drag

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Google Lit Trips www.googlelittrips.org

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Google Lit Trips www.googlelittrips.org

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Google Lit Trips

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Google Lit Trips

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Google Lit Trips

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Google Lit Trips

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Google Lit Trips

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Geocaching www.geocaching.com

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www.geocaching.com

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www.geocaching.com May

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Triple E Framework

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Experience with the Triple E Framework Engagement in the learning goals Enhancement of the learning goals Extending the learning goals

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Triple E Framework Form www.tinyurl.com/rcantripleeform

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fcit.usf.edu/matrix/project/practice-video-recording-animal-behavior-and-habitats/

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Ideas

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Seesaw app.seesaw.me How have you purposely used digital mapping tools with students? What will be useful to share with your teachers and students?

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Speak Up 2017 - Archdiocesan Access speakup.tomorrow.org

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innovate NJ DOE Website innovateexchange.org Creative Commons-Attribution, Non-Commercial Ann Oro 2018

Summary: Workshop 3 - Document cameras, SAMR and Triple E Framework, Google Maps (map, satellite, and peg man) with latitude/longitude and distance, Google Earth, Google Lit Trips, Geocaching

Tags: 1718 rcantech

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