Besides learning to write poetry, students  learned to write specific praise and constructive criticism for commenting on each other’s work. They practiced this element of the project on poems posted to the blog by Kristi and her student teacher. Kristi observed, “Students are now posting their own work and commenting with maturity and grace! Success!”
You can see their project by going to  http://www.msdahlstrom.edublogs.org

Kristi says, “I set up a class blog using Edublogs called The Ninth Wall, and created usernames for each of the students in my class.  This was time-consuming, requiring me to split one email address 25 times to create unique usernames, but it takes several steps out of the process, including the tricky one that requires students to have email accounts, which many do not. I used Gmail, adding numbers and letters (1A, 1B, 1C, etc.) after a plus sign and before the @gmail.com.  For example, an account address would have been ingraham.la.student+1L@gmail.com.  It worked very well, allowing me to keep track of passwords through a single account. For more on how to set up this type of gmail account click here.

After setting up the accounts, Kristi asked each student to submit at least one poem to the blog to form a class anthology.  Before the poems were published to the blog they went through an editing stage. After being edited, the poems were turned in to Kristi and she posted them to the site. To make sure that the students’ comments were serious, Kristi gave herself complete moderating control. This takes teacher time, but is worth it for the quality of comment she is asking of her students.

If you ask Kristi if all the time spent was worth it, she says: “This has been the most enjoyable project! I would highly recommend it.”

Resources:
http://www.edublogs.org
Why Should I Blog with My Students

• Using a PowerPoint Template: Each student worked from the same basic PowerPoint, so the focus could be placed on content.  So that the students wouldn’t have to navigate to save  their projects, a copy of the Ocean Report (.ppt) was put into each student’s folder on the server.  This also prevents the original from being overwritten.  To prevent overwriting, you could also just save one copy in a main folder as a template (.pot) so when it is opened a new file is created.
• Student Checklist: A checklist (.pdf) was created so that anyone who was helping the student would know which part of the process he/she still needed to complete.  The students did a fantastic job of becoming experts and teaching classmates techniques they had learned. (i.e. inserting action buttons) If you would like a copy of the checklist as a word document, so you can revise it, please leave a comment and I can email you one.
• Finding Pictures/Images: A word document was created (by an adult) with available pictures (about 10) and links so the students could copy and paste the picture and the source into their reports.   This took less time that having students finding their own images on the web, but still allowed them choice since not all of the pictures needed to be used.  The word documents were named by animal and placed in a Pictures folder on the server.
• Presenting the Projects: Because the projects were stored on the server, it was easy to bring them up on the presentation station when it was the student’s turn to present.  Not only did the student use the handheld mic but we were also able to connect the USB cable (the document camera end goes in the projector) from the computer to the projector (it’s on a table) so the projector remote could be used to advance the slides.  They looked so official!
• Student Reflection/Rubric: The student reflection (.pdf) focused on their presentation skills, not just their product.
• Publishing to the Web: A letter was sent home to parents describing this particular project and  publishing it to the web.   If the letter wasn’t returned, then the project wasn’t published.   Since the students  had a copy of the original PowerPoint in their folders each project was renamed with the student’s first name.  Publishing the PowerPoints was a little tricky.    If a PowerPoint is saved as an html page, it doesn’t always appear the same in different web browsers.  So, sometimes the pictures wouldn’t show or the animation wouldn’t work.  I tried some of the various online slideshow/sharing sites, but they also stripped the animation/interactivity from the PowerPoints or were blocked on student machines.  The solution I found was to turn the PowerPoints into Flash movies.  I ended up using a nifty free application called iSpring to convert all of the projects.  Then we just had to give them to the school’s webmaster to publish on their school site.  I was also able to use iSpring to post the 3 example PowerPoints directly to SlideBoom (blocked on student machines) to be able to embed them on this blog.

Nathan Hale science teachers Matt Hinkley and Karl Englert are always searching for useful technology tools for their classrooms. One of their favorites is Google Tools for Educators. Google Docs is one component of the Google Tools suite (Sites, Calendar, RSS Reader, Picasa Photos, Maps and more). Specifically, Google Docs contains a word processor, presentation, and spreadsheet application. All 3 of these are stand-a-lone applications but also integrate well with Microsoft Office. Also in Google Docs is Forms, an easy-to-use survey tool. In addition, they use Google Calendar. All of these are available with a free Google account.

Here are a few descriptions of how these teachers are using Google Docs in their classrooms…

Google Tools: Google Forms and Spreadsheet:

1) During a 12th grade Environmental Science lab on organisms, Mr. Hinkley created a Google Form (a survey that puts the data in a spreadsheet and creates a graph) for students to collect and record the number of organisms in agricultural and natural areas they were studying. Students entered their lab data into the survey. Mr. Hinkley used the graphing feature in Forms to share the “collective” results with the class from his presentation station. As the students continue to add data Hinkley was able to update the graph to reflect the changes.

2) Mr. Englert uses Google Forms for students to complete an online Current Event assignment. Englert inputs the information and selects the type of questions required (multiple choice, open response, etc.). Once the assignment is ready, he embeds the Form/Survey (see picture below) on his Source class page for student access. As the students complete and submit their assignments, this work is compiled in a spreadsheet.

Click to view the sample images.

Google Tools: Google Documents (Word Processor):

1) Both Hinkely and Englert use Google Documents for students to collaborate on research projects. While working at their homes, at school, or in a library, students can work in collaborative groups to write and edit projects, like a “virtual meeting.” Using their telephones and or the build-in chat, students are able to have multiple people working on the same document at the same time. Also, because the students share their documents with Mr. Hinkley he is able monitor the progress of their work.

Google Tools: Google Calendar:

1) Karl Englert embeds a Google Calendar on his Source Class page to post assignments details, quizzes, tests, and other important class dates .

Notes:

1) Click here for more information about Google Tools for Educators.

2) Once students create a Google Account at home they can work on Google Docs from home or at school on student computers.

3) The instructions for finding and embedding the HTML code is on the Google Docs site.

When you go to David’s wiki to read these reviews keep these minimum student guidelines in mind. There must be:

• a summary,
• an explanation of why they are recommending this book,
• a description of where this book can be found which includes links,
• information about the author which includes links, and
• one or two images.

If you would like to know David’s thoughts on this project and how he set it up, click on

David says:
“I like the way the wiki lends itself to collaboration. It is an opportunity for students to work together and help each other. After the WASLs, I increasingly emphasize the reading culture, which includes discussing and writing about books with peers. Having the students collaborate took that idea a step further.”

“I had a rubric that set out my expectations for how they should work on the wiki and what they would accomplish. I set out the assignment clearly, blocked out lots of lab time, established rules for working on the wiki, and set them loose. I worked with them constantly, troubleshooting problems and helping them do what they wanted to do. I told them that their article had to be perfect because they were going to be public. The students helped each other with editing, but I also printed out their drafts and required many rewrites. Near the end, I sat down with students and helped them revise their articles in real time. Classes that finished early had an additional assignment of conducting interviews with wiki participants.”

“The project, in my view, was very successful. Almost all students completed it with good results. Many felt they had learned “real-world” skills. It was a good experience for them to have to write something to perfection. Because it was public, they understood why their pieces had to be perfect and they were motivated. Also, many felt they had the opportunity to do something “special.” Keep in mind, I teach struggling readers – - they liked being able to do something that was out of the ordinary.”

Set up:
“The key to making this work was planning. It was very labor intensive. I thought it would work more smoothly if I created email accounts for every student. I set up wiki accounts for every student, and then as administrator, I had to invite the students to participate in the wiki. I then accepted the invitation for them via their email accounts. Now, in May, all they’ll have to do is sign in with their assigned usernames and passwords. It makes it easy for them, and I have complete control over administration.”

“This year I created my email addresses using Google Apps, which allows you to create group email accounts. That turned out to be easy and cheap ($5 for the domain name). This service is connected with Google Sites, which allows you to create websites and wikis. I won’t be giving my students their email addresses, because I’m only using the email to set up their wiki accounts and invite them to participate in my wiki.”
(It should be noted that currently the only District email approved for student use is gaggle.net and epals. For those interested, here is a suggested gmail trick from Edublogs. …Janice)

“My wiki account on Wikispaces allows me to set the permissions to one of the following:
Public – anyone can view, edit, or comment
Protected – anyone can view, only members can edit and comment
Private – only members can view, edit and comment
Custom – defines custom permissions
I choose “Protected.” My wiki is not searchable, however. You can’t find it from Google, so far as I know. I have the option of updating my wiki to “Private.”

“There is no way to contact the students who are working or have worked on the wiki. The email addresses are not available on the wiki. The students do not have their email addresses because I don’t give them to them. I only use the email addresses to set up their wiki accounts.”

“There is only a 2 to 3 week window when the students are actively working on their wiki. As they complete their work, I lock down the pages so no one in the project can change them. When the project is completed in late June, I delete all the members except myself, the administrator. Thus, there is no way for anyone to get back into the project after it’s over.”

“I’ve never had any problems with inappropriate comments, writing or editing. The students are well aware of the rules. I check the comments the student make – they actually get graded on the comments. I would delete any inappropriate comments. In addition, students only go by first names or usernames. Students are not allowed to use their last names, and I would delete it if one was ever used.”

“As I said, this is a very labor intensive project. For teachers who are new to it, I recommend they start with one class of about 30 students or fewer. Expectations of students must be very clear. Treat the first time as a pilot project, and then see how it goes.”

The unit began with the students learning to sing and exploring several popular children songs (e.g. Wheels on the Bus – Twinkle, Twinkle, – Row, Row, Row, Your Boat). Students used Thinking Maps and a  Writing Template (Student Sample) to practice writing their own words to each of the tunes. After conferencing with their teacher, each student selected one song to “edit and polish” for their final recording.

Stabelfeldt, Aldridge, and Gunsolus consulted with their Instructional Technology coach to select the appropriate tools for the task, understand the software features and functionality, and plan the recording sessions for their students. Parent volunteers recorded each song in Garage Band (Tutorial) and then moved the song to iTunes. In iTunes, the parents collected all of the songs into an album, which they then burned to a CD.

As a celebration of the student writing, each class had a “Release” party and invited parents and students to listen to their album together. Also, students received their own copy of the CD with a special Valentine’s Day cover.

Student Song

As you integrate technology in your classroom you will observe the student’s desire to learn, willingness to write and sense of accomplishment increase. Included below is an Edmonds Brochure activity to walk yourself through. Plus, click on “More” to read some ready to use lesson plans. You can use them as they are or use the ideas to stimulate other technology-based projects.

Edmonds City/Brochure
Included is an example of how to create a brochure of a city that informs, educates and persuades it readers to visit.
Example of a completed brochure of Edmonds Brochure
Directions for Getting Started
Information for the brochure: Text and Pictures

More Examples of how Publisher is used in the classroom
Olympics/Brochure
Students will research past Olympic games for event highlights, athletes, host city and country, and emblem and medal designs for the games. With the information they will create a brochure that informs and educates the readers about Olympic games around the world. This would be a great activity since the 2010 Winter Olympic in Vancouver BC.

Road Trip/Postcards
Students plan a two week road trip to various cities in Washington and research information about the location, miles driven, interesting sights and pictures. Using Publisher postcards the students will share the interesting information about that each city. This lesson plan uses Microsoft MapPoint to find the miles driven but you can accomplish the same task by using MapQuest.

Food/Flyer
Students pick a recipe that is special to their family, research online about the ingredients and interesting information, and create a flyer. The class will assemble all of the fliers into a classroom cookbook to share with their families and peers.

Jazz Newsletter
Students will study the life of a jazz musician, plus how jazz contributed to the culture and history of the United States. They will create a newsletter to share the information they found online at PBS and US Encarta.

Water Useage/Brochure
Students record the amount of water they use on a Saturday, (showers, dishwashing, brushing teeth, etc.) and compare their family results and those reported by their perers in the classroom. As a class they discuss how to conserve water and individually compile the information into a brochure.

I have collected valuable information to guide you through getting started including:

• Mark Federman’s tips for getting started such as choosing your first few titles for the year, introducing your first book club event, advertising the launching of your Book Club etc.
• Letter of Support from Barnes and Noble which highlights suggestions for raising funds for purchasing books plus much more
• Technology Resources and websites for each phase of implementation

Mark Federman visited with some of our Seattle principals to share his process and insights for a successful implementation of a Book Club. With his permission, I have outlined below a summary of notes from his presentation and artifacts he shared around this topic. I have also spotlighted the technology resources and websites, which can help you in the various phases of implementation. Be sure to read the letter of support from Barnes and Noble local representative, Lisa Lundquist.

First Year Selection of Books

• Start with a Universal theme, a book everyone can read, high interest for students you are targeting
• Repeat popular authors
• BiblioTherapy: Allow for time with students to address important teen issues and other topics
• Choose books that have movies coming out

Technology Resources:
First Year suggested BookCover List and Synopsis
Evergreen Young Adults Book Awards
Sponsored by Washington Young Adults Review Group
Pacific Northwest Library Assoc. Young Reader’s Choice Awards
This award includes a division category for 4-6th grades, 7-9th grades, and  10-12th grades.
Notable Children’s Books
Committee of librarians  (ALSC) identifies the best of the best in children’s books (for age levels birth -14). According to the Notables Criteria, “notable” is defined as: Worthy of note or notice, important, distinguished, outstanding.

Ideas for Advertising

• Pass out fliers to introduce the Book Club. Be sure to include upcoming books for future Book Club sessions
• Announcement at assemblies
• Book Talks either in person or on multimedia
• Special flier for “Invite for Kick off Party” (usually 10-15 minute book talk and a time to distribute copy of books for students)
• Another way to distribute books might be in partnership with Language Arts Teachers, Math teachers, or Science teachers as appropriate for the featured Book Club selection.
• Email announcements to teachers with possible incentives such as field trips for a class of students to Bookstore or Library, or organize a field trip for teachers to a local bookstore.
• Inquire around your local businesses for ways to raise funds. ( see letter of support from Barnes & Noble)
• Inquire about celebration locations in your community  where students can share their own poetry or other writings in front of live audience
• Provide workshop for all parents to attend in order to inform parents of the Literacy expectations and value of reading (see PowerPoint:Family Literacy Information)

Technology Resources:
Book Cover Images to paste and create your own fliers
PowerPoint: “Family Literacy Information”
Letter of Support from Barnes & Noble

Getting Students Started

• Special flier for “Invite for Kick off Party” (usually 10-15 minutes book talk and a time to distribute copy of books to students.
• Provide a suggested time line to finish reading the book. For first year, recommend a three to four week time frame but can be adapted, as students get familiar with format.
• Request a letter from students about the book (see Sample Request)
• Pull quotes from student letters to start discussion
*Encourage students to keep a log of what they have read
• Mark Federman is currently using a tool online for book discussion groups called Goodreads
• Provide a tutorial for students to learn how to use online discussion group (Ideally, the school librarian might do this.)

Technology Resources:
Sample letter to students
includes suggested prompting questions
Goodreads
This is a website where book lovers can record the books read or plans to read and share rating for books with recommendations. This resource also features a forum to have group discussion about books read within a private setting.
Shelfari (Another option for rating books or online book discussion)  http://www.shelfari.com/

Also, the Instructional Technology group is asking for your comments about other possible resources and or questions related to digital images to help us enhance the resource information in this blog post.

All of the links listed can be found at the Instructional Technology Delicious Site

Agenda

1. General overview of digital media resources
2. Time to explore digital media resource post
3. ET Input: Entering Questions and Comments in the IT Blog
   

Digital Picture Resources (Possibilities)

Internet (Copyright Free Resources)

• IT Delicious – Online Image Resources (Check out Larry Ferlazzo’s link to free online resources.)

Digital Cameras

• Transfer directly from camera: To download the specific camera drivers on your Teacher Work Station (CWS) you will need the help of someone with a #pound account or a Network Analyst (requested through techline – 252-0333).

• External USB Card Reader: These all-in-one readers allow you to download images directly to a computer and do not require software drivers installation.

• Home Computers: Use a pen drive to copy and transfer images from a home computer.

• See How Do I Pick a Digital Camera on the IT Blog
  

Document Camera:

1. Capture an image using only a document camera:
   1. Press the capture button on the document camera panel.
   2. Press the playback button to view these images
   3. Download Images from a computer:
      • Downloading Images from the Document Camera to a PC
      • Downloading Images from the Document Camera to an iMac/eMac
2. Capture an image using Aversion Software and the document camera
   • Using the AVerVision software on a PC or Mac

Scanner: These devices are fading but they can be valuable as a means for making student drawings into digital pictures. Scanners can capture images at the highest quality.

Cell Phones: Cellular camera technology is a popular tool used by students and adults for capturing images. The easiest solution for collecting these images is to download them on a home computer and transport them with a pen drive.

Computers: The most recent models of Apple iMacs and Macbooks have built-in cameras for capturing digital images.

Digital Picture Management (Organization and Editing):

• Teacher Work Stations (CWS) and Student Computers (including Presentation Station Computers):
  • Organization: Create and name folders within the folder, “My Pictures.” At this time there is not an approved software solution for organizing photos on these computers.
  • Basic Editing:
    • Paint: The Paint program comes on all Windows computers and includes some simple editing features like cropping, resizing, and re-formatting.
    • Paint.net: This is a free download for PCs with photo editing features. Paint.net To download this software on your Teacher Work Station (CWS) you will need the help of someone with a #pound account or a Network Analyst (requested through techline).
• Macs: iPhoto is a Mac only digital picture management tool that includes simple photo editing features. It is loaded on all SPS Macs.

Instructional Uses of Digital Images:

Samples and Resources:

• Belarus to America
  
• Water Cycle: An elementary class uses Photostory to share their writing and artwork.
• NUA Slideshow
• Poster Project Idea

Preparation Resources:

• Storyboarding Software: Free tool download from Atomic Learning, Mac and PC.
• Graphic Organizers
• Research Tool: Easy Bib
• Social Bookmarking: Delicious: Easy way to share internet link to digital image resources for teachers and students. The read-only site is not blocked by BESS.

Digital Story Telling – Resource List

See Digital Story Telling on the IT Blog

Applications:

• Photostory 3 (IT Blog – Photostory 2 Resource)
• Powerpoint (IT Blog – PowerPoint Resources)
• MovieMaker (IT Blog – Movie Maker 2 and Teach the Teacher – MovieMaker 2 Resources)
• iPhoto (Apple iLife Tutorials – iPhoto) Create slideshow from digital images that can be exported and shared.
• iMovie (Apple iLife Tutorials – iMovie)
• Voicethread

GLAD (Guided Language Acquisition Design): Promotes instructional strategies that use visuals (digital and analog) to enhance student learning.

• Issaquah School District http://www.projectglad.com/glad.html

photostory3tutorial.doc

Fun ways students can use Photo Story:
1. Explain the events of a field trip
2. Illustrate vocabulary words
3. Persuade people to visit a city of their choice
4. Write a report on animals
5. Create a calendar of memories
6. Write a story about their life or an important event
7. Illustrate a biography of an important person
8. Show a timeline of events in Washington State
9. Demonstrate the steps of a scientific experiment
10. Prove their understanding of the water cycle or rock cycle
11. Illustrate their narrative, persuasive and expository pieces of writing

Fun ways teachers can use Photo Story:
1. Creatively introduce a writing prompt
2. Explain safety rules
3. Illustrate directions for a project
4. Demonstrate different types of assessments
5. Create visual schedules
6. Show samples of rubrics
7. Create role playing skits to show conflict and resolution skills
8. Show art from a specific period in history
9. Create student portfolios to show progress throughout the year.