Quick guide to using cameras

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

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.”

Lori Leberer, art and multimedia teacher, and Chuck Meding, technology teacher, have involved SBOC students in the Adobe Youth Voices program for the last two years. This program works with schools worldwide using the Adobe Premier products to achieve Adobe’s goal to help students create with purpose. The theme for SBOC student projects is, “I Am From…” Chuck Meding says, “Our goal is to demystify the power of the computer and to help our students communicate their stories to others. Digital story telling is powerful when simply done with pictures and student voices. Lots of our students are scared and lost when they come here, and getting their feelings out in video helps them tell all of us their story without worrying about language. It empowers them.”  You can see that in the three student videos featured here.

Students stay with the SBOC from one to four semesters transitioning through three literacy levels and five math levels. Their greatest impediment is communicating in English. Telling their stories helps them grow in English communication skills as they work with teachers, volunteers and other students to get their stories to publication.

The Adobe Youth Voices program is designed to be finished in an academic year, but at the SBOC the projects must be finished in a semester (20 weeks), because the students who qualify to work with the Youth Voices program are the ones who will be transitioning out to other schools at semester breaks. This is a steep learning curve for students as they strive to tell their stories through pictures, sound and narration.

Here are three of their stories.
Rolando:

Claudia:

Jeong:

The 10^th Grade Honors Physics class studied velocity and the idea of plus and minus when used with direction. Kim’s fourth period physics class used soccer and basket balls with Logger Pro to analyze horizontal and vertical motion. And finally, the IB Physics class determined the mass of a hover puck. A force plate was attached to the Lab Quest hand held device to determine impulse. Determining the impulse allowed students to solve for the mass of the puck.

The students used three pieces of technology to help them with their demonstrations. The science technology pieces were Logger Pro and the hand held Lab Quest, both from Vernier. Logger Pro allows students to collect data and video from experiments. The video is synchronized with the data collection making it easy for students to make predictions and demonstrate science concepts. The hand held Lab Quest device can be used as a computer interface or in the field for conducting experiments. FLIP cameras were used for the student video portion of the projects because they are small and easy to edit both from the software provided from the camera or in MovieMaker2.

Here are some representative videos from the projects:
10th grade: Positive and Negative velocity
baucho-and-raymond
haley-and-brennas-swell-presentation

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

For Mr. Pendergrass’ students class often begins with a simple mini-lesson using the presentation station. For example, with his students gathered around he uses a music editing program called GarageBand on the computer with a projector to help the students visualize and understand the concept of form in music, specifically a “Rondo” and “ABA” pattern. After the mini-lesson, students to create their own Rondo examples using the same music editing program on a laptop. Their excitement is evident as students collaborate as they create their compositions. Once the students have completed their task, they save and transfer their work to the school server. The server storage allows Mr. Pendergrass easy access to review, share, and assess the students’ work.

“This biggest thing for me is giving hands-on access for the kids…to create music like they listen to…their motivation shoots out the roof.”

To listen Mr. Pendergrass’ interview, click the following movie.

The Roxhill Tech Club has been meeting for almost fifteen years, starting as a Title I program and maintaining its presence at Roxhill through overwhelming student interest. The club begins every school year with 24 members and a waiting list, and the club includes first through fifth grade students. Students in the club are a valuable asset in the classrooms at Roxhill, drawing on their experiences in the club to offer technology assistance to their peers and teachers. Tech Club members are glad that they can help others, and enjoy what they learn from participating in meetings. In the words of one member, “Tech Club helps you get smart, healthy, and strong.”

Roxhill Elementary Tech Club work online

QUESTION #1: OVERARCHING QUESTION:
Given this information (from video and Marjorie Mills intro), how do we prepare students for the 21st Century and make learning and teaching relevant for our students?

• Students should be immersed in technology everywhere, in every subject and in every classroom.
  • Students need to be critical consumers and producers of information.
  • Students need to manage technology to make appropriate choices for tasks.
• Remember that students are interacting at a global level outside of school and they need that capacity at school. In order to provide this capacity students should be able to use the following tools at school:
  • Email
  • Blogs
  • Wikis
  • Cell phones
  • iPods
  • Podcasting
  • Laptop computers
  • Web 2.0 and Open Source tools
  • Video conferencing
  • United Streaming
  • Web sites for schools that can be easily maintained and used by all.
• Schools are working on the old paradigm of text books, stand and deliver, pencil and paper. We are in the world of instant communication, and instant information powered by multimedia delivery systems.
  • We need to recognize the new literacy.
  • Technology is not a tool for regurgitating ideas but rather, technology can provide the opportunity for belonging, freedom, worth and motivation. How do we foster these?
• There needs to be adequate storage for student and teacher multimedia so that projects can be accessed easily by all members of a team or by individuals.
• The ability to access technology tools as and when needed is imperative in every classroom.
• Students need to learn to use technology tools not just for productivity but for communication and creativity and to understand how technology in all forms is used in jobs all over the world.
• Students need the ability to work in teams and as individuals to solve real world issues. That means that the technology needs to be portable and readily available in every classroom.
  • Labs are difficult to book, and take away from class and research time.
• Students must be prepared to be global citizens by understanding social studies and history and participating in online global projects and discussions, and by sharing work with classrooms both in the US and around the world.
• Our district needs a vision for the use of technology both for now and for the future.
  • Technology standards such as the National Educational Technology Standards from the International Society for Technology in Education need to be adopted and followed so that we can move forward on all levels; student, teacher, administration.
• We need to provide the technology for our students who do not have access at home.
• The teacher and students profiles on the computers need to be more flexible to allow for use of legitimate learning and teaching tools.
• It is possible to push students to exceed expectations when using the computer and other technology rather than just paper and pen because it improves motivation, is more engaging to all learners, more fun, and prepares them for the real world.
• Supervised access to school computers after school to get help with projects, research and writing.
  • Possible community partnership
• The perspective needs to be on flexible learning.

QUESTION # 2: EQUIPMENT
Given what we have heard about issues around sustaining and struggling with replacement of technology from past levies: What thoughts do you have about replacement – should we continue to try to replace or consider other solutions? Are we equipping classrooms with the right equipment?
Are we getting resources to students in the way that they can use technology the best?
As emerging technologies continue to change: how do we consider direction?

• Wireless Laptop carts for mobility that come with training and support and a commitment on the teachers’ part to use the resouce.
• Differentiate access/roles between teacher computer, presentation staton and student computer.
  • Teacher computer used to find/create content for instruction, communicate with peers, parents and students and do administrative work.
  • Presenation Station used to present material by teacher and students. Needs to have greater access to resources like iTunes, Podcasts, Google Earth, YouTube and other media that is currently blocked.
  • Student machines need to have the same software that is demonstrated on presentation stations.
• Delivery system is more and more online, web based. Our infrastructure needs to handle this and more and more multimedia.
• Consider leasing computers rather than purchasing them because a periodic replacement package is included in the lease.
• Does a yearly replacement of equipment that is too old instead of waiting for every three to five work with levy funding?
• Money for a “technology” teacher and lab in every building so that teachers have a place to go with their students to work on projects.
  • Both the students and the teacher could learn in this setting and two educational professionals would be on hand to help students.
  • There are drawbacks to this, too, because it places technology away from daily learning and spontaneous use.
• Teachers need models and frequent support to expand the use of existing equipment such as the document camera, computer and projector as a classroom learning and presentation station.
  • The ITs could do this for us if they were released from equipment placement.
• There are technology “incidentals” that could be part of a school’s technology levy budget.
  • Microphones
  • Earphones
• Donated machines need to be found for students who need them for use at home.
• Use of Web 2.0 and Open Source tools by students and teachers.
  • Most of these are free and can be easily used.
  • No licensing
• Capability for video conferencing.
• iTunes
• Choose technology tools that are meaningful, easy to use, of high educational value and that will save teacher time rather than adding to their full plate.
• Tools need to support multi-language learning
• Hand held computer technology for every student
  • Improve access
  • Portability
  • Accommodate small groups and whole groups
  • Instant participation
• Ceiling mount all projectors in every classroom.
• Turn It In for middle and high school to evaluate papers for plagiarism.
• Technology needs should be part of a buildings baseline budget, not an add on.
• SmartBoards for teachers who will use them.
  • Make this a principal/BLT decision with required training to get one.
• More analysts for hardware issues.
• Software for today’s multimedia iMovie, MovieMaker, PhotoShop, etc.
• Platform flexibility allows teachers to use multimedia in a well thought out way with camera and microphone and music all tied together.
• Survey needs and desires of teachers electronically to find out what their vision might be for technology use and budget.

QUESTION # 3: PEDAGOGY
Given the classroom tools we have, how can we use them to improve teaching and learning?

• Technology needs to be part of every day practice and integrated into content area in every classroom.
• Web 2.0 tools need to be used for easy online collaboration; student to student, classroom to classroom, school to school, nationally and internationally.
  • The fluidity of our of school online learning needs to be available inside schools.
• Online social responsibility needs to be taught to our students because they are not learning it on their own.
  • Also, normal face to face social skills need to be taught to students.
• Teach students how to use the tools they are already familiar with for education such as iPods and cell phones.
• Technology standards should be part of the district curriculum standards.
  • See the NETS from ISTE http://www.iste.org/AM/Template.cfm?Section=NETS
• Keyboarding needs to be taught as a subject in elementary so that students have this skill when they get to middle and high school.
• All academic coaches should work with the IT for the given building to infuse technology into their subjects naturally.
• All teachers should teach
  • research skills
  • how to evaluate web sites
  • fair use policy for content
• Project based learning should be part of student learning.
  • Can this be mandated?
• Make sure that existing technology is used in a productive way, not just for games. (ie: projects, research, music and pictures for presentations)
• Technology is a powerful tool. Immerse it into everyday presentations and activities.
  • IT or others present a good model of classroom technology use and teachers try to replicate it with help from the IT or ET.
• Writer’s Workshop needs to use computers, too. Computers are today’s writing tools.
• The integration of technology into daily classroom practice should be part of what a principal looks for in good teaching practice. They need to set high expectations for technology integration as the building leaders.
• Open house for all parents to see what technology is available and how it is being used by students and teachers.
  • This would be especially helpful to ELL students and their families.
• Have students and teachers use and develop podcasts. This provides an exciting integration of
  • writing
  • thinking
  • editing
  • collaboration
  • speaking
  • presentation

QUESTION # 4: PROFESSIONAL DEVELOPMENT
Given this discussion, what might professional development look like?

• Offer professional development during the school day with subs hired to take classroom while teachers learn.
  • On going set times like math, science and other initiatives have had.
  • Require a certain amount of technology professional development every year in order for teachers to grow in their ability to use and integrate it into their students’ school lives.
  • Make classroom technology integration for learning and teaching a district priority. There is a disconnect right now between buying “scripted” materials for district initiatives and saying that teachers should use technology in a meaningful way.
• Teachers are behind students in use of online tools such as blogs, wikis, social networking, podcasts. We need to learn to use these tools, and other Web 2.0 tools.
  • Professional development needs to offer the opportunity and the time to explore the tool, or the site, and to make something of their own so that participants go back to the classroom with something useful.
• Consistency of teacher’s understanding and use of technology is important across the district.
  • More professional development by ITs at the individual buildings so that teachers remember how to use things and know they can get help.
  • Work with small groups by grade level, department or special interest.
  • Do things that are fun and promote team building.
  • Schools with common interests could come together in one place.
  • Staff meetings could sometimes be used for technology pd and team building around it.
  • PD to help teachers work smarter with the use of technology, not harder.
  • Technology as a tool to save time and work more efficiently!
  • Teach educators how to differentiate instruction using technology.
• If ISTE standards or the OSPI Tiers of Technology Use are adopted by the district, there must be professional development to move teachers and students along the continuum.
• Lesson plans and content on media literacy.
• We need a peer to peer conference where we could showcase what is going on with technology in our classrooms.
• Need an in-house technology coach, because the ET cannot do professional development, tech support and teach full time.
• All district initiatives should have their facilitators model the use of technology in the subject area.
• There should be district standards for technology use that every new teacher should have before being hired.
• Provide professional development on software that comes with new teacher computers and on basic troubleshooting for every teacher.
• We need professional development on project based learning with follow up in-services.
• Professional development for principals to show them the how and why of technology integration and expose them to the Web2.0 tools.
• Professional development for ETs
  • On Early Release Days
  • Determine what we want to learn ahead of the training so that classes could be formed around our needs.
  • ITs need to be released for professional development in buildings with ETs to assist or to assist the ET. We need to partner more.

[display_podcast]

The storyboard example used for this project is provide here in Word Format .