pete+&c+2012

Mike Post PETE&C Wiki http://greenknights.wikispaces.com/Kunkle+PETE%26C+2012 HEREHAwaiting the introductions and the keynote speakers. 2\13\2012

Mike Peck: powerful stuff from the keynote speaker. Definitely some interesting stuff. Really looking forward to the iPad initiatives @ hotel Hershey. This really hit me at my session... The presenters said that to get others to try things in our classrooms it is really up to the classroom teachers to implement and lead the way for others. This is the link from my first iPad session. pete &c 2012

The information below is from the sessions that I attended while at Pete & C. I haven't edited it yet, but I will be back on to clarify some thoughts this weekend. I wanted to get it all up though in case anyone wanted to preview it already. If you have any questions about the sites or sessions, please let me know! -Teriane Streitel

10:15 Monday Session: See What You’re Reading presented by Maryann Molishus from Council Rock School District Wikispace for information: molishus.wikispaces.com

Images have great power, started the presenter. Teaching students to not miss things in images because of that power. Pictures allow students who struggle with reading to communicate better. Recommended book: Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners Not all people are visual learners, so visuals need to be taught and different teaching models need to be integrated. [] [] [] : Some free material. Used for connecting discussion of reading to art from the book and also art from the world. Helps build more meaningful discussions. Great for building vocabulary with students [] : Comics even playing field for students struggling in reading. Helps students with inferring and drawing conclusions. [] pinterest national geographic for education: [] Visual Notetaking: quarter paper for every 15 minutes of class, teaching how to read a website using the visuals, geoliteracy—using interactive maps to draw and include information your class finds important

Session B: 11:30-12:30 “Moodle Book Club, It’s Elementary” Presented by Maureen Seidel from East Stroudsburg Area School District Summer book club optional to replace summer program Book choice by teachers (chose Junie B. Jones) all students read same first book, start specific at first and lead students step by step Sent students books in mail, slightly used books from teachers, etc. or discounted books from book stores Help Desk was available from district but it wasn’t actually used at all by students Moodle logins setup for students in book club, moodle.org, edmodo (**check acceptable use policy) Didn’t actually teach reading but discussed readings Setup calendar and timeline On moodle used polls, forums (teach what makes a good response for discussion), trivia (test/quiz), assignments (this is between the teacher and the student only) Use the glossary to create all different games in activities Edmodo (educational social community) Kids got to keep the books unless they wanted to return them. How do you solve this problem? Setup up themes for stickies on website usually around story elements “What was the setting? Would you go there? Why or Why not?” (lino it) -readwritethink: interactions for reading and communicating Studystack similar to quizlet Eduplace.com for wacky web tales (similar to madlibs) -all participants showed an increase in dibels after summer for fall benchmarks

Using iPOds in the Special Education Classroom by Joseph Martin from East Stroudsburg Area School District What they like: engaging, authentic, current, differentiated, multi-purpose What they have: 10 ipod carts, 1 iPad cart What process they use: 1.) teacher resource via iTunes 2.) Teacher Tech Request (schooldude) 3.)Coach approved 4.) tech synching (two weeks about) 5.) ready to go

Resources: keep a google doc of all apps the district has Bookshare app: reads texts to students Obstacles: Technical deployment, limited universal access,volume pricing, professional development Learned: Organization, turning text to speech. Resources @ Pete&c Ning

Session D: iPad Revolution presented by Camilla Gagliolo from Arlington Public Schools Tool for differentiation for personalized instruction Tactile and handson learning Talking tomcat is an app for reluctant readers Allows for immediate updates and is interactive textbooks Helps with communication for problems Augmented communication apps (free in month of april for autism month)

Session E: Using iPod Touch in the 3rd Grade Classroom presented by Wendi Morris [] Charter School system Daily Centers: reading for inferences and reading for details(eskillslite) apps from iStore provide nonfiction text and the reading strategies, provides leveled options for students to move up or repeat skills if they need extra practice Math Bingo is differentiated for leveled students used coinciding with dry erase board Students take screen shot of score and email it to teacher for grading purposes. Students are set up on a general email account that automatically signs in from the ipods. Email is limited to only teacher. Put there names in subject line so teacher knows who it belongs to. Puppet Pals app is used for giving book reviews, etc. (Toontastic on iPad). Everyday Math has apps. Mad Libs is used for teaching parts of speech. Presenters website has a sample grant to look at how they received monies for their iPod touches. Students made a movie about states studies in social studies for project based learning on iPods. QR codes used for word walls. Students tape themselves using the word defining the word. Then they scan the code to practice using the word as a review. Scan app on iPod to scan QR codes. Use QR codes to give directions for a center or activity around the room. Aurasma: Students take a picture of a book cover, etc. and then link a report or directions to it. Then teacher or students can scan the book cover and can watch and hear video or directions. Donors choose to get funding

Session F: How Authentic are your Activities and Resources presented by Sue Sheffer from IU 12 Library of Congress foreverlearning.wikispaces.com (click Pete&c 2012) Ideas to make bringing authentic learning more comfortable to work your way up to more complicated projects These activities help to bring their curiosity back for wanting to learn. Finding primary source photographs to find commonalities between them without knowing what it may be. (used photos of lincolns belongings from pockets) Library of Congress already has put together Primary Source sets that have commonalities Use whisper down the alley to teach about why primary sources are so valuable and more authentic Use graphic organizers to help get thoughts and questions organized. Connect current issues to what has happened in the past too (public school cartoon) National Book Festival in September free from Library of Congress Library of Congress has lesson plans integrated with primary sources Use google advanced search to help find resources from LOC.gov in search from domain. [] great website for primary sources about the past created by Martha’s Vineyard Museum website can lead into other activities that really promote problem-solving and critical thinking [] provides videotapes of authors’ presentations that talked at the festivals, bring into classroom for interesting authors [] provides daily prompts news updates, etc from new york times

Session G: Common Core and Technology: Where Do We Start presented by Cindy Murphy from IU 9 [] used like a googledoc [] people will post feedback, questions, and ideas (good for a year) [|www.pdesas.org] used to find common core standards Writing: using technology and the internet to publish writing K &1: explore digital tools to produce and publish writing: __Little Bird Tales:__ write, add voice, and create artwork for own story (Children can teach each other about a concept by writing a book about topic) Kerpoof can be imported into little bird tales Puppet Pals on apple products Voice Threads Wegivebooks.org (Shares a book digitally with children) 2nd Grade: digital text Character scrapbook on Scholastic (read story but don’t use illustrations, improve own writing, did I include enough details??) teacher.scholastic.com for other tools too Readwritethink: character trading cards allows for all story elements to be identified and makes personal connections, can print and laminate Studentpublishing.com Ebooks: sas(materials and resources, advanced search) and search for ebooks Wordsmyth for looking up words with children (3 levels of dictionaries, beginning, childrens, and advanced) 3rd Grade: kidrex.org for search engines [] for keyboarding [] for kid friendly searches wolframalpha is used for data and conversions, etc. http://www.wolframalpha.com/ interactive timelines: social studies tag galaxy: images related to search http://taggalaxy.de/ cube creator: [] story elements, getting to know you activities visuwords: a graphic visual for displaying vocabulary words

Finally got all my notes organized! So here they are: Lauren

__Acceptable Use Policies:__
 * For BYOD: create a section of the policy that prohibits classroom disruptions or distractions.
 * Could use dialog box at first log in (By clicking accept, you agree to the acceptable use policy…)
 * Form a committee to develop your acceptable use policies (teachers, administrators, IT, students, parents)
 * Policy must include information on termination, expulsion, or loss of privileges.
 * Us copyright office: apply for immunity from prosecution with $10 fee as along you remove copyrighted content and punish the individual

__Teaching with textbooks:__ __ipad integration:__
 * School district created a biology class based on state standards and not the old curriculum
 * Used money allocated for new textbooks to buy ipads instead – they don’t even use an online textbook
 * Students are: creative, inventors, engaged, challenged
 * Uses modules and concepts including a big idea and essential question
 * Do use traditional activities: worksheets, labs, etc.
 * Use online content and binder, can incorporate local and current events
 * Youtube, ipads, backchanneling, glogster, mini videos, animation, podcasts, songs
 * Taught content and then express what they have learned in a way they choose
 * Support, proposal, curriculum, methods to deliver, always changing
 * Seek administrative support: proposal include what they are doing, what they could do, allocate funds to tech instead of books, do this when departments are up for new books,
 * Technology goes to the teachers that ask for it, administrators will seek out the teacher are willing
 * No lecturing: introductions are varied, use videos, doc cam, not slide after slide,
 * Minimal equipment: mac or pc, projector, doc cam, blackboard, edmodo or moodle (used to house content) students: ideal is 1:1 with computer or ipad
 * Teachers create online assessments, standards are easy to sequence and group, timing can be difficult
 * Modules and content are posted in blackboard, subdivided into concepts, modules have 3-6 concepts
 * Give kids hard copies of resources, some do not have internet at home, keep copies in binder
 * Concepts are presented in videos, animations, create ibooks (epub document): export epub and sync to ipads, prezi, content apps, can use previous student created content, summary review
 * __http://caiuipadpilot.wiki.caiu.org/Home__
 * 6 student and 1 teacher I pad per class
 * Create a generic email associated with each ipad so that they can email projects to the teacher
 * Not an ipad center but a creation center
 * Meant for students to creating and applying not just playing practice “games”
 * Use center charts to list the apps
 * Use QR codes to access websites
 * Assign a student to use an ipad – they use it all day, not just at center time
 * Have an ipad helper as a classroom job, they plug them in – parent volunteers
 * Apps let save the screen as images so students can share with each other and teacher
 * Students can email the image to the teacher or send it the dropbox
 * Some apps can be automatically emailed to the teacher
 * Create an ibook where students can log scores, levels etc
 * Math: tech whole group lesson and then do break out groups to practice skills
 * Students create movie and animation for retelling
 * Take pictures to indentify punctuation
 * Show me- whiteboard draw and use a picture and record your voice
 * Stick pick: sticks in a can, list, ask, answer and mark correct or incorrect.
 * **QR codes** - link to websites, you tube videos, parent information, business cards
 * Create: qrstuff.com, goo.gl – gives statistics
 * Rover – browser to use websites with flash
 * Apps: postcard light, rocket math, puppet pals, strip designing, popplet, story buddy, show me, stickpick, cloud on

__IT and teachers__ __Gary Stager__ __Online assessment__
 * [|www.edtechinnovators.com]
 * what do we what students to know and do?? Ask this question first, then look for technology to help
 * establish communicate – ask questions, talk about the problems
 * teachers: do not say “ Iwant” say “I want because…”
 * why will the technology engage students in learning different than ever before????
 * Bring school board members to tech conferences
 * Teacher evaluating tools – are we evaluated teachers on a 21st century skills???
 * Students: know(standards), understand, do (higher level thinking skills)
 * Involve IT in curriculum planning
 * Twitter for school announcements, athletic events
 * We say “you can’t use your devices but we don’t have money to buy them either” ????
 * IT – make yourself seen and known, just don’t talk – do.
 * There something all of can do, find the piece that you can but be mindful of it
 * Don’t identify with your captors
 * Think about what you hope to do someday, not just what will you do Monday
 * Shameless self promotion is the key to all good things
 * Get the parents on your side – explain it to you, you need allies
 * We have taken away language from the teachers – they don’t know how to explain what they are doing
 * Ask questions, bring up new ideas
 * Whole class instruction is medieval
 * Grades about scarity: we need rank, sort, and get rid of some
 * Why can’t all kids learn
 * Ebooks are still textbooks – we can teach without textbooks
 * Create models of what is possible – work with the living and do no harm
 * Don’t divide tech resources equally – some will not have enough, others are not ready
 * In the absence of visions, darkness will fill the void
 * Learning is active and natural,
 * The best thing you can do for your kids is be an interesting adult
 * Good prompts Can come from kids: it should fit it on a post it note, don’t tell kids a minimum,
 * Kids should have the richest experience: video, computer, art, music, writing
 * How can teachers be trusted to teach when they don’t even know how about modern things
 * Do something little to make a change
 * Don’t let grades be the kids problem – gives grades, work with students
 * Use screencasting to feedback on work
 * Screencast-o-matic.com, jing
 * Create a museum set for presentations and use google forms for kids to give feedback

__Common core__
 * Technology is embedded in the curriculum, it is not THE curriculum
 * Its not about the tool, its about the content and understanding – how we get them there
 * We need to engage them to get them to do the work
 * We need to teach, questions, not just rely on tools
 * Writing: publish, produce, collaborate and interact using the digital tools
 * K or 3rd: little bird tales.com, storybird.com, storyjumper.com (you can write, record your voice, add artwork), kerpoof.com (make animation), puppet pals, voicethread, wegivebooks.org (to view online stories, concepts print, character, setting, plot,) teacher.scholastic.com (character scrapbook – read a story, create a character), readwritethink.com (character trading cards) projectpalooza.wikispaces, SAS – ebooks (isaveatree.com) studentpublishing.com, wordsymth.net (learn icons, links) kidrex.org (kid friendly search engine) abcya.com (simple keyboarding), Teaching keyboarding and searching by embedding in your content, Interactivetimelines.com, taggalaxy.com, cubecreator.com