Technology Resources Used (hardware & software)

(specific/general examples)

How these resources “fit” into your curriculum? (How you integrate technology into your classroom instruction?) What is your rationale for including these resources (are they suitable for your plans and students’ needs)?

Comments/Reflective Learning Portfolio

As you make informed decisions regarding the use of technology in support of student learning, evaluate & reflect on:

What works well? What do you & students enjoy?

What challenges you face? What you've learned? What changes you'd like to see implemented?

How do you vary student grouping to suit the lab and/or classroom?

Hardware

COW (AES-2, CES-2, PVES-1, TES-1)

COW stands for computer on wheels.  It is a mobile cart containing a computer, VCR, and DVD player, all connected to a LCD projector.  These are available for checkout from the school  library.

This tool is appropriate for full class discussions involving demonstrating skills, previewing lab activities, SOL review, lessons using online textbook activities, SMART Board activities, displaying web sites, lessons using streaming video. This lists shows just a few ways to use this tool but there are an infinite number of ways to use a computer and LCD projector. Students feel successful as they are able to follow along with the teacher as she is modeling a lesson.

Mobile Wireless Computer Lab (AES-1, CES-1)

Wireless mobile computer labs provide classroom teachers with the option of bringing an entire computer lab into their classroom. 

I have used these to guide students through web quests, SOL online test practice, provide multistudent computer centers, class quizzes and tests which are immediately graded.

Digital camera and camcorder (AES-1each, CES-1each, PVES-1each, TES-1each)

Digital cameras and camcorders can be used in a variety of digital projects such as digital storytelling and digital reports.  They can also be taken on field trips to document student learning.  In younger grades, students may want to create art projects containing their own digital image.

I used the digital camera in a couple of kindergarten classes this year to create life sized “paperdolls” of themselves.  These posters were “dressed” seasonally and along side each “paper doll” the students dictated or wrote a sentence about a topic they were currently working on. 

Older students took pictures of science projects.  These photos were put into Power Points to document the steps the student took in creating the project.

Smart Boards (coming school year 2006-07)

Note:  The information I include is based on my Smart Board use as a classroom teacher last year.

I routinely used the SMART Board with word study sorts, interactive Power Point games such as Jeopardy, math skill review, online SOL practice, and many other ways that include student interaction.

One of the most favorite things my students enjoyed doing with the smart board were my Quia games I created for review.

It was also very beneficial as an aid in leading students through interactive notebooks.  For students who were absent from class, I printed out the notes for them.

Flexcam (one in the division)

I have used our county's Flexcam along with a computer and LCD projector for readalouds from books, demonstrating how to complete documents accompanying a differentiated lesson such as a contract or menu.  Any thing that an overheard can show, a Flexcam can demonstrate as well.

One of the biggest hassles with using the flexcam is the fact that there is only one in the division.  Checking is out is difficult.  I would like to see more of these purchased, at least one per school.

Digital Microscope (two in the division

I have helped another teacher use the digital microscope to create a time lapse movie showing a butterfly emerging from a cocoon

This is one piece of equipment that I have not had very much experience with.  This is due to the fact that there are only two in the division.  I would like to plan more lessons with this piece of equipment.

Software

KidPix (PVES, TES)

I have used KidPix and had 4th graders create maps of Virginia.  Later we marked our maps with the regions, language groups, and products.  Fifth graders created maps of the United States.  They too marked the maps with the regions, language groups, and products.  Kindergartners and First Graders used KidPix as part of a digital storytelling unit.  Each of these grades worked together to create a digital book.  Second and Third graders used KidPix to create their monsters for the Monster Exchange Project.  Many math lessons have been built around this software such as patterning, sets, fractions, computation practice, etc.

Kidpix is found in two of my four schools.  All students from Kindergarten to Fifth grade have used this program with success.  Students love drawing and labeling diagrams This is a program I will push for my other two schools.

Microsoft Paint (all schools)

At the schools that did not have KidPix I used Microsoft Paint to accomplish the tasks above with a number of classes

Microsoft Paint is a very simple program.  Being free it is assessable to all students.

Movie Maker (all schools)

Movie Maker was used with approximately 300 students during the 2005-06 school year to create digital stories and reports.  I have provided professional development at the division level and co taught workshops for Blue Ridge West in this software.

The students I worked with very much enjoyed creating digital stories and reports.  One difficulty I ran into was the lack of microphones.  Only one school had microphones.  In order to allow all students to narrate their stories, I had to record the stories on tape recorders and then digitize them at home.

Power Point (all schools)

I create Power Point games (Jeopardy, Millionaire, for example) for SOL review and also incorporate United Streaming videos into presentations for students. My students complete two Power Point projects throughout the year, grades 3-5.  I have also given professional development workshops at a division level in Power Point.

Students enjoyed creating other projects from Power Point than just slide shows.  I have had them create posters, brochures, and “trading cards” this year using Power Point.  A feeling of success comes from when students themselves start thinking of different ways to use this software program.

Inspiration (AES, CES, PVES, TES)
Kidspiration (CES)

I have used this software to help students create digital graphic organizers to plan for writing assignments. As  a teacher I have created games and sorts using this software.  I have assisted other teachers in creating games and sorts.  I have provided professional development on this software at the division level and for Blue Ridge West.

This program has really “caught on” among the teachers with which I work.  They are now creating their own templates, sorts, and task cards.  I am no longer asked to create these as often as I had done before.  This is a positive thing.

Microsoft Word (all schools)

I have used this software to assist 2-5 grade students in preparing writing assignments.  Every week my first grade students type their spelling words.

The first graders I worked with this year have really progressed in their typing skills.

Second grade students enjoyed learning how to change the font and colors of their text.

Microsoft Excel (all schools)

I use this software in various math lessons including creating "self graded worksheets", timelines, and graphs with students

Teachers have been amazed at the fact that even second graders can use Excel to create graphs. 

Online Resources

United Streaming

I have used United Streaming to download SOL video clips to integrate into lessons.  I have taught fifth and sixth grade students to access the site and download clips to import into PowerPoint projects.  This is a purchase site provided by the EdTech Consortium.

This resource is easy to use and integrate.  One of the best features is the new still image library.  Older students used the service successfully to find clips to integrate into their science fair projects.

Portaportal

Portaportal allows teachers to create sets of bookmarks appropriate for student use. Students use these sites as parts of lessons and many access the site at home for review and extension activities. 

This is one of the most valuable online tools I have ever used.  I have created a portal for Amherst County teacher which contains SOL related sites.  I also have created a portal with links to my Quia games for students.

Quia

This site allows teachers to create games that will integrate into the Virginia SOLs. 

I love this site! This site does require a subscription, which I have purchased.  I create games for students as anchoring or review activities.  Access to a page with many of my games is linked above.

Kid Friendly Search Engines
Wordsmyth
Encarta Encyclopedia
Encarta Atlas
Yahooligans
KidsClick
Awesome Library
Ask Jeeves for Kids
Kids.Net.AU
Education World
Fact Monster
Tekmom
Mrs. Lewis' Research Page

The search engines listed at the left were those I have used to assist a teacher in a research project where the students were researching Civil War Bios. 

The internet has megatons of information to offer and children should have access to the Net but there is much on the net that children do not need to be exposed to.  Responsible adults will take precautions to allow students to surf the Net safely.

Favorite Web Quests I have used
Regions of Virginia (grade 4)
Counting from 11-20 (grade K)
Counting with Dalmations (grade K-1)
Weather Webquest (grade 5)
Sound Webquest (grade 5)
Soil Webquest (grade 3)
The Road to Revolution (grade 4)
Phases of the Moon (grade 3)
The Water Cycle (grade 2-3)
Touring the Ring of Fire (grade 5)
The Life Cycle of a Frog (grade 2)
Ms. Ruby Ruabaga's Really Radical Riddle (Parts of a Plant, grade 1-2)
Hunt for the Oceans (grade 5)
Life cycle of a Butterfly (grade 1-2)
Revolving Around the Revolution (grade 4-5)
Branches of the US Government (grade 3-5)

When looking for an appropriate webquest I make sure that the tasks are simple to follow, easy to understand, and correlate to the Virginia Standards of Learning.  I also make sure the Quest has an appropriate recording document.  Too, most teachers want the lesson to take no more than two days so the Quest must me concise.

Webquests are wonderful ways to extend or remediate learning. Students can learn at their own pace.  Too, since different states have slightly different standards at different grade levels, I can usually find a web quest on the reading level of the student.  Webquests can be used by one child or students can be put into pairs or small groups.

River Deep

River Deep is a purchase site our division provides.  Since it is web based, students have access to it at home.  River Deep provides games correlated to the Virginia Standards of Learning in the areas of Math and Reading. 

Teachers can specify certain tasks for specific students, thus allowing for differentiation.  I have used this as a remediation tool for a Saturday Class.

Test Prep Sites
Tami Maloney's Interactive Quizzess
Jefferson Lab
Edinformatics
Texas Released Items

Teachers have asked me to provide online test prep materials.  The list at the left are some of my favorite test prep sites. 

I have recently learned how to use Hot Pockets.  I have been asked to work on creating some test prep pages over the summer.

Online Communication  Projects

2 & 3 grade:  The Monster Exchange Project
2nd grade example
3rd grade example

4 & 5 grade Web Pages at 4teachers.org
Note: The graphics on these pages take awhile to load, please be patient.
4th grade example
5th grade example

Communication is an important skill that needs to be taught to students.  They need to understand how to properly make themselves understood in our global classroom that is ever decreasing in size.  At the left are some online projects that my students have participated in this year. 

The Monster Exchange project is designed to encourage the development of reading and writing skills while integrating Internet technology.  4Teachers.org has a Poster Project tool which  provides students with a tool to create and post Web pages for projects.  Both of these projects were very successful this year.

Layout of Technology within classroom

Comments/Reflections:

Why you chose the arrangements?  How do you adjust plans when plans do not work as expected (how student learning is not affected negatively)? How is your use of technology efficient & convenient?

As the photographs to the left demonstrate, each computer lab in the schools I serve is set up the same way.  The computers circle the outer walls in a “box” or horse shoe around the center of the room.  In the center of the room there is a “teacher desk” which holds a computer.  There is also a COW with a LCD projector.  The LCD projector displays on a plain blank wall or on white shades that can be pulled down. 

This arrangement has its positives and negatives.  One benefit of this arrangement is that the teacher can very easily monitor the students.  Grouping the students into pairs is also easy with this arrangement.  Finally, the teacher can easily move from one student to another.

The arrangement also has its downfalls.  There are many times when students report difficulties in seeing the display.  When this happens students stand momentarily in order to view the directions for an activity.

There are four computers at Temperance that I feel are actually dangerous for the students to work on due to the fact that the electrical outlets are on the floor where the students kick them.  They often become unplugged in the middle of a child’s task.

The other difficulty I have in the arrangement of the computer lab is that the incoming T-1 Line is split into various hubs at Temperance.  This means that the network is constantly going down or programs such as Inspiration, which is housed on the school server, runs very slowly.   

This arrangement may not the best one that can be made, but at each of these schools, the drops are positioned so that no other arrangement can be made. 

When the network is down I switch to a back up plan. I usually know if the server will go offline. This typically happens in bad weather such as a storm so I do have a warning and prep time.  One of my favorite back-ups is creating interactive powerpoints with older students.  Younger students use KidPix.  If there is a website I absolutely KNOW I want the students on, I save it to a folder or cd to use offline. The schools also have multiple copies of educational cds which can be used if they correlate to the current pacing guide.  Microsoft Word can be used to create stories, word lists, etc if the server is down.

Student access to technology:

Comments/Reflections:

How do you provide time for students to have access to technology to create products that demonstrate mastery of content and technology skills?

At two of my schools, I am the “computer teacher”.  For these two schools my classroom is the computer lab. I see these students once a week. 

In these schools to manage the computers, I have each computer numbered.  Each child also has a number.  For example:

Andy, grade 1-computer 1

Brenda, grade 2-computer 1

Cody, grade 3-computer 1

David, grade 4-computer 1

Elaine, grade 5-computer 1

This way each computer is assigned to five students.  My day is broken into 7 blocks of time.  At the beginning of the year teachers signed up for one of the time slots.  I also have one lunch period and supposedly one planning period. 

Beside each computer I have a small plastic shoebox.  Each child has their head phones in a zip-lock baggie to be stored in this plastic shoe box.

At the other two schools I serve, the library media specialist maintains the labs.  Teachers are responsible for assigning a computer to the students and for making sure that the LMS has them on the schedule.  The teachers also email me to request a time for me to meet with them for planning and completing a lesson.

As an Instructional Technology Resource Teacher I do not often have the privilege of working directly with the students.  My role is to assist the teacher in integrating technology into instruction.

The closest I have come this year to managing student access to technology assigning students to a computer in the computer labs.  In the capacity of mentor teacher I did serve as a sounding board for one of my new teachers as she was planning a schedule for her students to access a Quick Reads online fluency program which students need to be on daily.

As I said at the left, two schools that I serve the principal created a schedule which would allow me to weekly meet with each class.  These two schools have only one classroom per grade level. One principal serves both schools.  I am at Pleasant View each Monday and Temperance each Tuesday

Use of technology as demonstration tool (projectors, etc.)

Comments/Reflections:

Describe how you use these tools, (may use specific lesson examples)

LCD Projector

I use the LCD projector weekly at two of my schools to lead students through the various lessons I have planned.  It was a real benefit when the Tech Department created a shared folder and students needed a lesson on how to access the shared folder so that they could create files and save them.

SmartBoard

We did not have a SmartBoard in any of the buildings I worked in this year until the end of the year.  I did use this awesome tool last year as a 3^rd grade teacher.   I routinely used the SMARTBoard with word study sorts, interactive Powerpoint games such as Jeopardy, math skill review, online SOL practice, and many other ways that include student interaction.

Digital microscope

With only two of these in the county, getting my hands on this tool is difficult.  I myself have not used this but have assisted another teacher in setting it up so that she could use it.  The teacher that used it took still shots of tadpoles as they developed and then I assisted her in creating a Windows Media file that showed the development of the frog.

Flex Cam

There is only one of these in the county.  This was used on Dr. Suess’s birthday to project a book onto the wall of the cafeteria so that it could be read by an entire grade level.