Week+2+-+Collaborating+on+Technology+Standards

​​Wikis are great Web 2.0 tools for working together, collaborating and constructing new knowledge. For this activity on standards and to become familiar with using a wiki, we will each contribute to this chart about Standards and 21st Century Learning. As people add their thoughts and information you can see how wikis can be a powerful place for students in your class, in your school, in our district and globally to collaborate on projects.

//** For this activity, review the NETS-T National Technology Standards and the information from the Partnership for 21st Century Learning. Choose a technology standard at the objective level, align it with a 21st century skill and name a technology you have used or might want to try to help support the standard. **//

To ** EDIT ** the page click on the top right on the ** EDIT THIS PAGE **button. You will see an editor pop up and now you will be able to type on the page. It is just like a regular WORD editor, you can bold, italic, color and make hyperlinks! DON'T BE SCARED, you will not ruin anything--we can always pull a back up page! Just click in a blank row and type your information! If all the rows have been used, click in the last row and then click on the table icon. Then, choose **Row**, **Add Row**, **Add below** to add another row for your entry. **__CLICK SAVE before leaving the page!!__**

//**__Be sure to check back to see what others have added...printing out this page at the end of the activity provides a great resource for you to use!__**//

Name/District ||~ Nets-T ||~ 21st Century Skills ||~ Technology || Cheryl/eTech ||< 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity ||< the ability to think critically, problem solve, create, innovate, communicate and collaborate ||< Using Wordle http://www.wordle.net to show how vocabulary can be used to create innovative ways to communicate ideas. || Steph/Coventry || 1a promote,support and model creative and innovative thinking and inventiveness. || critical thinking, problem solving,communication, creativity, and innovation || After studying different types of poetry, students will write poems based on their lives. They will then use VoiceThread to write text,add pictures and background music to their poems. They will select 4 of their classmates' poems to view and add comments. || Kelly Kendrick /Coventry || 5a participate in local and global learning communities to explore creative applications of technology to improve student learning || the ability to communicate effectively and efficiently and to collaborate and create in innovative ways || Develop an online course in Moodle for teachers to take for graduate credit or CEU's as a follow-up to our guest speaker on convocation day to explore the development of 21st century skills in the classroom in order to increase student achievement. Teachers will have the opportunity to share ideas and give feedback to others creating an online professional community within our district. || Annette Marino/Stanton Middle School || 4b: address the diverse needs of all learners by using learner-centered stategies and providing equitable access to appropriate digital tools and resources. || the ability for schools to meet students strengths, weaknesses and individual learning needs using a variety of teaching and learning tools and strategies || Teachers can create **Google docs** to share ideas with other teachers on the types of technology tools they are using in their classrooms to meet the needs of all of their students. They could also use // WIKI // to add ideas, comments and techniques they are using in their classrooms. Other teachers could also use both Google Docs and Wiki to share and add information. || Rhonda Shure/Ravenna High School || 1: facilitate and inspire student learning and creativity || the ability to think through critically, problem solve, create, innovate, communicate, and collaborate || Students will work together in teams on each assigned task, using their technology skills to effectively create ways to solve minor repair issues at neighboring elementary schools. Students will use available tools and parts. Students will communicate with elementary teachers and high school teacher to solve the issues. Students will journal experiences in the teachers' wikispace and post a response to at least one other student's journal experience. || Tina Hartong/Spring Hill Jr. High || 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || the ability to think through critically, problem solve, create, innovate, communicate, and collaborate || As students prepare to take a common assessment on a unit in class, students will work in pairs to create relevant questions for the content. After students prepare their questions, each group will use a classroom computer to communicate their questions at www.polleverywhere.com Students in the class will use cell phones or iPod touches to answer the questions on the projector screen. Although this lends itself to creating MC, lower level questioning, students can be prompted to create questions higher on Bloom's that can still be used in the "poll" format. ||

Jeff Miller Spring Hill Jr. High || incorporate digital tools and resources to promote student learning and creativity ||  || Students will collaborate to find examples of math in our respective topic encompasses, how it can be related to the current Ohio state standards, and what technology was usedeveryday world and research, communicate, and develop an argument as to wj=hat field of mathematics their in the presentation. Studnets will use cell phones or Ipod touches along with digital video media and audio to complete the presentation using I movie || Linda Whited Spring Hill Jr. High || 1: facilitate and inspire student learning and creativity || the ability to think through critically, problem solve, create, innovate, communicate, and collaborate || In a Language Arts unit on figurative language, students sometimes have problems grasping the concept of idioms. I used this project this year, it took 5 days, and I felt the students came away with understanding idioms completely--even ones that are now archaic. In addition, they demonstrated use of 21st century skills: collaboration, cooperation, critical thinking, and innovative and creative synthesis, while using a variety of technology. First students researched on I/N what an idiom is and read a variety of examples. They chose one, wrote an explanation in Google docs and invited me to view. Next, students were broken into small groups, they chose from a box of previously prepared idioms, and decided on one of the three to illustrate through stop-action animation. No group told any other group their idiom. They were given a period to brainstorm how to prepare a short movie clip of the idiom--a beginning, a middle, and an end. They submitted storyboards to me for approval; then they designed their backgrounds, props, created characters from a toy box I keep in the room. They each have one day to set up the scene and take all the shots--they assume roles of character/prop mover, photographer, director, etc. After the still shots are taken they are placed in iMovie, and transitions, titles, credits, timing, etc. is all set. Meanwhile a team member is creating music in Garage Band that will support the theme of the action in the movie clip. The clip is converted to an iTune and placed in the music track of iMovie, voice-overs and/or sound effects are added to the second audio track. The iMovie project is then converted to a Quicktime. All movies are placed on my external hard drive and burned to a DVD. The class watches all and competes with all other classes and students to see who can guess the most idioms. We discuss afterwards the learning that has taken place--figurative language, history of certain idioms, the technology tools we used, and what worked and what didn't when they worked together. This is a new project I tried this year; the results were great! The kids really tried to win the contest, and I don't think they'll ever forget what an idiom is or how much fun they had collaborating together to solve this problem--not an earth-shattering problem, but they know how to think through the process now. || Cindy Carpenter/Stanton Midde School/Kent || 2c: customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources || the abilty for students to research and apply content knowledge. Students are the teachers and teachers are the facilitators. || Students would begin by researching on the Internet on Congrunece Transformations. Research could be done using tools, such as Google Docs.The students would develop meaning on the different types of transformations, find real world examples of those transformations, seeing symmetry as part of everyday life. Students will create instructional activities using technology of choice, e.g. Smart Board, Powerpoint. || Brandi Davis East High School Akron City Schools || 2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || Access information efficiently (time) and effectively (sources) || Using Google Docs, I created a survey asking teachers about their level of technology knowledge and expertise. The surveys were anonymous, therefore allowing comfort and ease for filling out the surveys. It also created ease for me because all of the results were tallied and sorted. || Christine Lorence/ Coventry || 2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || the ability to think through critically, problem solve, create, innovate, communicate, and collaborate || Students work in teams to create a video presentation of events and activities in the school. A video timeline and scrapbook is created using digital video cameras, imovie and itunes. Titles are created and transitions used to jazz up the presentation using Final Cut and Quicktime video. Completed Videos are shared with the whole school and community several times during the school year. In addition, comical skits are scripted with props and costumes are used to create a year end funny movie. || Angie Callaway Spring Hill Jr. High Akron, Ohio || c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes || the ability to think through critically, problem solve, create, innovate, communicate, and collaborate || After learning about some of the persuasive techniques used, students would use a voice thread to present examples and analysis of persuasive techniques found in the media. They could include a variety of modes: commercials, magazine ads, etc. They could work in small groups to create this. Perhaps, it could even be presented in a time line manner. Students could be required to participate in all voice threads made by the class! || Stephanie Andrews Kenmore High School Akron, OH || T Standard: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. || Access information efficiently and effectively || Students must research and critique online sources to determine what is quality/ethical information to utilize. The students will use the internet to research. Then, create either a website or a pamphlet (using PageMaker) to present their findings as an oral report. || Susan Elliott Spring Hill Jr. High Akron, OH || 1b. engage studens in exploring real-world issues and solving authentic problems using digital tools and resources || the ability to think through critically, problem solve, create, innovate, communicate, and collaborate || Using Google Docs, students collaborate researching a topic in history and comparing it to an existing problem. For example, we study the Panic of 1837. Students would research this, compare it to today's economic problems. Research how the government of the past and present responded to the crisis and create solutions. Students are able to work together using Google Docs and presenting their findings and solutions || Sonja Spencer East HS Akron || 3c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats || Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy || It would be nice to communicate with parents instantaneously through social networks and websites. I could let parents know all the activites for the week and update information quickly for example using facebook. I could let parents know about student academic progress, behavior and events of my classroom. I could even use a wiki to get feedback from students and parents. || Meredith Kelley East HS Akron,OH || ====2. a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity ==== ====c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using ====

digital tools and resources
|| t he ability to think critically, problem solve, create, innovate, communicate and collaborate || Before beginning a new short story or novel unit, students will work in small groups to research the author, theme, plot, etc., and then use WordSift (www.wordsift.com) to create a wordle-like word cloud, a visual dictionary showing related forms, and an image collection to produce a short video/slide presentation. They will then have the option to post their finished presentations on Voice Thread or present them orally in front of the class. || Tony Casalinuovo Kenmore High School || develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress || the ability to think through critically, problem solve, create, innovate, communicate, and collaborate || Students are paced in a server-based and web based learning program at Kenmore High School to earn credit. Students are self motivated to interact with the computer program at their own pace and learning style. Teachers monitor student activity, but do not interfere with student progress and learning. || Yolanda Bradford Perkins Middle School/Akron || 2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning || critical thinking, problem solving, communication, creativity and collaboration || I visited a special education math classroom and the teacher was using the smart tools on the smart board to teach his students a geometry lesson on transformation and congruency. Each student was allowed to use the smart board to demonstrate conceptual understanding of the concept being taught. || Jeffrey/East ||  ||   || 3c communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats ||  || Learning and innovative skills; Creativity and innovation skills, Critical thinking and problem solving skills, and Communication and collaboration skills |||||| Using wikis to have students build tutorials on how to solve problems and practice math skills. Voice Thread-may allow students to post their solution, and have students collaborate to or help find the solution. ||||  || Courtney Cahoon/ Kenmore || 5a. participate in local and global learning communities to explore creative applications of technology to improve student learning || * Use interpersonal and problem-solving skills to influence and guide others toward a goal Use distance learning (skype, email, blogs, social networking, etc) to connect with students in different parts of the world to collaborate on learning about their culture and educating them on our own. I have also seen a teacher use distance learning to observe a Broadway rehearsal of "Kiss Me Kate" in conjunction with the students learning "The Taming of the Shrew." || Meg Calby/Ravenna HS || 1b.engage students in real world and solve authentic problems using digital tools and resources || evaluate and select information sources to and digital tools based on a specific task || Students will choose a construction project, such as a tower or a bridge. They must go to appropriate sites for engineering/design and blog or wiki with other students or real life engineers to gather information and ask questions. They would then design their project using a CAD system, build it, and submit it to be judged in an appropriate contest, such as Science Olympiad, || Michelle Warner Spring Hill Junior High, Akron || 3c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. || Information, media and technology skills: knows how to access information, can collaborate and make individual contributions. || Students and faculty can use google docs to collaborate on an assignment. Information can be accessed in a variety of ways and determined if it is relevant and reliable. Students will individually contribute to the work and will also work together in collaboration to achieve a final product. The final product could be shared with other teachers and parents to inform about meaningful work in the 21st century by various means...possibly an e-newsletter or a webpage, blog or wiki. || Christine Workman Roswell Kent Middle School, Akron || c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes || critical thinking, problem solving, communication, creativity and collaboration || Students Use the document camera to review Collins writing. Students peer edit the work using the provided rubric. Students discuss scores and discuss till they come to a consensus. || Lorie Marozzi, Ravenna High School || 5c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning || critical thinking, problem solving, communication, creativity and collaboration || Using the time already reserved and scheduled during staff meetings, model new technology knowledge, utilize the eTech Team to instruct small groups of colleagues in how to incorporate the tools, provide time for teachers to practice their new-found skills, and support teachers as they transfer that knowledge into classroom instruction that is technologically based. || Amanda Stidd Perkins MiddleSchool || 3d: model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning || locate, organize, analyze, evaluate, synthesize, and ethically use unformation from a variety of sources and media. || Use current technologies, such as YouTube, Teacher Tube, iPhone/ iPod apps, and the like, to show how current "chapter" information is being used in the "real world". Examples are showing music videos and having students use current foreign language vocabulary to determine what song is saying; using newscasts and news articles online to promote cultural learning through current events. || Jerry Fox Kenmore HS || 2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning || critical thinking, problem solving, communication, creativity and collaboration || I present notes on a Bamboo Fun and save them. Students then have access to them to edit, and add examples. At any time students can print them to use for studying. This is really good when they have been absent. Students like it because they get to see not just my notes but the notes of other students as they figure things out || Jennifer Garwood Stanton Middle School - Kent || 1c. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative process. || The ablity to collaborate, think critically, reflect and the use of web 2.0 tools. || Student could work in a group of 3 or 4 members. The students would be given a real world problem in which they need to find a solution. The students could work together, and divide up the tasks. Any of of the following tools could be used to support both the collaborative process and the reflective piece, Google Docs, Voice Threads or even a Wiki. The students would be able to see their group members progress and ideas and be able to comment on them. Through out the project the students would be able to communicate with one another in one forum and reflect on their own thinking and ideas through the comments and constructive criticism of both their peers in the group and their teacher. The use of a collaborative group, the Web 2.0 tools and reflection of their own thinking and understanding will also promote the students creative process. || Jonathan Hatch - Coventry || promote, support, and model creative and innovative thinking and inventiveness || critical thinking, problem solving, collaboration, creativity, communication || Students will work in groups in my Math class to create a survey of questions they want to know about the students in our school. They will work collaboratively to record these findings then report them on different types of graphs they will have to create on a computer. They will then work together on typing a summary of their findings. Finally, they will be responsible for presenting their findings in front of the class. Working together on this project will build collaboration skills and communication skills will build as well along with the presenting piece. || Jen Blankenship - Kent Middle School || 2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning || Critical thinking, creativity, problem solving, collaborating, communicating || Students can work in groups to make podcasts regarding stories that we are reading in class. These can be used to review for tests or for students who are absent. I would suggest using a class wiki for discussions, but it has thus far proved difficlt for me to save a post here (?). Creation of review games on the SmartBoard are also an option for my students to create in their cooperative learning groups. Ther are many places for us to go with this! || Catrina Burwell- Stanton Middle School || 4a. identify and define authentic problems and significant questions for investigation. || * Effectively analyze and evaluate evidence, arguments, claims and beliefs Students will use the internet to search for reliable sources on a debatable subject. Students will also use VoiceThread to debate their viewpoints on a subject and hear the viewpoints of their peers. They will evaluate various viewpoints on a particular subject and in the end make their own conclusions based on both their findings and peer viewpoints. || Tina/Coventry || 2c customize and personalize learning activities to address students' diverse learning styles, working strategies and abilities using digital tools and resources || Critical Thinking and Problem Solving: Interpret information and draw conclusions based on the best analysis || Using a google doc to track student interventions. This enables staff members to stop doing what is not effective with a student and keep track of effective interventions to ensure student learning progress. ||||||  || Paula Ulrich - Kent Middle School || **a**. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || Creativity and innovation Critical Thinking and Problem Solving Communication and Collaboration || If teaching Math, I would have students work together in teams to create an interactive PowerPoint presentation for Smart board that taught or provided practice for one Math Concept previously covered. They would then present this to the class. I could provide a rubric including the min/max # of slides, to include one of two math terms and definitions, etc.
 * 2 b. **
 * Leverage strengths of others to accomplish a common goal
 * Inspire others to reach their very best via example and selflessness
 * Demonstrate integrity and ethical behavior in using influence and power ||
 * 1a. **
 * Analyze and evaluate major alternative points of view
 * Synthesize and make connections between information and arguments
 * Interpret information and draw conclusions based on the best analysis ||
 * b. ** Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

If teaching LA, I might have students create a voice thread during the first grading period introducing themselves to classmates. They could include one academic and personal goal they have for the school year. || Joshua Grove Kenmore High Akron || 3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. || Critical thinking of applying old concepts to new materials || Students begin by learning general computer programming concepts in one programming language. Those concepts do not change but the language they write the programs in does. The interface may also change and students will need to take those basic concepts and apply them to the new language.

This occurs much like learning a foreign language. A noun is still a noun and a verb is still a verb. However sentence structure cna change from language to language, much as command structures change from programming language to programming language. || Dolores Whaley/RKMS || 1b. engage students in exploring real-world issues and authentic problems using digital tools and resources || flexibility and adaptability; allowing students to understand that there is a scientific basis for decisions that are testable and flexible as more information is gathered which may support or refute a current way of thinking or process || We teach a unit on force and motion which involves involving students in stats that are important to know in the selection of a car that is safe. I can incorporate the use of a social network to research what other students think are important. I can also support this unit by contacting other teachers who are teaching the same unit and have the students compare and contrast their findings with net based graphing tools and discuss the choices that they made on a wike. || Brian Jackson Perkins Middle Akron || 1b. engage students in exploring real-world issues and authentic problems using digital tools and resources || Creativity and innovation, problem solving, using technology (computers power points) || Students chose a clothing store from a list of stores. Students accessed the clothing stores' web sites and picked out three outfits that they would like to have. Students were told that shirts were on sale for 20% off, pants 25%, and shoes 15%. After picking out their clothes, students copy and pasted them into a power point presentation. Next, students used proportions to fnd out the new price of their clothes. To complete their projects students presented their powerpoints to the class. || Sherry Bennington Roswell Kent Middle School || 2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning || Critical thinking, creativity, problem solving, collaborating, communicating || Based on daily lesson, have students and teachers create VoiceThreads, PowerPoint or other technology to assist students in ISS or absent students. ||
 * John Dunn || 1b engage students in real world learning || Critical thinking, creative problewm solving, communication, evaluating || students create solutions to problems that deal with area. If students are designing a shed and must meet certain requirements and must stay in budget. They can go online and find real prices, create a simulated shed on powerpoint showing measurements. ||