The International Society for Technology in Education conference is right around the corner in Philadelphia and annually holds a variety of sessions and workshops presented by educators.
Califone is once again proud to support ISTE and its workshop presenters by supplying the following sessions, which range from implementing technological tools for animation to creating online tutorials, with Titanium™ USB headsets:
|SESSION/WORKSHOP||DATE||START TIME-END TIME||SPEAKER|
|Google Earth Rocks: A Powerful and Free Cross-Curricular Learning Tool: This presentation will give participants a working understanding of Google Earth and its capabilities. Particular emphasis will be placed on developing skills that can be used to create Google Earth projects. It is important to state that these skills can be used by any teacher, regardless of the grade level or content area in which they teach. Not only will the participants develop these skills needed to create robust, meaningful projects, they will also become familiar with many of the features and educational resources found within Google Earth. Lastly, the workshop will introduce to the participants many powerful resources, which are external to what’s available within Google Earth. The general strategy of the workshop will be one of instructor demonstration, followed by participant replication of the demonstrated skill within a mini-project challenge. Participants will then experiment with variations on the new skill. Besides the instruction given by the workshop’s leaders, there will be ample opportunity and encouragement for participant-directed discussion on the various implications of using Google Earth in the K-12 classroom.||26-Jun||12:30 PM – 3:30 PM||Anne Baldwin|
|Toward Transformation: Nothing but NETS (*T)!: Take a transformative journey, using free Web 2.0 and 3.0 tools to increase awareness and reach the Final Four of the NETS*T. Recommended by ISTE’s SIGOL||25-Jun||12:30 PM – 3:30 PM||Aron Sterling|
|Readilicious: Delicious Digital Reading Treats: Explore and create delicious, Readilicious digital treats that will make reading fun and engaging for students. Participants will create and respond to VoiceThread book discussions and learn how to collaborate with classrooms around the world. They will utilize Kidblog to post comments about favorite literature selections, make books come to life with Blabberize and share their BookHooks on Glogster. Participants will explore applications, available on the iPad, that engage students in reading authentic literature. Student created examples, handouts, and video tutorials for each tool will be posted on the Readilicious wiki so participants can share their new tools and excitement with their colleagues or PLN.||29-Jun||8:30 AM – 9:30 AM||MaryCole Strother|
|Collaborate, Communicate, Research: Digital Age Skills Using GarageBand: Since the day they were born, our 21st century students have been surrounded with toys and gadgets that move, speak to them, play music for them, grab their attentions with sounds and colors. Against that backdrop, it is not surprising that students often find school activities that do not include sensual stimulants less than appealing. It is also not surprising that engaging middle school learners (especially boys) in reading, writing, speaking and research activities is an ongoing challenge for language arts teachers.Fortunately, computers offer us many ways to bring language arts standards to our students in ways that engage the 21st century learner. This session will demonstrate the versatility of GarageBand in engaging students in hands-on, student-centered projects and products. Participants will learn to create a short GarageBand file, and will view sample projects created by students, that demonstrate reading, writing, research and speaking skills, per the Pennsylvania Language Arts Standards. How to differentiate process and product will be discussed in this model lesson, and the incorporation of the 21st century skills of communication, collaboration, and creativity will be demonstrated.Although the content of this session focuses on language arts curriculum standards, applications for GarageBand span across all curricular areas, as a student-centered methodology, and a project-based assessment tool. Its simplicity and ease of use engender ready adoption by teachers who are seeking to engage our 21st century learners.||29-Jun||10:15 AM – 11:15 AM||Patricia Yost|
|Transforming Mid-School Math Learning through Animations and Games: Math teachers in grades 5-8 can expect to discover “Math Snacks” as valuable games and animations designed to teach frequently misunderstood math concepts. Math Snacks tools are based on an extensive analysis by researchers on test questions frequently missed by students, observed teachers in the classroom, and interviewed teachers and students. Clear content needs emerged, as researchers discovered what students didn’t understand, and how some of the same content frequently challenged teachers. The short “Math Snacks” are either games or animations. They are designed for both classroom use or for homework by students. They can be used to introduce a concept, provide the centerpiece of a lesson on a concept, or used independently by students or after-school providers to reinforce the learning of a concept. Animations range from 2-10 minutes in length, and the games can be played in less than 30 minutes. Each snack has accompanying Learner Guides and Teacher Resource guides.Participants will use the Math Snacks during the presentation, and workshop presenters will model how to integrate the Snacks with instruction, demonstrating follow up questions and activities. They will also engage the participants in discussion regarding other ways Math Snacks can be used. Participants will also use the follow-up print materials, with workshop presenters sharing strategies for using the supplemental print guides with learners. By the end of this presentation, teachers will be able to use the Math Snacks in a variety of ways during their math classes including introducing the concept, provided a lesson in which the Math Snack is the centerpiece, or assigning students homework to use the math snack or extend the learning of a Math Snack.
Participants will leave with print materials and copies of the lessons done by the presenters along with a group analysis of the lesson.Math Snacks to be shared in the workshop include:
“Bad Date”: This short animation helps learners think about ratios — what they mean and how they are used. With follow up discussion and learner tools, students are given multiple representations of ratios, using rate tables and other tools to solve for them.
“Monster School Bus”: In this game playable online, learners use multiple representations of numbers (such as a ten frame) to internalize fractions and decimals.
“ Interactive Number Line”: With this interactive tool, teachers can help learners understand the expansiveness of a numberline, zooming in between numbers, and scrolling among them (in decimal and fraction form) to find certain numbers.Additional “Math Snacks” are available free online.During the model lesson plan, one presenter will share the Math Snack in a way consistent with classroom instruction, while another will share the strategy behind the use of the Snack. More importantly, presenters will share strategies for building on the concept in the Snack, helping teachers think creatively about the conceptual understanding of mathematics. Workshop attendees will:
– Understand what Math Snacks are available, the content each addresses, and how each could be used.
– Brainstorm with other participants how snacks could be integrated into existing teaching methods
– Participate in a ‘best practices’ scenario, viewing ways to move mathematics from a lecture-based model to one of participatory learning.
|27-Jun||11:00 AM – 12:00 PM||Karen Trujillo|
|Animated Video to Liven Up Your Curriculum and Student Learning: The purpose of the workshop is to share information with participants on a variety of free and low-cost software programs that can be used with K-8 students to created short animated videos that focus on the academic content that students are learning. The videos can be used to engage and motivate struggling students in reviewing and learning content covered in class, and as a way for older students to share informational text with younger students.One objective of the presentation is to share student examples of animated videos to give an indication of the creativity and complex thinking done by the students and the variety of topics that can be animated. A second objective is to share a variety of animation mediums and do short demonstrations of how to use that software, which in a few cases is not primarily animation software, to create short informative and entertaining videos that teach or review content. A third objective is to share lesson plans used with students to get them started developing storyboards and producing the video. Finally assessment data on student learning attributed to the video creation and viewing will be shared and discussed.||28-Jun||8:30 AM – 11:30 AM||Chris Turnbull|
|Create a Video Podcasting Presence in Your Learning Community: Who would have imagined, just a few years ago, that today every school in America could have the ability to broadcast its vision, news and information through live or edited video content out to their communities and across the globe? At the same time, who dreamed it could be accomplished so affordably.The real investment is one of creativity, applied to building lesson plans and developing content. The requirement for space is flexible and can be mobile or virtual. The easy-to-use tools could be simultaneously available to administration, teachers, and students.This presentation will provide the nuts and bolts of establishing a basic and fun broadcast venture that will serve the needs of all in the learning community. Hardware, affordable and/or free software, and web resources to guarantee success will be demonstrated, compared, and critiqued.Sample lesson plans on storyboarding and script writing will be shared. Models of actual, successful programs and projects will be showcased. Hands on video making and the creation of video podcasts will be the heart of the activities by all participants.A foremost objective of this session is to support Administrators and Teacher Leaders as they inspire and lead development and implementation of a shared vision for comprehensive integration of technology, the first of the NETS*A Standards.
An equally important objective is supporting Teachers as they model Digital-Age Work and Learning as outlined in the second of the NETS*T Standards.
The second of the NETS*S Standards, Communication and Collaboration, addresses Students using digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Other significant objectives of this presentation are to foster creativity and innovation, enhance self esteem and student motivation, provide insights and tips on the use of humor in both instruction and video content, and build a growing sense of community in our schools and neighborhoods. This workshop also provides an opportunity for participants to attend with a colleague, enhancing the potential for implementation in their school or district.
|27-Jun||4:30 PM – 7:30 PM||Thom Dunks|
|EPUB: How to Create Interactive E-Books for the iPad: Creating and publishing an eBook is new to most educators, and a well designed eBook takes more than reformatting and exporting a document in the ePub file format. Participants will learn how to design and export a file as an ePub book. This eBook, which can be opened with the iBook app on an iPad, iPhone or iPod touch, can display adjustable size text, provides contextual definitions for words, and supports embedded images, audio, and video. The iBooks app also includes accessibility features that support the needs of a wide range of learners by allowing them to take notes, highlighting key passages and use text to speech. At the present time the iBooks app is the only application that can play video embedded within an eBook. This new form of enhanced eBook brings many of the features of the web to eBook publishing without the need to be online while reading the book. It is expected that other eBook readers will support embedded video in the near future.All instruction will concentrate on curriculum-focused learning—with special emphasis on helping teachers understand how to make better eBooks, create instructional materials, and develop strategies for getting students to create and publish their own eBooks.Upon completion of this three hour workshop, attendees will be able to:
• understand the difference between the ePub file and other file formats.
• understand that there are various types of multimedia that can be included in an eBook.
• import text, images, video and audio files into a Pages document.
• identify strategies for differentiating learning through eBooks.
• embed information in text, audio, and video formats to meet various learning styles.
• use QuickTime as a screen video capture program to create a video tutorial
• use paragraph styles in Apple’s Pages to properly format text for ePub export.
• know how to export the book in the ePub format.
• import the eBook into the iBook app using iTunes.
• learn how highlights and notes can be inserted into an eBook by the reader.
• develop an understanding of the accessibility features of the iBooks app for readers with disabilities.
• become a more knowledgeable about the capabilities of ePublishing.
• develop ideas for student created projects.
|28-Jun||4:30 PM – 7:30 PM||Gordon Worley|
|Create Musical Compositions with GarageBand: GarageBand is part of the iLife suite of programs on a Mac. The loops are already to drop and drag into the GarageBand, so anyone can compose a song, or create their own loops, record their own instrument, and even create podcasts. This can pose a problem and many times it comes out sounding like garbage. You will be composing loops. making podcasts, creating movies, then posting on the web, and finally commenting on each others work. There are simple tricks and “tricks” of the trade in creating these files. This could be used for early elementary students to college age. Come create, post, and comment!||26-Jun||8:30 AM – 3:30 PM||Carol Broos|
|Boards and Bloom’s: Creating, Evaluating, Analyzing, and Applying with Whiteboards: Objectives: Participants will be able to …
•Design Smart Board lessons to promote higher order thinking skills
•Involve students in the creation of Smart Board Resources
•Address Multiple Intelligence through the use of different and multiple sources for different learning styles
•Use Differentiated Instruction to engage students at different levels, interests, learning styles and with different activities
“Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!” (Theodor Seuss Geisel)
Interactive whiteboards: many classrooms have them, but what are they used for? Are they used for writing class notes, watching educational videos, completing digital worksheets, practicing math facts and working on spelling words? That’s good! Or are these very expensive classroom tools used to create, evaluate, analyze and apply with classroom content? That’s even better! Participants in the Boards and Bloom’s workshop will spend the day taking curriculum standards, interactive whiteboard software and Bloom’s Revised Taxonomy and designing student centered learning activities that increase student use of higher order thinking skills. All content produced will be uploaded to a workshop web site and shared collectively.
This workshop will begin with an overview of participant’s curriculum standards and how standards can be “Bloomed Up” not down. Participants will be analyzing curriculum standards and discussing ways to promote higher order thinking skills with standards based lessons for interactive whiteboards. Workshop members will use Bloom’s Revised Taxonomy, graphic organizers, several websites and Smart Notebook software to begin creating a lesson that uses a selected curriculum standard.
Participants will then spend time learning and practicing some “Smart Tips and Tricks” to create lessons that go beyond “stand and deliver.” Participants will receive a Level One and Two Smart Notebook Learner’s guide and spend time practicing intermediate and advanced skills needed for creating student centered lessons with an interactive whiteboard. Participants will be adding design elements to a Notebook template.
A discussion on moving beyond understanding and remembering will lead into creating several interactive whiteboard pages that use the applying, analyzing, evaluating and creating levels of Blooms Revised Taxonomy. Participants will explore ways to address multiple intelligences when designing interactive whiteboard lessons. Workshop members will be using advance design elements of Smart Notebook software, importing video and audio clips, adding websites and Adobe Flash files to the Notebook templates.
Engaging students in the creation of interactive whiteboard activities will allow all students to become active participants in learning and teachers to use differentiated instruction to engage students at different levels, interests, and learning styles with different activities. Students are social learners and student engagement and interactions are key components of knowledge construction. Participants will discuss and practice using authentic design elements (Wikis, Blogs, Skype, Google Talk and Docs, Twitter, text messaging, etc) that lead to better group conversation, interaction and collaboration for all ability levels. These design elements will be added to the Notebook templates.
A wealth of resources will be shared with participants for creating lessons that integrate higher order thinking skills when using an interactive whiteboard. Workshop members will be given a CD with fonts, graphic organizers, video and audio clips, software, and Flash files that can be used with interactive whiteboards. Participants will be adding all interactive whiteboard files to the activity database on the class website.
|28-Jun||12:30 PM – 7:30 PM||Elizabeth Sessions|
|Captivate Me! Create Engaging Online Tutorials and Assessments: In our fast-paced high tech environment, today’s learners demand content that is interactive and available 24/7. Today’s educators must keep pace by providing engaging and easily accessible lessons anytime, anywhere. With little time for steep learning curves, instructors need a quick and easy option for meeting the needs of students and staff. Adobe Captivate 5 provides a slick solution. During this workshop, Terry Gibbons and Paula Yezak will share their experiences and expertise with this software offering participants an outstanding opportunity for hands-on practice.With their assistance, participants will learn to use still and motion images to create meaningful educational presentations, demonstrations, software simulations, quizzes and interactive computer skill assessments. Projects will be output to a variety of formats including Flash, AVI and HTML. Adobe Captivate is “Scorm Compliant” allowing it to be used for data analysis within Learning Management Systems like Acrobat Connect, Moodle, and Blackboard. Uses and publication methods will be shared along with software tips and tricks.Upon completion of this workshop, attendees will be ready to use this amazing software to produce sophisticated, interactive professional development and/or online electronic course content. They will be able to develop customized training and evaluations for staff as well as tutorials and tests for students in both traditional and online learning environments.This workshop is great for teachers, instructional technologists, web developers and distance learning instructors looking for innovative ways to provide instruction electronically!||27-Jun||12:30 PM – 7:30 PM||Terry Gibbons|
|Digital Age Technology Solutions for Struggling Students: Mainstreaming, ELL students and changes in society present the
classroom teacher with myriad of student needs, abilities, and disabilities. As a result, teachers face a classroom mix of students like never before.High Incidence disabilities, often referred to as “mild disabilities,” constitute two thirds of all students with disabilities, and also includes mild mental disabilities,
ADHD (Attention Deficit Hyperactivity Disorder) and ED (Emotional Disabilities) or Behavioral Disorders. Since they are classified as “mild” they are often regarded as not serious and remain in a sense the “invisible disabilities” as opposed to Low Incidence disabilities.In this hands on session participants will learn how to provide access to curriculum throughout the day for all students by embedding technology into the background for those who need it for access. Often technology is brought in on a case by case basis creating a
costly and difficult to support solution for students. Some students need to see it, others to hear it, and still others need to interact with it.Participants will learn strategies for utilizing the same technologies in providing adapted access to curriculum for both High and Low Incidence students.Participants will have a hands-on experience with computer software, Web Applications and hardware, learning how programs can be utilized and accessed in many other ways than is typically done. The goal is differentiation as an embedded environment of the curriculum. One size does not fit all, whether it is access to the information, or the means for self
Learning Objectives: Participants will learn
|28-Jun||4:30 PM – 7:30 PM||Daniel Herlihy|
|Engaging Digital Age Learners through Curriculum-Based Scratch Projects: Scratch, developed by the Lifelong Kindergarten Group at the MIT Media Lab allows young people to experience computational thinking through the creation of interactive stories, games, music, and art. Scratch projects challenge students to think creatively, reason systematically, and work collaboratively. Scratch is free for download from http://scratch.mit.edu/ and runs on both Mac and Windows operating systems. An online community with strict privacy rules encourages over half a million registered members to learn from each other by sharing projects. Currently over one million projects are hosted that were created by Scratchers, most of them adolescents, from all over the world.This workshop is designed from a standards and content based perspective, showcasing the innovative use of Scratch to support instruction in science and language arts. Upon completion of this workshop, participants will be able to design and implement curricular units in which they incorporate Scratch activities to engage students. Research has shown that people learn best when they are actively engaged in exploring, experimenting, and expressing themselves. The workshop will model classroom Scratch activities by engaging participants in the creation of interactive stories and scientific models using Scratch. Participants will find out how easy Scratch supports incorporation of animations, arts, sound effects, and dialogs. The presenters will encourage participants to expand their imagination and creative thinking to design components that reflect their respective subject content areas. Strategies will be discussed for designing Scratch activities to effectively support student learning of subject matter. Participants will also be introduced to the online Scratch community with discussion of how the idea of “remixing” supports teaching and learning in a face-to-face classroom.The iQUEST (investigations for Quality Understanding and Engagement for Students and Teachers) project at California State University San Marcos (CSUSM) and the Broaden Participation in Computing via Community Journalism for Middle Schoolers project at The College of New Jersey (TCNJ) are both funded by the National Science Foundation to promote innovative use of technology to support student learning. These projects have been successful in partnering university faculty with middle school teachers to design and implement standards-aligned curricular modules in both language arts and science. The presenter team consists of key players of these two projects bringing with them expertise from computing, pedagogy, standards (both content and NETS), and classroom management.||28-Jun||8:30 AM – 11:30 PM||Youwen Ouyang|
|Earth Mashing: Google Earth Meets Web 2.0: Participants will learn how “live” widgets (created using Web 2.0 tools) can be embedded (or mashed) into Google Earth to create a rich, interactive learning environment for students and by students in all curricular areas. These widgets (miniature, web-based objects created by such web tools) can be either generated by students themselves or by others who have chosen to make their work public on Web 2.0 websites such as Scrapblog, Slideroll, Tikatok, Comiqs, Flowgram, Voki, Timetoast and many others- all of which are free, easy to use, and automatically host widgets on external web servers to allow embedding and mash-ups.Participants will learn the basics of constructing these web-based widgets incorporating built-in or uploaded music, images, text, slideshows and more. In addition, participants will discover new sources for finding copyright-friendly images and music for use in such projects.Further, participants will be able to embed their web-based creations into Google Earth placemarks by incorporating simple HTML code snippets generated at each of these sites. Finally, participants will be able to share their web-based, interactive creations with others using Google Earth as the medium.In summary, each participant should walk away with the answers to six basic questions for themselves and/or students: What is Web 2.0? What are widgets? Where can I find them? How do I make one? How can I embed them into Google Earth? How can I share what I’ve done?||27-Jun||12:30 PM – 3:30 PM||Susan Anderson|
|Transmedia: The Next Technology Flood: The newest technology trend isn’t a wave. It’s a tsunami! Beyond digital storytelling and Web 2.0 are transmedia worlds for learning. Reading and writing will never the same. Explore the explosion of technologies and resources that use multiple modes of communication to convey complex, interactive messages. From immersive games to genre-mashups, the strength of each technology creates synergy and allows teachers to differentiate like never before.Purpose. Teach educators about the opportunities available for transmedia learning and options for building their own.At the conclusion of this presentation, participants will be able to:Objective 1. Describe cross-genre, multi-platform, transmedia learning.
Objective 2. List the skills needed to use and create transmedia.
Objective 3. Identify sources for existing transmedia resources.
Objective 4. Describe multi-platform options, document-book connections, audio/video-book connections, and author/publisher resources.
Objective 5. Describe how media convergence, participatory culture, and collective intelligence contribute to transmedia learning.
Objective 6. Describe and show examples of web-based learning resources such as electronic books, engaging websites, interactive readings, journals and online tools, and social tools.
Objective 7. Describe and show examples of immersive learning environments such as alternative reality experiences and alternative reality gaming.
Objective 8. Describe and show examples of the next generation of learning resources that motivate, differentiate, collaborate, and connect.
Objective 9. Describe the elements of transmedia projects including drillability, multiplicity, immersion, world building, seriality, subjectivity, and performance.
Objective 10. Build transmedia environments that include collaborative, social, participatory elements.
|27-Jun||12:30 PM – 3:30 PM||Annette Lamb|
|Web Apps, Widgets, and Other Free Wonders of the World: Participants will learn how “live” widgets (created using Web 2.0 tools) can be created to enrich and reinforce curricular concepts. These widgets can be embedded into web elements such as blogs, wikis, websites, portals, start pages and others. These widgets (miniature, web-based objects created by such web tools) can be either generated by students themselves or by others who have chosen to make their work public on Web 2.0 websites. Together we’ll explore some of the greatest “freemium” websites and examine how they can be used to revolutionize teaching. The free websites used in this session include slideshow creators (such as Animoto, MagToo, etc.), slideshow hosts (Slideboom, Slideshare, etc.), digital scrapbooks (Scrapblog, etc.), interactive timelines (Timetoast, XTimeline, etc.), online photo album mixes (such as Photopeach, MixBook, etc.), creative desktop publishing (LetterPop, Titanpad, etc.), image generators (BigHugeLabs, Says-It, RedKid, ImageChef), website generators (Wix, wikispaces, etc.), and tools just for teachers to manage communications and classroom activities.Participants will learn the basics of constructing these web-based widgets incorporating built-in or uploaded music, images, text, slideshows and more. In addition, participants will discover new sources for finding copyright-friendly images and music for use in such projects. Further, participants will be able to embed their web-based creations into wikis or blogs by incorporating simple HTML code snippets generated at each of these sites. Finally, participants will learn to overcome privacy issues and other risks involved with students using Web 2.0 websites.In summary, participants will leave the session with a new set of skills, websites, and tools to immediately implement in their classrooms- all using dynamic Web 2.0 websites that are absolutely FREE!||27-Jun||8:30 AM – 11:30 AM||Jim Holland|