Technology Fluency
Digital Age Work and Learning Skills I am fluent in the use of the following software programs: Microsoft Word, PPT, Excel, Pages, Numbers, Keynote, Windows MovieMaker, iMovie, and GarageBand. Web 2.0 software such as GoogleDocs and Prezi are important tools in my classroom. I am familiar with screen-capture technology like Jing and iShowU and have a working knowledge of Adobe Photoshop and InDesign. Below are artifacts from Prezi, YouTube and iWeb to display fluency. This document in and of itself serves as a testament to word processing skills. I feel comfortable in my ability to transfer knowledge of one system when introduced to a new technology or tool.
Example 1: Prezi Presentation
This resource served as the visual for a presentation for an English as an Additional Language Teachers Conference hosted at the American International School of Rotterdam. Example 1 Link: http://prezi.com/pebuegy3rsbx/eal-teachers-love-tech/?uth_key=03580338cc469530aaefcdb37920d26a92ad4982
Skills Required: Web navigating, word processing skills: editing font and copy+paste, embedding live links and
videos using the html coding (if embed tool is not available), animation ordering, interactive presenting, navigating touch-technology. ISTE Connection: In its intended use as a PD resource, this particular example addresses NETS-T 3A, 3B, 3C, 3D, 4B, 5A and 5B. As a local learning community (5A), the members of the conference were able to explore and collaborate using the content and links introduced in this presentation (3B). Teachers could then take the learning activities back to their schools, where they could individualize learning activities for developing English-speakers (4B). The creation and presentation of the Prezi demonstrates fluency in technology systems (3A) and efficient communication of relevant ideas using a variety of digital formats (3C). Lastly, the use of an alternative presentation method demonstrates a willingness to seek out and model the use of emerging tools (3D). Participating in the conference as a facilitator certainly lends itself to developing leadership and technology skills of other educators (5B).
Example 2: YouTube LipDub
As a school unity project, we decided to create a LipDub of our own. Film capture was done by a student, but the editing work and the publishing was my contribution to the final product. Example 2 LipDub Link: http://www.youtube.com/watch?v=VQEKyiy7_co&feature=plcp
Skills Required: iMovie:
importing the video into the movie editing software, laying and aligning soundtrack. YouTube: uploading a video, disabling comments and ratings (depending on school policies), sharing the link (embedding on the school’s website).
ISTE Connections:
Because this assignment was an introductory tool and a unifying project for the school, the related NETS-T standards focus more on promoting student creativity and engaging students using digital tools (NETS-T 1A and 1B). Although creating a music video doesn’t address a global issue, it did provide students with the challenge of coordinating 40+ students and teachers stationed throughout a three-story building into a one-shot music video.
Example 3: Course Website
I developed this resource with the intention of creating a one-stop online learning environment for my students using iWeb via MobileMe. Example 3 Link: https://dl.dropbox.com/u/10213615/AISR_Grade_6_Social_Studies/Home.html
Skills Required:
iWeb: word processing and editing, creating and maintaining live links, and image and video embedding (including SWF files). Knowledge of some html and effective website structure.
ISTE Connection:
Along with content delivery and resource sharing, I was able to provide a variety of formative assessment opportunities to adjust my instructional approach to content through this environment (2D). By providing multiple alternatives for mastering specific content, I was also able to differentiate for unique learning styles and needs, while incorporating student choice (2B, 2C). The site also served as a reference point for updates, questions or concerns (3C).
Elizabeth Oliver Marsh 17 July 2012
1
University of Connecticut Two Summers Program
Collaboration
My experience with collaborative tools includes threaded discussions through a VLE called Studywiz (and now Husky CT), text-based chats using Skype and iChat, and video chats on Skype and FaceTime. I also love online tools such as GoogleDocs, Linoit, Prezi, and TitanPad. In the attached example, I have included a GoogleDocs rubric I purposely left partially complete. I shared the document with my Grade 7 students after a discussion about the goals for our final assessment on ‘How Borders are Formed’. We used the rubric parameters as a tool for discussing what makes a product ‘quality’. Each student was assigned an empty block to complete, using the context I provided. We reviewed and tweaked the rubric until everyone could support the final version.
Skills Required:
Word processing (table creation), and creating, shar ing, and authorizing editors in GoogleDocs.
ISTE Connections:
I have always used partially-built rubrics with my Grade 7 students to provide an opportunity/introduction for metacognition in the learning process. As a pen-on-paper activity, I have found rubric collaboration to be a meaningful tool to elicit student reflection and understanding (1C) and incorporating a digital tool would allow for real-time, class-wide collaboration (2A). Although the example chosen demonstrates student collaboration, I have often used similar tools in pursuit of NETS-T 1D and 3B, by collaborating with peers through GoogleDocs and TitanPad to build knowledge and understanding and to support student success.
Communication
Example 1: Email The attached artifact serves as evidence that I utilize email regularly and effectively. Skills Required:
To successfully utilize this tool, I need basic word processing skills and the steps to attach, forward, send, and reply to or otherwise disseminate my information. Mailbox management and creating folder is also key.
ISTE Connections:
I use email constantly to collaborate with teammates about best practices in the classroom and and with parents about student performance (3B). It is also an essential tool in a school’s arsenal for maintaining effective communication with the school community, along with the school’s website, a social network presence, paper announcements, and school bulletins/weeklies (3C). With our school’s recent implementation of PowerSchool (and the clickable link to email), I have seen an increase in student emails. In accordance with NETS-T 4C, each digital exchange with a student is an opportunity to reinforce and model etiquette and responsible social interactions with all members of our community.
Example 2: PowerSchool Instructional Screencast
To better communicate the benefits of using PowerSchool (our newly implemented SIS), I created several screencasts to serve as instructional videos for parents and students. This communication tool accompanied a PDF version that was provided to parents, on paper and on our school website. Example 2 ScreenCast Link: http://www.youtube.com/watch?v=toeGKOtMReo&feature=plcp
Skills Required:
iShowU: Capturing my screen activity using a screen capture software. YouTube: Publishing and sharing a video.
ISTE Connections:
This screencast provided excellent communication between school and home (3C). Not only does it communicate expectations for student responsibility for homework, it also includes instruction on how to access that work in an accessible and clear way, for all audiences. Elizabeth Oliver Marsh 17 July 2012
2
University of Connecticut Two Summers Program
Information Resources
The wealth of meaningful, applicable content and media formats can be overwhelming without the proper search skills. So although www.google.com has and most likely will continue to be the most functional website for my use in the classroom, I favor the ‘repository’ style websites to counter the deluge of responses to a Google search. Great sites are well-curated, featuring links are maintained and wellorganized, and if the links are also annotated, you can more efficiently search for the tool or information you are seeking. I’ve chosen one of my favorites that I always share in Professional Development sessions and presentations. Cool Tools for Schools Link: http://cooltoolsforschools.wikispaces.com
Skills Required:
Navigating a webpage.
ISTE Connections:
Ethics in Education
Sharing this site with other teachers allowed me to facilitate the effective use of these tools within the classroom (3C).
The Internet has empowered learners of all ages with easy accessibility to incredibly powerful and meaningful content. With the advent of fairly inexpensive media platforms, such as the iPod Touch and Kindle Fire, that wealth of information is now at our students’ fingertips. Although the concept of plagiarism is not new, it certainly is easier and more convenient than ever to pass off another’s work as an original creation. Most students would see stealing another’s iPhone as wrong, but for a variety of reasons, may steal another’s intellectual property with less moral certainty. As an ethical dilemma, some reasons for plagiarizing may appear justified, such as ignorance of previously published material and cultural differences whereas reasons in the grayer area include the ‘lesser of two evils’ defense, with blatant copying as a clear violation of ethics. Regardless of the justifications, the reality is that when students do plagiarize they are not developing the skills or constructing a meaningful understanding of the content and concepts intended in the design of the assessment. Beyond the legal implications of copyright violations, plagiarism is an obstacle to meaningful learning, stunting the growth of students’ authentic voice. Helping Students Find Their VOICE Countering plagiarism requires a multi-pronged approach with the active involvement of the school community. To appropriately address plagiarism as not only an ethical issue, but as a block to the development of students‘ authentic voice, schools need to implement some instructional and technological changes. However, simply adjusting classroom practices or purchasing anti-plagiarism software is not enough. Combatting plagiarism is conceptual; it is essential to reach a common understanding about plagiarism as a staff, student body, and community. Establishing a community understanding and regularly revisiting its relevance would help to bridge cultural or digital gaps that can muddle the issue. The second conceptual shift has is moving from the “caught you” model of enforcement to a “taught you” opportunity in learning about writing authentically. These conceptual changes take form in the classroom, including explicit instruction and meaningful (age-appropriate) discussion on the definition and identification of plagiarism with students, along with how to ethically incorporate another’s ideas. Teachers of all disciplines can provide opportunities to develop authentic student voices through assignments designed to elicit original thought and the construction of understanding, not the regurgitation of content. Technology can also serve to address the issue. Software, such as Turnitin, can provide a detailed analysis of student work, which can serve as an incredibly powerful teaching opportunity. With the implementation of such a program, the first few submissions require instruction and discussion about the ethical implications of honoring (or not honoring) another’s contributions. If purchasing the software is not a budgetary reality, using Google searches can serve as a low-cost check for plagiarized material. In my classroom, I can serve as a part of the solution by creating challenging assessment questions that engage original thought and by consistently revisiting the discussion with students to reinforce the value of honoring the work and ideas of others and the authenticity of developing a unique voice.
Elizabeth Oliver Marsh 17 July 2012
3
University of Connecticut Two Summers Program