City Educators Magazine -- Dec/Jan '10-'11

Nashville’s Leading Teacher Lifestyle Magazine

City Educators Nashville’s Media Services Offers MOBI Tablets, Clickers & Professional Development

7Under $20 Fantastic Gifts

Ann Martin & Jane Hines (Pictured to the left) 2nd Grade Model Classroom Teachers at Charlotte Park Elementary Demonstrating CPS Clickers and an Integrated Chalkboard

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TABLE OF

City Educators President/Publisher Michael Thompson

Feature

December/January 2010-11 Here is a note from the publisher.

3 From the Publisher

11 Seeing Clearly Dr. Joseph Lutche shares factors that impact the visual system.

4 Technology

12 Apollo Goes Digital

Dr. Penney H. Carden discusses Discover what the eighth grade technology in the classroom. academy has to offer at Apollo!

6 Everyday

Verda Stewart writes about providing customer service.

8

Nashville’s Media Services’ Doug Eaton helps to bring instructional technology to Nashville schools

10 Web 2.0 Favorites

14 Style

Seven Gifts Under $20! Find out what gift items Barnes & Noble and Target have to offer.

Dr. Carrie Thornthwaite presents technologies that are free and easy to access..

CITY EDUCATORS is published bi-monthly (Aug/Sep, Oct/Nov, Dec/Jan, Feb/Mar, Apr/May, Jun/Jul)

by Michael David Media, Michael Thompson, Owner. Post Office Box 2513, Brentwood, Tennessee 37024, (615) 832-5388. DISTRIBUTION: Free subscription to qualified recipients. See Website for additional distribution information. All rights are strictly reserved, and reproduction in whole or in part is expressly prohibited without prior written permission from the publisher. CITY EDUCATORS is funded privately and is not affiliated with--nor does it necessarily reflect the opinions of--the local school district, education associations, its advertisers, or any other entity. CITY EDUCATORS is printed in the USA. Web address: http://www.michaeldavidmedia.com. Copyright © 2010 Michael David Media.

Vice President Deborah Thompson Photography Deborah Thompson Michael Thompson Editorial Contributors Dr. Penney H. Carden Dr. Joseph Lutche Verda Stewart Deborah Thompson Michael Thompson Dr. Carrie Thornthwaite Advertising Sales Lori Dreiling (615) 512-9641 Published by Michael David Media P.O. Box 2513 | Brentwood, TN 37024 Tel. (615) 832-5388 | Fax (615) 832-1040 www.cityeducators.com info@cityeducators.com

City Educators

Technology

Cell Phones Have Class

BY PENNEY H. CARDEN, ED.D

The debate over cell phone use in schools continues with valid arguments on both sides of the issue.

Those who oppose argue that student use of cell phones cause distractions and interrupt the learning process. Those who support cell phones in class argue that since most students carry a cell phone, allowing them to use it in connection with their school work contributes to increased ownership in their learning.

C

onsider how the dynamics of the classroom might change if the teacher could say, “Get out your cell phone and prepare for an activity” instead of, “Put that phone away. You know they are not allowed during instructional time!”

You may be skeptical. I was, until I discovered the value and benefits of turning on to cell phones.

Here are a few ideas to help you get started utilizing the varied capabilities of the phones to support student learning.

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Allow students to use Google SMS (Short Message Service) which is a free service* that searches the Internet for information without having to use a computer. A simple query is sent via text message to 466453 (the numeric-pad equivalent of Google) and Google instantly texts back a response.

2 3 4 5

Students can use the video capabilities of their cell phone to record events on field trips. These can be compiled and made into a movie to document learning and extend the educational experience for the entire class.

Students in foreign language classes can record themselves speaking or reading an assignment, and email the video to the teacher for assessment.

Instruct students to use the camera on their phone to capture notes from the board, or snap a picture of the homework assignment instead of taking time to write it down.

Students can take pictures of animals in their natural habitat for science, or historical sites visited on vacation for a history class, or even photos of geometrical shapes in nature for geometry.

www.cityeducators.com

6 7 8 9

A science experiment could become even more exciting if pictures are taken at each step of the process.

There are numerous websites that offer free resources for using cell phones to create podcasts. Think of how engaged students would be if their assignment was to record interviews, create a podcast, and upload their creation to a class blog.

Use the calendar in a cell phone to help students stay organized. They can enter due dates for homework assignments, quizzes and tests, or reminders to bring supplies on a certain day.

If you do not have access to a classroom response system, or “clickers� as they are sometimes called, you might try one of my favorites, Poll Everywhere. Up to 30 students in a classroom can use this free polling service. It requires some preparation time on your part, but is well worth the extra effort. A poll or quiz is created on the website and then downloaded into a PowerPoint presentation. At the appropriate time in a lesson, the PowerPoint slide is displayed and students respond to questions using the text feature of their cell phones. The results are displayed with animated charts

in real-time. You can create the poll to be anonymous, or choose to create it so the students must register their devices in order to track responses for quizzes. No new hardware, software, cables, or plug-ins are required to utilize the technology. A connection to the Internet is all that is necessary to enjoy this engaging tool.

Hall Davidson, director of the Discovery Educator Network, says there are only two entities still banning the use of cell phones. The Taliban and public schools!

Students growing up in this age of technology have developed a full-blown love affair with their cell phone and can easily be motivated to use the device in the learning process. With a little creativity, teachers can transform the use of cell phones from a social distraction and interruption in the classroom to a real tool for education. *Google SMS is a free service, but text messaging fees may apply based on the user's mobile contract. Penney H. Carden, Ed.D., is a member of the faculty at Trevecca Nazarene University. Esther Swink, Ed.D., is the Dean of School of Education

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City Educators

Everyday

Providing Customer Service

BY VERDA STEWART

Good customer service makes good business sense. One of the most important skills in any organization is the ability of its employees to understand and effectively respond to their customers' needs.

H

ow customers are handled means more parental involvement, fewer escalated issues and helps the organization avoid lawsuits.

An organization that practices good, consistent customer care skills will have customers who want a relationship with that organization. More importantly, their customers know the organization considers what's in their best interest, even when the organization can't give them what they want. Another reason: It's the right thing to do.�

Why would every employee in a school district need customer care training?

When it comes to parents, community members and other stake holders, school employees must speak the same customer care language. Every employee must

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treat parents and others outside the school district in the same consistent manner.

Good customer service isn't only about our external customers—students, parents and community stake holders. It includes the service provided to other employees in the organization with whom they work to get the job done. Internal customers consist of everyone who works for the school system! The only difference is that internal customers are co-workers who are all on the same team and share the same goals.

We should all work together across department lines, individual school lines, etc.

What does good customer service look like?

Good customer service happens when you answer your phone at school or in your department in a timely

www.cityeducators.com

manner. And, it is even better if a real human being answers the phone. Don't make promises you can't keep.

Listen to your customers. Deal with complaints.

Be helpful even if it isn't within your realm to fix the problem or to address the concern. Don't use inhouse jargon with external customers—don't assume they know what you are talking about.

Take the extra effort (people notice when you've done so).

Never argue with a customer—nobody wins and certainly not your department, school or the organization. Look at your school or department or have an objective external customer take a look at your department or school. Is the environment inviting? Are signs and directions written in a positive manner?

Can customers find their way around your building? Is the front office or reception area staffed with a friendly,

Every employee must

treat parents and others outside the school

district in the same consistent manner.

outgoing “people person” who acknowledges and greets customers? Don't put someone in your front office who isn't a “people person.” Nor, would you want to have employees who aren't comfortable with customers interacting with them on a frequent basis. Having and keeping a professional, positive attitude is very important when you interact with customers.

When it comes to fulfilling the mission at MNPS, there should never be an “us” and “them” mentality toward internal or external customers. There is no such thing as, “It's not my job!”

It is everybody's job to be as responsive and helpful to all internal customers.

Internal customers should be treated just like external customers!

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S C H O O L O F E D U C AT I O N CITY EDUCATORS MAGAZINE

December/January 2010-11

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3

Ways

Nashvi Can Help Yo Integra

BY MICHAEL THOMPSON

All the talk about clickers made me curious. Although I've been teaching since 2003 and have even attended graduate classes recently, I never used clickers as a student or as a teacher. So, I decided to do some research.

M

y research led me to Nashville's Media Services.

Metro Nashville Public Schools awarded Nashville's Media Services a district-wide contract covering instructional technology. This contract empowers principals and teachers to purchase hardware including clickers; MOBI tablets; and, on-site, customized, professional development for faculty.

I learned that clickers are remote control devices which students use to input answers to questions either spoken or displayed on the board. Clicker software can vividly display students' answers, allowing the teacher to have immediate data about knowledge, mastery, or student feedback. Plus, the tests from textbooks are integrated seamlessly through ExamView.

Michael Belsh from Nashville's Media Services told me that several clicker brands were evaluated by MNPS before the Classroom Performance System (CPS) from eInstruction was selected as the standard. "Metro opted to support just one student response system (or clicker) and technical support is concentrated by an exclusive focus on CPS," said Belsh.

“There are a wide variety of activities to do with clickers,” explains Ann Martin, a 2nd grade model classroom teacher and instructional coach at Charlotte Park Elementary School. “Not only do they save teachers time with paperwork but they are a great tool that ensure 100% of students are engaged. Students

ille’s Media Services, Inc. our Classroom or School ate Technology and teachers can instantly receive feedback. Lessons are then modified to meet the students' needs. Clickers can be used for pre- and post-assessment. MNPS is a data-driven school system and the clickers are a fabulous tool to gather data.

One student recently said, 'I got a 100 percent.' I replied, 'I'm so happy for you.' She then said, 'I'm happy for our class—we got a 97 percent.'”

The contract also includes InterWrite MOBI tablets. This technology is an upgrade from the CPS Chalkboard, an early classroom technology at MNPS. The Interwrite MOBI is an interactive, portable tablet which allows the teacher to control the computer from anywhere in the room. This gives the teacher proximity to the students, which helps decrease classroom management issues. The MOBI tablet even has a window that displays activity from the students' clickers.

Doug Eaton, a certified eInstruction trainer at Nashville's Media Services, has helped many schools with implementing the Interwrite MOBI, including Hume-Fogg High Academic Magnet School. Dr. Paul Fleming is the school principal.

He said, “Doug has been a tremendous asset to both Hume-Fogg and MNPS. Doug provided training on both the MOBI and ELMO for our teachers and how to integrate them seamlessly into the classroom.

For the teachers using the MOBI, it has allowed them to check for frequent understanding in the classroom. Students can solve a math problem or conjug ate a v e r b i n Spanish at their seat on the MOBI, and it is projected on the screen in the front of the classroom.”

or your school started, you can rest assured. Nashville's Media Services is also contracted to provide professional development on this technology. Belsh says, “We didn't want the technology to sit in a storage closet being unused due to lack of support.

There is a learning curve, so a system is in place where principals can obtain training for their teachers. Principals can give their faculty the tools they need to use the hardware.” Metro's contract specifies two-hour, hands-on training sessions for up to six faculty or staff members.

As I discovered the facts and benefits of this technology, I am reminded of how far we've come in the classroom since the use of film projectors and overhead transparencies. I encourage you to give Nashville's Media Services a call to find out how they can help you integrate technology in your classrooms or your school.

The Contract Includes: ŸClassroom Performance Systems (Clickers) ŸInterWrite MOBI Tablets ŸProfessional Development

To order, contact Nashville’s Media Services michael.belsh@nashvillesmedia.com (615) 255-7959

F i n a l l y, i f y o u a r e concerned about having enough support to get you CITY EDUCATORS MAGAZINE

December/January 2010-11

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we b

2 .0

Favorites oritess iin To Today's Toda oday's Te TTechnology eechnology h l CClassroom l

BY DR. CARRIE THORNTHWAITE

The very word “technology” usually conveys images of hardware, and hardware has one inherent and major obstacle. That is, hardware costs money.

In schools, decisions about major expenditures for hardware are usually out of the hands of classroom teachers. Previous technology articles in this magazine have discussed the value of many valuable devices such as LCD projectors, white boards, document cameras, iPads, clickers, and more. Administrators would certainly be well advised to try to make those available to classroom teachers. However, the focus of this article is on technologies that are free and easily available.

K

nown as “Web 2.0 Technologies”, these technologies can engage students and enhance learning. Even better, teachers can use these in the classroom without the need to fill out purchasing forms.

The expression “Web 2.0” was coined back in 2004 to reflect a skyrocketing trend to share and collaborate using the Internet.

This field continues to grow exponentially. I would love to include here a list of my top 20; however, due to limited space, I am simply listing my Top Five Most Helpful Web 2.0 Technologies, noting their associated value for classroom teachers. All the sites below are free.

not only allows users to convert files from one format to another (e.g. a Word document to a pdf file or visa versa), but, even more valuable for me is its ability to download Internet documents and convert them to a variety of formats. I use this site most frequently to download YouTube videos, so I can use them in the classroom without worrying about Internet access or blocked sites.

YouTube files will automatically download as flv files, but this site will allow the video files to be downloaded as wmv or mp4 files.

Favorite Presentation Site: Prezi (http://prezi.com/). Aren't you tired of those linear PowerPoint presentations? If not, your students are. Try Prezi. It claims to be “stunning” and it is! The best feature of this site is that it focuses on the proverbial “big picture”. When you first pull up a presentation, you can design it so that students see all the key points. Now imagine, as you go through a presentation that a student asks a question about something that you had finished covering three or four minutes earlier. With PowerPoint, it's awkward to try to go back to previous slides. With Prezi, you simply click on the background, pull out to the “big picture” view and then easily zoom into any point on the presentation. Returning to your previous spot is equally easy. Prezi has many examples of presentations on their site, as well as a manual to help you get started.

Favorite Collaboration Sites: Wikis! There are several wiki sites available, but I primarily use PBwiki (http://www.pbworks.com)...

The “pb” stands for “peanut butter” as the founders claim that it's as easy as spreading peanut butter. The word “wiki” was coined after the Hawaiian word “wiki wiki”, which means “quick”. Wikis are easy to create and equally easy to set up so students can add material. I find blogs much more restrictive and encourage readers to delve into the world of wikis.

Bookmarking: Delicious (http://delicious.com) Everyone bookmarks favorite sites. However, do you have one set of bookmarks on your home computer and another set at school?

Delicious will solve that problem by allowing your bookmarks to be available to you, even if you log onto a computer in the school's Media Center.

Video Sites: You Tube (http://www.youtube.com/) and Teacher Tube (http://teachertube.com/). Teachers are already well aware of these sites, but regardless I feel their value in the classroom cannot be overstated. Most students have been shown to be visual learners, so why not use these sites more? Does your school block YouTube? Please read on.

Skimming the surface is all I have done here. I've chosen five from a field of hundreds perhaps thousands of sites. The world of Web 2.0 technologies is ever changing and continues of offer teachers extremely valuable tools for classroom use.

Downloading and Converting Files: Zamzar (http://www.zamzar.com).

There's not a week that goes by that I don't use this site. Zamzar

Carrie Thornthwaite is Manager of Educational Technologies and Professor of Education at Lipscomb University.

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www.cityeducators.com

BY DR. JOSEPH LUTCHE When vision problems affect performance in the classroom, observant teachers are often the first to suggest that a student have an evaluation by an eye care professional.

Students aren't the only ones in the classroom who need to see well, though, and today's educators have many demands on their visual systems. A number of factors have an impact on the visual system.

A

s a rule, contrast sensitivity and color discrimination will be diminished for adult educators compared to their younger students. Proper lighting and the ability to control that lighting for different classroom situations will help to ease eye strain and visual discomfort. In addition, optimal lighting has been found to improve test scores and decrease poor behavior.

Every time someone changes attention between objects at different distances, the eyes are refocusing. This is an active process that takes effort. When that effort fatigues the focusing system, eyestrain, blur, headache and fatigue may be among the common consequences.

If these consequences begin to affect

performance in or out of the classroom, the right lenses can help alleviate fatigue and maintain focusing flexibility.

For those who wear glasses, glare and reflections from computer screens and overhead lights can contribute to eye fatigue. Anti-reflective coatings on the lenses will increase the amount of light transmitted to the eyes and diminish distracting glare and reflections.

The daily tasks of managing a traditional classroom and maintaining a life outside of school are taxing on their own.

Combined with the increasing use of computers, interactive whiteboards, e-books, and other new technologies that demand our visual and mental focus, these tasks can lead to poor performance and outright discomfort.

An eye care professional can help to determine if lenses or other treatments may help alleviate blur, eye strain, headaches and other vision problems.

Students and educators alike will benefit from seeing clearly and comfortably.

Dr. Joseph Lutche opened Concord Vision in South Nashville in 2006. He has practiced optometr y in the Nashville area since 1997.

Call 615.941.7218 for more information.

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Photography provided

In November, Apollo Middle School publicly celebrated and announced the beginning of their new eighth grade academy. Dr. Jesse Register and a number of central office personnel were present during the kick-off celebration.

The eighth grade academy is aligned with the small learning communities concept that is widely utilized in all Metro Nashville High Schools.

T

he highly acclaimed academy is called D.A.S.H. (The Digital Academy for Success in High School).

This revolutionary concept began as a proposal submitted by Principal Ron L. Woodard a year ago. However, Mr. Woodard has been planning to meet the challenges of middle to high school transition for much longer. The Digital academy is an innovative start to meeting this challenge. Every eighth grade student has their own DELL E-2110 netbook. The Academy also features the use of interactive whiteboards in each of the 8th grade classrooms and has a very synergistic curriculum that is aligned with the MNPS standards.

The purpose of the academy is to create a digital-age learning culture that will prepare the students to become confident, capable and creative in order to meet the rigorous challenges of the 21st century; and, to succeed at the High School level and beyond.

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The design for the academy includes an interdisciplinary team concept, common planning, daily academic enrichment period (Apollo Time), project-based instruction (projects completed

ISTE Guidelines:

1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model Digital-Age Work and Learning 4. Promote and Model Digital Citizenship and Responsibility 5. Engage in Professional Growth and Leadership www.cityeducators.com

ever y 9 weeks), ver tical articulation where 8th grade teachers collaborate with 9th g rade academy teachers, and rigorous and relevant instr uction.

Teachers at Apollo Middle School implement and utilize the ISTE technology standards in order to enhance instructional effectiveness and to enrich the learning experience. (See p. 12) In order to increase eng ag ement and student achievement, Apollo Middle School teachers utilize various forms of technology including CPS Clickers, CPS Interactive Chalk boards, SMART Boards, Projectors, Netbooks/Laptops, Google Apps, I-Pod/MP3s (Audio Books), Gmail, and Wiki Spaces.

the district before the student is allowed to move into phase II or phase III. Teachers in the academy endured a series of extensive training sessions over the summer to ensure successful implementation of the program. Since the inception of the program, student engagement has increased and the quality of the student work has also improved tremendously.

Apollo Middle School also added a new course this Fall to compliment the Digital Academy. Apollo offers Keyboarding for High School credit in order to assist students in increasing their skills in document formatting in preparation for High School. As a result of this new introductory course, every student now has an opportunity to earn at least a halfcredit before entering High School.

Students will utilize laptop computers in the classroom setting to enhance and acquire the skills needed for computer applications, writing, grammar, communication, successful TCAP writing assessment, Cornell note-taking strategies, keyboarding/formatting proficiency, research, math functions, Web-page layout and design, and critical thinking.

Apollo Middle School strategically implemented the distribution of netbooks tot he students. The implementation occurs in three distinct phases.

During the first of three phases, the 8th grade students receive the computers for one hour per day. They received extensive training during this phase. During the second phase, students receive the computers for 5 hours. The computers are signed out during 1st period and returned back to the homeroom teacher during 5th period, just before the end of the day.

Apollo is now in Phase II. During Phase III, students will be allowed to use the device at home.

The system features VCASEL, which creates a share point.

Students can save their assignments in the “My Documents� folder and when the student logs onto the computer at school, it automatically synchronizes and saves the information to the share point. Teachers can access the share point and grade the work and leave comments for the students. Students can then retrieve their graded assignment from the share point. AMS has provided extensive safety measures to reduce the possibility of theft and or loss. Parents must agree to sign a waiver and the MNPS Acceptable Use Policy as outlined by

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City Educators

7 Gifts Under $20

Style

BY MICHAEL THOMPSON

Black & Decker Brew 'n Go Personal Coffeemaker and 15-oz. Travel Mug $19.99 at Target 's Merona速 Women's Cable Cardigan Sweater - Cayenne $15.00 at Target Zinc Alloy @ Symbol Paperweight 3-18" diameter retro styled typographical sy symbol adds a unique touch to any desk. $12.95 at Barnes & Noble Teal Metal Hand Bookends Made by Jonathan Adler exclusively for Barnes & Noble. $12.95

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Community Bulletin

Apollo Middle School Faculty Serving a Thanksgiving Meal at the Nashville Union Rescue Mission

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