Ipods+-+Notre+Dame+-+October+2011

September 26, 2011 Jennifer Smith and Gillian Hallam
 * Starting Up **

**Jennifer's Reflection**
Jennifer's students explored the concept of voice and the power of speech. Below, is a podcast that a group of Jennifer's students created, by first using the iPods to record voice memos and then by uploading the voice memos into Garage Band to edit get creative with their recordings. The finished product is of the students reciting one of Mother Teresa's influential and moving speeches. Click play to listen!

media type="file" key="Mother Teresa.m4a" width="300" height="50"

Here's another famous speech podcast, created by another group of Jennifer's students, using the same process. Before recording and editing the speeches, all the students examined their assigned famous individual presenting speeches, using You Tube. The boys in this group really explored the passion and emotion that their historical figure always spoke with. See if you can guess who spoke the original speech.

media type="file" key="Martin Luther King.m4a" width="300" height="50"

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Earlier in the week, we were solving some concerns - Internet Access/YouTube issues and APPS concerns. Now that we are feeling a bit more confident and have altered our plans a bit, we are ready to start:) =====

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Today, my ELA 10-1 students logged on - looking for articles/sources for a found poem. They seemed engaged, and they were enjoying having the ability to use them in the class. A couple students opted for a different method, but they even, for the most part logged on and checked them out briefly. =====

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Now that we are nearing the end of the project, I have time to reflect. Unfortunately, the pace of the term and little prep time really hindered my plans. Projects I had visualized did not materialize - lack of open Internet access for students, lack of computers, lack of cords, and lack of time to revamp to fit new ideas was a bit disappointing for me. I did not have prep time this term, and by the time I had the technology going, I had passed that point in my curriculum. Using technology in a classroom takes a lot of time for students and teachers. I would have loved to try Edmodo or other, but it may be something I have to develop in the future. =====

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Also, the rubbing off of numbers on the IPods became frustrating from a management positon. If a student laid their IPod down, it easliy became mixed up with others. Also, sharing with other classes became a little frustrating when students put passwords and such on them. This often required students to use IPods that were not their assigned number. =====

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However, some positives did come out of using the IPods. The students loved the dictionary at their fingertips, they loved the apps when they were finished class work, and they loved the ability to research without having to book an entire computer lab. I found the IPods most useful when towards the end of the project, I had them in my room constantly. They could be used more spontaneously this way, and the students benefitted from them. =====

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One of the best outcomes of having the IPods was using them as a gateway to other technology. Having them present made students willing to take risks. I recieved amazing tech projects when I opened the door of possibilities. The IPods may not have been the direct tool, but they set the atmosphere for 21st century learning. I would love to share some of these projects. =====

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Technology will be something I have to build on. Many students needed help even utilizing the IPods. I almost felt like a expert at times - ha ha ha. Students have lots of learning to do. Just becasue they have technology as a constant companion does not mean they know how to use it. Simple tasks such as logging onto the wireless and working with various setting was a challenge for some. Others were frustrated that they could not use their own - much more loaded Ipods instead. =====

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--> In introducing Imperialism to 10-4 SS, students used a map APP and the Internet to look up colonies of countries such as Britain, France, and Spain. They began to transfer some of their findings to a map of their own. The outcome of understanding Imperialism and the extent of its reach was definitely learned. It also engaged students in talking about their family origins. The creen size and tying size was a bit challenging for some students (the hand eye and fine motor skills required was difficult for some). =====

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--> In The Chrysalids, vocabulary is high. Students used the IPods as quick vocab references. They also used it to look up plot summaries and notes on difficult passages. It made it easy to personalize the lesson to each student's needs.=====

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--> One project that I have strated to set up but did not have the time to try out deals with visual literacy. For both SS and ELA, there are museum APPS and such that are great jumping off points for discussion and responses.=====

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--> Also, after doing the flip cam project last year, I feel the IPods have better potential for student voice and video (all students will have the opportubity to respond instead of the few that raise their hands). We just need to get the supporting technology in place - cords and easier access to computer labs that are capatible with the IPods. By the time we recieved the cords, too much time had past.=====


 * Other Comments:**

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--> I also feel that we need as teachers and administrators to learn to trust (in a surpervised manner) our students with more Internet access. I realize also the speed of the network is also likely an issue. YouTube has great potential in the classroom.=====

--> Some free APPS are great, but for the quality and level of curriculum at the high school level, to buy APPS may eventually be wise.

Thank you to Jonas Marchinko for his support and trouble shooting. Also, thank you to my department for always being an excellent group to share ideas with and to learn from.
1. Students are reporting on their experience - (2 - 3 students sharing - recorded on video) attach videos 2. Students have acquired new technology skills that they had not had previously - please see the 21st century list below 3. Students have learned about digital citizenship - please see the digital citizenship list of skills below 4. How has our teaching changed? What practices will you continue? 5. What are some best practices? 6. Listing what I have learned and what were some of the challenges 7. Personal growth as a learner on an online collaborative environment. 8. What are some tips for next time users? 9. What is your legacy piece? How have you left a digital footprint to let other know about your important work with kids? (Video, digital storytelling, celebrations with parents, inviting senior administration, manual, collaborative place for yourself and your students) 10. Sample lessons - share 2 lessons that you taught using the equipment 11. Websites, tools, or apps that you used with your students 12. Other unexpected findings from your project 13. Final thoughts about your project. 14. Would you recommend to use this equipment?
 * How do we know we have been successful? **

=** Netbooks Spring 2012 - Gillian Hallam and Jennifer Smith **=

** 1. Videos on Division Shared (3D Hallam) **
Tyler Woods Jordan Langhorn Jaimie Czuy and Jillisa Thompson

** 2. Student Feedback (Summary): **
for info || Needed a Jump Drive ||
 * **Benefits** || **Drawbacks** ||
 * Internet access || Took too long to connect ||
 * Fun || Slow ||
 * Added variety to class || Too small for hands ||
 * Access to PowerSchool everyday || Typing too hard to do ||
 * Visual learning || Kept hitting mouse pad ||
 * Research || No CD ||
 * Easier than flipping through a binder
 * || Awkwardly small ||
 * || No H Drive ||
 * || Lag time ||
 * || No printer ||

** Preferred Technology: **
Tablets Laptops Ipads Ipods IPhones (Phones with Internet Access) Playbook Anything Accesible and Easy to Use Someting that would Allow Internet, Games, Music, and Word Documents Cloning Devices and Time Machines (ha ha) *Many students like the Smartboard in the class

ACCESS TO INTERNET ALL THE TME!!!!

** Edmodo Comments (Summary): **
__Likes__:
 * could save homework and open it on any other computer
 * can talk with group members for group projects
 * easy and safe teacher/student and student/student communication
 * if you missed a class, you could access what was done
 * creative way to answer questions (would be better on a better computer)
 * saves paper
 * convenient
 * could see everyone else's opinions and questions asked
 * connects students to classmates and teacher in an interesting way

__Dislikes__:
 * could easily answer the same questions on paper within a smaller timeframe
 * not everyone in the class is eager to use it
 * not very versatile
 * easier to just use paper and pen
 * uncomfortable sharing answers with everyone
 * forgetting my password
 * have to go out of my way to access it
 * slow and boring
 * takes longer to get things done
 * it was a hassle

** Social Studies 20-4 **

 * Research Tool
 * Creation Tool
 * Edmodo
 * Extension Tool
 * Assessment Tool (Quizzes and Discussion and Projects)

** English Language Arts 20-1 **

 * Research Tool
 * Resources
 * Creation Tool
 * Edmodo
 * Assessment Tool (Discussions)

** Learning Strategies 15/25/35 and Lunch Time Drop Ins **

 * Research Tool
 * Creation Tool
 * Entertainment

**4. New Technology Skills**

 * Many students were unfamiliar with Edmodo, so it was a new process for many
 * Research skills were enhanced (especially refining searches and summarizing information)
 * Trouble shooting (problem solving skills at work all the time)

**5. Digital Citizenship**

 * Responsibility for own Netbook
 * Proper etiquette on Edmodo (language and inappropraite comments discussions)

**6. What did I Learn?**
__Finding One:__ The difference between my -1 and my -4 class was immense. The -4 class embraced the technology more. They were happy to use the Netbooks as an alternative to some of the more traditional ways of giving me responses. They loved the access to the Internet, and they were always looking terms, events, etc. up. Their sharing on Edmodo was also more in depth. Despite the drawbacks of the Netbooks, which they were not afraid to share, they used the Netbooks effectively. On the other hand, my -1 students were less eager to use the Netbooks. They were more impatient with the drawbacks of the Netbooks. They felt they were too slow to be efficient. Most suggested they preferred less technology (anything their phones could not provide, they felt was not needed). At the start of this project, I thought the responses would be the opposite.

__Finding Two__: I learned a lot about Edmodo. I learned how to initiate discussions, assign activities, assign quizzes, create calendars, etc. I think I will continue to use Edmodo especially in a K&E setting. The benefits for them were unquestionable.

__Finding Three:__ Comfort zones of the students varied. In using Edmodo, I learned to make the posting optional to me only for certain discussions and activities. It is a great way to encourage full partcipation in discussions, but I still needed to be cognisant of each student's comfort level.

__Finding Four__: When tech lessons bomb, move on. Improvisation is definitely a skill set required when integrating technology into the classroom.

__Finding Five__: Making the Netbooks available at all times helped a lot of students. At lunch and during my Learning Strats classes they became a tool that enhanced student learning. This learning was not teacher directed, but the students appreciated the access to the Netbooks.

**7. Best Practices:**
Having options in class makes students more eager to share their ideas and knowledge. The Netbooks were always available, but not always mandatory to use!
 * CHOICE - CHOICE - CHOICE!!!!
 * You need step by step intitial teaching.
 * Make the technology available constantly, so it becomes a normal prescence in the classroom.

**8. Challenges**

 * Time consuming to get Internet Access
 * So many things are blocked - Canadian Myths and Stereotypes??? Yikes! Frustrating for me and the students.
 * Not enough Netbooks for my English class - sharing often leaves a person idle.

**9. Personal Growth in Online Collaboration**

 * Between using Edmodo and creating a webpage, my online presence has dramatically increased in the last few months.
 * I enjoyed using Edmodo, and as it was my first time using it, I learned a lot. I like it because everyone gets voice time.
 * I would like to continue with Edmodo or Wikkispaces in my classroom, but I would also like to get parents onboard.
 * Working with my colleagues at ND has also greatly enhanced my online collaboration skills.
 * Really neat that all classes using Edmodo are linked into one for the students:) Helps everyone collaborate.

**10. Tips**

 * Stick with it!
 * Make it seamless with the going ons of the classroom! Technology should not halt the class, but keep it moving forward. The beginning is bumpy, but it smooths out.

**11. Legacy Piece**

 * Videos of students like/dislikes.
 * Edmodo today and tomorrow.

**Social Studies 20-4:**
On Edmodo before the day of the test: Post a Study Guide to yourself. Perhaps include some information on the following: Nation, Nationalism, Internationalism, Needs, Wants, Maslow, Ecomomic Stability, Peace and Security, Self Determination, Humanitarianism, Red Cross, WB, IMF, NATO, NORAD, WHO, Doctors without Borders, La Francophonie, NAFTA, IWGIA, Arctic Council
 * 20-4.3 //Should internationalism be pursued? //**
 * Open Net / Open Book Tests**

On the day of the test: Allowed access to Edmodo and the Net. Allowed me to test not only their understanding of concepts but their ability to use technology effectively.


 * It made it a more realistic scenario. Straight recall is not always necessary, but the ability to find information is an essential tool in life!


 * 20-4.3a express an interest in current events and world affairs**


 * The Human Condition and World Affairs - Spotlight Assignment**

Now that we have discussed a few international issues in class, each of you need to post on Edmodo your thoughts: 1. What is an issue that you feel strongly merits the attention of the international community? 2. Why do you feel this way? 3. How does the issue impact the international community?(Why is it everyone's problem?) 4. What needs to be done? Why? 5. Invite your classmates to agree, disagree, and/or comment.


 * 20-4.3e explore the motives of nation- and state-involvement in international affairs; e.g., economic stability, self-determination, peace, security and humanitarianism**


 * Edmodo Quick Quiz**

Me to Social 20-4 Nunavut Turned In (13) DUE: May 17, 2012
 * 5 questions**

=**Legacy - Flip Cams and Ipods Continued (just a few examples) **=

** * How do we promote Canadian National Idenity? (SS 20-4 - Unit 4) **
Students used Ipods/Phones to take pictures throughout the school that showed Canadian national Identity. They loved it! Some came back with over forty pictures in just 20 minutes!!!

** * Varying perspectives on Canadian National Identity (SS 20-4 - Unit 4) **
Students interviewed five people in the school. What is Canada? What is the best symbol for Canada? It not only showed students varying perspectives but worked on their communication skills with people outside their class. It was a cool little project that got them out of their seats. The brief interaction brought energy and discussion back into the classroom.

** * Multiple Intelligences **
A group of students chose to flipcam the multiple intelligences in play throughout the school (eg. Gym class for Kinesthetic). They had fun and it put a strong visual to their learning!

** * Creating Community (K&E Program) **
Pictures and videos were used to create a video to celebrate the students of this year. It was our second annual film! The kids love seeing themselves in action!

* Math 10-4
Using Ipods to take pictures of various types of angles and geometric structures around the school.

*General (Learning Strategies-K&E)
Using Ipods for oral responses for assignments. These were handed in this way or transcribed later. Using Ipods for listenting when tests were read onto them-good for oral learners.

=** Thank You **= Thanks Brenda for this opportunity to use technology in the classroom! It is a great opportunity and a way for me to keep learning. I feel students are intertwined with technology, and understanding it myself and being able to use it in the classroom will help engage my students in the classroom! This initiative pushed me out of my comfort zone and I found that

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