tag:blogger.com,1999:blog-15187786827010760132024-02-22T06:14:52.941-08:00digitalsandboxThe Digital Sandbox is designed to provide the reader with information on how to adopt technology into the Common Core by relooking at traditional classroom tools and transitioning into new ways of teaching and learning. The Digital Sandbox explores the future of learning through the recreation of 21st Century learning environments.Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.comBlogger48125tag:blogger.com,1999:blog-1518778682701076013.post-46273705613940080822015-10-31T17:53:00.000-07:002015-10-31T17:53:02.841-07:00Redefining Literacy in the Digital Age<div class="MsoNormal">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">To help students gain an edge on
employability, schools will need to model, design, and simulate co-creative
learning environments. These are the participatory learning environments that
promote web-found knowledge that use information as a source for the expansion
of knowledge. These are the new spaces of web found knowledge where digital
media is remixed into text and visual compilations. These are also the virtual
spaces that students need to efficiently navigate with skill sets that are
appropriate to the environment. <o:p></o:p></span></div>
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<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">To fulfill a deep learning experience
students need skill sets to access information, know the media literacy
language of the environment, apply ethics, and understand the knowledge
competencies to navigate virtual spaces. To avoid a dysfunctional disconnect
between educators and students, the education community must correct the
current asymmetry in the classroom around media literacy. Moreover, cultural
modes of communication are changing outside classroom walls, and to adequately
prepare students to engage in meaningful dialogue across multiple media
platforms, educators must become transliterate. <o:p></o:p></span></div>
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<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Transliteracy teaching is a way to
support students in becoming critical consumers and conversers in a digital
environment. "While multimedia experiences are becoming more important,
classical, text-based instruction is still essential. Communication and
coordination still occurs in written words, and a rich vocabulary and textual
literacy hasn’t become obsolete. Indeed, as society navigates its way among
these new modes of communication, it will need to draw on the insights of
communication modes that have matured through centuries of use. If textual
literacy isn’t fostered outside the classroom that’s simply more reason it
should be given attention in the classroom. Educators must still realize,
however, that students are not coming in with the textually literate foundation
they once may have had."<o:p></o:p></span></div>
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<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">These productions are created by
individuals using open source software tools assisting them in media creation
-- media reproduced in visual forms supported by text and sound. These are the
collaborators who share knowledge through networks of individuals who believe
ideas do not belong to one individual. These are the creators of curated
knowledge who believe knowledge belongs to us as a culture. These are the
innovators of a learning culture educators must embrace; a culture whose ideas
are founded on digital media compilations shared on an open network for
everyone to use.<o:p></o:p></span></div>
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<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Defining digital literacy is about
understanding how to access information, and use digital tools to create new
forms of media. The three domains of digital literacy include using digital tools to access information, use of digital media tools to create
digital content, and the skills needed to produce multimedia compilations into consumable content. Digital literacy in this context requires
three levels of skill development. The first domain is knowing how, when, and
where to locate useful information on the Internet. The second domain is the
development of understanding the use of digital tools as these tools are
applied in the creation of content. The third domain of digital media literacy
is in producing and sharing digital compilations into a medium for knowledge
consumption. These mediums for knowledge consumption can take the form of an eBooks, online open source
learning resources, or can be produced in a web based format.</span><o:p> </o:p><br />
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<!--StartFragment-->
<!--EndFragment-->Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com2tag:blogger.com,1999:blog-1518778682701076013.post-33360929838644502062015-10-14T20:20:00.000-07:002015-10-14T20:20:25.580-07:00A Culture for Change and Instructional Improvement<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn8uNVQP0uKAFcGeK8JuQyS74IatlZ6SIffY9J73aWCUusoYToqnQ6LmEjrb5XXQMHe0xo-gKMoyHzsUfu_F2lPQ8_5VTwuDASTt0Tu42YKA7mo4tQ7so16U_ucJZQR0DMBq3hdLvl3dNl/s1600/make-a-difference-by-john-f-kennedy.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn8uNVQP0uKAFcGeK8JuQyS74IatlZ6SIffY9J73aWCUusoYToqnQ6LmEjrb5XXQMHe0xo-gKMoyHzsUfu_F2lPQ8_5VTwuDASTt0Tu42YKA7mo4tQ7so16U_ucJZQR0DMBq3hdLvl3dNl/s200/make-a-difference-by-john-f-kennedy.jpg" title="" width="200" /></a>The goal of every school must be to create and maintain a true culture for growth and instructional improvement. A culture of growth and instructional improvement has its foundations in a "culture for change." A definition for a culture of change permeates within an environment where individuals throughout the system contribute to a plan designed to improve student learning. The plan is flexible and has room to evolve, as determined by student needs. In order to meet the challenge of a culture for change, the teachers, administration and support staff must adapt decisions and behaviors with one question in mind: What will best fit the needs of students? This takes a commitment to all areas of school improvement, ranging from professional development and curriculum to discipline and agreed-upon values. It, most importantly, requires a plan, as well as a leader willing to take the first step towards developing a culture for change. People will be involved in the school’s progress at different levels and in different ways, but everyone will contribute to the process. A culture of changes will come to the school as learning goals are met by individuals, groups and by the system as whole. </div>
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The plan, however, is useless unless all staff members believe it is important to support and to contribute to the changing culture. A true culture for change allows its stakeholders to contribute to the process, as well as to the school’s vision. Essentially, the teachers “own” the culture of change, and therefore make a commitment to its every-changing improvement. The principal must make a conscience effort to foster this environment of ownership, pride and unity. In any school across America, one would find a staff comprised of individuals with different beliefs, values, education levels and talents. The individual teachers have developed their own classroom and teaching philosophies, whether on their own or through the help of another educator or mentor. In a culture where growth is continuous , the teachers support and compliment one another’s efforts –despite their diverse personal and professional philosophies. They overcome their differences through trust and communication, as well as through their unified commitment to their students. Throughout the school year, the teachers, together, will tackle common – and uncommon – student and curriculum issues.<br />
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When situations or outcomes require changes, the staff – as well as their plan – must be flexible. Schools, and their staff members, must be willing to be progressive and anticipate needed changes. A culture of change is proactive in every aspect of school life, especially curriculum. A learning school strives to never be reactive and very much favors a site-based management plan.<br />
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For example, when we look at future growth models for education, what we want to obtain is the ability to stretch the learning curve every time the teacher sets foot into the classroom. In order to accomplish this task we must bring the fundamentals of professional pedagogy to the forefront of how instructional interaction supports leaning. To accomplish this task, teachers must know with crystal clarity, the effects they have on student learning through questioning, checking for student understanding, providing meaningful feedback and designing high engaging lessons; and definitely knowing and understanding the principles of constructivism through the Zone of Proximal Development.<br />
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The key to a successful learning experience is not at the standalone knowledge level which in many cases classrooms of today formulate through mastery of concepts and to a lesser degree on the idea of scaffolding for reasoning. To ensure that students are prepared for the 21st Century we must continue to revisit these practices and grow with experience. The professionalism is in the language, and in the language we define practice and in practice we experience tipping points of growth in pedagogy. The science is clear.<br />
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Nothing within these definitions of instructional practices should be mandated or insisted upon by a school or district through the art of standardization. Regulating schools under the art of standardization is a way to control how individuals behave, think, and act indirectly by standardizing the work they do. Those who practice the art of standardization rely on their ability to be direct supervisors, although in many schools this methodology is found to be a less effective way to educate students. This type of methodology has its basis from the old school of Fredric Taylor. If one applies Taylor's management theories, decisions about school effectiveness are based on standardizing all teaching, learning, curriculum, assessment, and management.<br />
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The art of standardization, or the "assembly line" approach, encourages the development of instructional expectations with measurable outcomes that are identified and tightly aligned to a set curriculum and to specific methods of teaching. Once instructional delivery systems are in place, teachers are closely supervised to ensure that the mandated curriculum and methods of teaching are being implemented. Students are tested to ensure that the approved outcomes are achieved. However, the "assembly line" theory works clumsily at best.<br />
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What we do know about the culture of instructional improvement is that there must be a focus on how to develop the teaching skills required to help all students meet more rigorous standards and master the curriculum. Unless school districts focus on instructional improvement student achievement is unlikely to improve more than marginally. To accomplish this task there must be a common professional language developed within each school that fosters a clear understanding of pedagogical practices that are understood by all practitioners.<br />
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Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com1tag:blogger.com,1999:blog-1518778682701076013.post-2305093947408016352015-09-10T10:26:00.001-07:002015-09-10T10:26:31.593-07:00Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com2tag:blogger.com,1999:blog-1518778682701076013.post-53121828264821926332014-05-05T19:44:00.000-07:002014-05-05T19:54:42.302-07:00Goal Setting: Investing in Human Intellectual Capital<div style="text-align: justify;">
<span style="font-family: Times, "Times New Roman", serif; font-size: x-small;">Much can be said about why goals are important. A goal can be directly associated with a growth mindset. A growth mindset is constructed around the idea of aspiration for accomplishment. That is why individually and collectively we have to understand the difference between a fixed mindset and a growth mindset. Carol Dweck states that "Understanding the difference between a fixed mindset and a growth mindset is a key element in developing a culture of success."<span style="font-size: xx-small;">1</span> This means that individuals or organizations who do not have clearly articulated goals in front of them may limit their expectancy of achievement. It also means that goal setting is a collaborative function that builds capacity for developing a growth mindset. What may have been the missing link to the school improvement process for the past 20 years is that goal statements lacked capacity building. That is, most organizations do not have a common set of shared goals. </span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: x-small;">Those of us who have been involved in long range planning and design have emphasized the importance of goals as a process of organizational and individual improvement. Yet very few schools experience continuous sustained growth over the course of multiple years. The speculative reasons many long range improvement plans do not witness sustained levels of growth over time is complex and can be associated with numerous variables. These variables may include change of leadership, frequent changes in district, state, and federal policies coupled with lack of focus to goals through relative feedback. But what might be the most evident cause for lack of sustained growth in school improvement may be as simple providing reflective feedback. These ideas of reflective feedback are supported by Hatch, 2009; Newmann, King, & Youngs, 2000 as they define capacity more specifically as the “collective competency” or “investment” necessary for a school to improve in a meaningful way. </span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: x-small;">Investment may mean that schools who are wanting to sustain growth over a period of time will need to invest in reflective feedback. Reflective feedback could in fact be the sustaining factor in developing human intellectual capital as the primary resource in meeting long and short term goals. Michael Fullan calls this process of reflective feedback on goal accomplishments intellectual accountability. </span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: x-small;">Michael Fullan states that “intelligent accountability ...involves a set of policies and practices that actually increases individual, and especially collective, capacity to the transparent point that shared responsibility carries most of the freight of effective accountability; that makes internal and external accountability almost seamless; and that leaves external accountability to do its remaining, more-manageable task of necessary intervention”2 Everyone talks about accountability and everyone assumes that accountability measures are carried out intelligently. But this is not always so. Fullan's ideas on achieving intelligent accountability requires putting more emphasis on reflective positive feedback rather than judgments investing in strengthening the abilities of all involved to carry goals that are directly related to school improvement. </span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: x-small;">To achieve intellectual accountability requires capacity building through leadership at the commencement of the school improvement process. Intellectual accountability can be developed once trust has been established between all stake holders. Once trust has been established between stakeholders is when growth mindsets will flourish by leadership refraining from making judgments on individuals. Growth mindsets for intellectual accountability ensures the transparency of data on the measures being carried out, on goal accomplishments, and intervening through corrective feedback where necessary.</span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: x-small;">Much can be said about the development of intellectual accountability through a growth mindset process. Too many times when data is being used to reflect school goal accomplishments, judgments are being made on an individuals ability in fulfilling their responsibilities. Rarely do you see a strategic plan that focuses on investing in people meeting goals through peer responsibility. Embracing transparent data through intellectual accountability is a matter of internal accountability that relies on reflection of both practice and results. Below is a six item list of Fullan’s thinking about intelligent accountability.</span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: x-small;">It relies on incentives more than on punishment.</span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: x-small;">It invests in capacity building so that people are able to meet the goals.</span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: x-small;">It invests in collective (peer) responsibility -- what is called “internal accountability.”</span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: x-small;">It intervenes initially in a nonjudgmental manner.</span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: x-small;">It embraces transparent data about practice and results.</span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: x-small;">It intervenes more decisively along the way when required.</span><span style="font-size: x-small;"></span></div>
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<span style="font-size: x-small;"><span style="font-family: Times, "Times New Roman", serif;">In conclusion, what may have been the missing link to sustaining growth in public education is the lack of capacity building in individual goal achievement. That is, most school developed strategic plans do not have a common set of shared goals. It is well known among collaborative planners that people are more willing to commit to goals they have helped establish. Additionally, they are more likely to stay committed to those goals if they receive timely and accurate feedback for their participation. The goals themselves are not reinforcing. Instead, motivation to achieve goals stems from learning what needs to be accomplished and developing specific strategies that give direction to future accomplishments. </span></span><span style="font-size: x-small;"></span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: xx-small;">(1) Carol Dweck, Mindset: The New Psychology of Success (Broadway New York, Ballantine Books,2011)</span></div>
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<span style="font-family: Times, "Times New Roman", serif; font-size: xx-small;">(2) M. Fullan, All Systems Go (Thousand Oaks, CA.: Corwin Press; and Ontario Principals Council,2010).</span></div>
</span>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-22209591920244515272013-08-31T07:01:00.001-07:002013-08-31T07:07:45.195-07:00IT Student Support Team Plays an Important Role in 1:1<div class="MsoNormal" style="text-align: justify;">
<span style="color: #48382d; font-family: Helvetica, sans-serif;"><span style="line-height: 18px;">Dodge City Middle School will go to a 1:1 initiative starting in January. This 1:1 initiative changes the way students receive assignments, access information, create material for their classes. To help us get off to a good start our school established a student help desk made up of 10 eighth grade students who provide IT support for both students and teachers. The help desk is staffed for every period to respond to online work order request and student walk-ins. </span></span></div>
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<span style="color: #48382d; font-family: Helvetica, sans-serif;"><span style="line-height: 18px;">Mike King the school principal organized the IT Student Support Team. The IT Student Support Team is trained every other Tuesday by technology consultants Mr. Tom Barnes and Mrs. Gina Tyler on how to address student iPad issues. The IT Student help desk is located in the library and is overseen by Mrs. Schaffer the school's library media specialist. Training started in September and occurs every other Tuesday starting at 7:30 A.M and runs through advisory.</span></span></div>
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<span style="color: #48382d; font-family: Helvetica, sans-serif;"><span style="line-height: 18px;">Responsibilities for the IT Student Support Team will be to troubleshoot problems, answer questions and refer more complicated problems to the district's IT Department through teachers. Additionally the student support team will develop a website that mirrors instructional technology applications for both students and teachers. The website will serve as a resource for our school, and that is accessed by students, parents and teachers. Plans for the website includes, help desk work orders, online questions generated by students and teachers, instructional videos explaining different applications that blend well with digital learning. </span></span><br />
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<span style="color: #48382d; font-family: Helvetica, sans-serif;"><span style="line-height: 18px;">Assignments for the construction of the website are sent by out by g-mail/work order form and Mrs. Herndon the 8th Grade connect teacher makes the assignments. Students receive their assignments, save their work in draft form for approval before posting digital content to the website. Students selected for the IT Student Support Team are required to sign a student pledge that holds them to high behavioral ethics and academic standards.</span></span></div>
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<span style="color: #48382d; font-family: Helvetica, sans-serif;"><span style="line-height: 18px;">To get teachers prepared to use the devices in class, the district has established an every other Tuesday training session through Southwest Plains Regional Service Center. This plan allows our teacher teams to experience first a instructional app and then use the technology that supports explicit instruction. The district distributed to teachers iPads one year prior to using them in the classroom accompanied by every other Tuesday one hour in-services. Additional in-services are offered after school for power users to learn how to create digital content through the use of iTunes U, and iBooks through iAuthor. Teachers also learn how to develop video productions and podcast using both garage band and iMovie. </span></span></div>
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<span style="color: #48382d; font-family: Helvetica, sans-serif;"><span style="line-height: 18px;">To protect the schools iPad investments our school requires parents to attend a Digital Parent Night to sign a "user agreement form, that states that students will abide by district policy while the iPads, are in their possession.</span></span></div>
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Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-35075978122262496412013-07-02T21:42:00.001-07:002013-07-03T07:56:46.857-07:00Infusing 21st Century Skills Into Authentic Learning <div class="MsoNormal" style="margin-left: 0in; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;">Due to the advancement of new technologies 21st Century educators will soon be exploring ways to personalize education that promote student center learning formats. These new personal learning environments are not necessarily about the incorporation of technology into a daily lesson but more about teaching students how to collaborate, aggregate and create content into repositories of knowledge. To integrate technology means that teachers must have a deep understanding on how accessing information and creating content is inclusive with digital tools.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGTD6XIcDKsaLsvFJjmayPIv1bYF8VunDKabuUs6dnICQ_XgY0_jKIZp6Fxly1oGyyfZ9k6pRPqAj721lJ0Zqjz28sneOeAFtBO3palJeisX3MWqeLZArlUc5sG9nMBS-0ngA7C-ognO7e/s593/2932235.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGTD6XIcDKsaLsvFJjmayPIv1bYF8VunDKabuUs6dnICQ_XgY0_jKIZp6Fxly1oGyyfZ9k6pRPqAj721lJ0Zqjz28sneOeAFtBO3palJeisX3MWqeLZArlUc5sG9nMBS-0ngA7C-ognO7e/s320/2932235.gif" width="320" /></a><span style="font-family: Arial, Helvetica, sans-serif;">This leads us to the essential question, "How well do you have to understand the technology to use it in your classroom?" To answer the question, it is not about understanding how to use a computer, it is about understanding how to access information, and use digital tools to create new forms of digital content. As educators, we desire to personalize education for a new generation in a global world - teaching students 21st century skills to empower them in their learning is the paramount task for great educators.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">A misconception of 21st Century skills is the incorporation of technology into learning, but 21st Century skills is much more than just technology. 21st Century skills is about learning material in a new manner that incorporates collaboration, creativity, innovation in creating new knowledge and understanding of material. The incorporation of technology is an important piece of this learning, but is much more than a stand-alone issue. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">To successfully transition to a 1:1 iPad or any 1:1 technology program, a school district must take into account several items: hardware, network, training, applications, functions, support, and professional development planning over time. But most importantly can teachers become designers of learning. Will they be able to facilitate the learning process in order for students to create content through deep learning experiences. This in essence becomes the shift in instructional thinking as teachers begin to recognize that they are no longer the holders of content but the designers of learning. The digital tools then become the constructive elements of content by the students as teachers become designers and facilitators of the learning process.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Teachers who are designers of learning realign their teaching strategies that are constructed on the use of multiple disciplines as they apply specific design features for a unit. These are the design features that focus on framing multiple standards to the rigor and relevance of complex task. They are teachers who can create lessons and units of study into a workable model. They have the acquired skill sets on how to specify the elements of rigor and secondly apply learning relevance that hover around the central theme of a unit or an essential question. They know how to construct these units as a mainframe of each daily lesson as it relates to the context for developing real world authentic task.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">It should be noted that the skill sets to specifying elements of rigor provide higher levels of understanding and specifying elements of relevance provides evidence of real life applications. Teachers who think of the end product of a lesson as an element of learning design are in the quest for an authentic task. They understand that the world of work provides many contexts for authentic tasks. Their goal in lesson design is to require students to solve a real-world problems. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://creativeeducator.tech4learning.com/v01/articles/Writing_a_Great_Authentic_Task" target="_blank">According to Melinda Kolk</a>, "The creation of an authentic task is a bridge between the content learned in the classroom and why this knowledge is important in the world outside of it. The authentic, or real-world, nature of the task frames student work in a relevant and interesting way. Much of what we ask students to complete in the classroom is contrived. Life in the real world doesn't usually ask you to choose from provided options A, B, C, or D. An authentic task can help teachers make classroom work relevant to students by asking them to make these real-world decisions." To accomplish this task teachers must become the designers of learning as they facilitate the digital tools that allow students to create their own deep learning experiences.</span><br />
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Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-65474405945394851082013-06-28T08:38:00.001-07:002013-06-28T08:38:51.983-07:00Augmented Reality - ePubGeneration<span style="background-color: white; color: #48382d; font-family: Helvetica, Arial, sans-serif; font-size: 12px; line-height: 20px; text-align: justify;">Through innovative programming, Aurasma has developed a user interface constructed around “auras,” which are object “markers” used to trigger digital content like the Mark Twain image posted on this page. Developers of "auras" can use various multimedia information sources like videos, images or sound files to render content to mobile devices in and around a school campus . Augmented reality applications for mobile devices like Aurasma are destined to provide new avenues for ways to share digital content in these new learning environments. </span><a href="http://epubgeneration.weebly.com/augmented-reality.html#.Uc2trYhJR2g.blogger">Augmented Reality - ePubGeneration</a>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-18425330990562712772013-06-19T18:04:00.000-07:002013-06-19T18:42:54.129-07:00Professional Development; A Key To Transparency<div class="separator" style="clear: both; text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGIln8zPjC8S1F38Mo5nKH6MjCHBqsAWS92kYc4YwVF2P5NRr1pIbMXBtFBO1EVFW_9dIh-9WvzgCrRdHlamuf-2z3xlT2ITPx8o0AO0OZmN4Ra3auTXEd9CxUEKc4PfxXmbrdcaw3LvEQ/s1600/6-19-2013+8-25-47+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><br /></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGIln8zPjC8S1F38Mo5nKH6MjCHBqsAWS92kYc4YwVF2P5NRr1pIbMXBtFBO1EVFW_9dIh-9WvzgCrRdHlamuf-2z3xlT2ITPx8o0AO0OZmN4Ra3auTXEd9CxUEKc4PfxXmbrdcaw3LvEQ/s1600/6-19-2013+8-25-47+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="158" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGIln8zPjC8S1F38Mo5nKH6MjCHBqsAWS92kYc4YwVF2P5NRr1pIbMXBtFBO1EVFW_9dIh-9WvzgCrRdHlamuf-2z3xlT2ITPx8o0AO0OZmN4Ra3auTXEd9CxUEKc4PfxXmbrdcaw3LvEQ/s1600/6-19-2013+8-25-47+PM.png" width="320" /></a><span style="font-family: inherit;">The greatest challenge for me as a school principal is to develop a cohesive staff in which each teacher performs optimally in his or her assigned role while supporting others in theirs. It has been my experience that mutual trust, shared vision, good internal communication, being non-judgmental, and adherence to goals are the keys to transparency. Over the years our teachers had to learn how to manage change, by embracing the challenges of Common Core standards, student centered learning, new assessments and teaching digitally, while focusing on improved instructional strategies designed to enhance student literacy. In all cases, professional development has been the proven way for our school to increase individual readiness levels for managing these changes as we viewed these changes as opportunities to improve student learning. </span><br />
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<span style="font-family: inherit;">I believe that the transparency to professional development is in the vision. To be transparent a vision-based professional development for us includes three key components (1) Collaborative Leadership Through Non-Judgmental Idea Sharing , (2) Making a Commitment and Avoiding Pitfalls, and (3) Providing Feedback on Results. I believe that our professional development practices have been successful at the site level due to these three key components. But most of all we first had to establish our vision of what we wanted to accomplish in terms of student success. </span><br />
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<span style="font-family: inherit;">As a school we define vision based professional development as not being about individual perceptions of the future but about an improved future for everyone involved. We had to consider that our professional development plan would undergo some roadblocks and established these obstacles as obtainable to a cause of action. We knew that our new vision had to introduce a change into action as it relates to a shift in practices. These are the recognizable changes that are occurring today in our school as technology continues to advance by changing our learning culture.</span><br />
<span style="font-family: inherit;"></span><br />
<span style="font-family: inherit;"><strong><span style="color: #073763;">Collaborative Leadership Through Non-Judgmental Idea Sharing</span></strong> <br />Non-judgmental idea sharing and collaboration is formulated through consensus of our talking points. At the end of each year we determine our talking points. Talking points are about what we failed to accomplish due to the lack of focus. These talking points give us a reference to setting our long term goals and are formulated from a vision statement. Each year our vision statement changes and long term goals are created to form a strategic plan that includes specific short-term goals. This year's vision statement is "Opening new worlds for personalized and purposeful learning." Our strategic plan includes clear descriptions and directions for integration and implementation of all goals at all levels. This approach provides us with avenues to change in a gradual and organized fashion. </span><br />
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<span style="font-family: inherit;">As a school we have found that professional development has to involve teams of stakeholders working together. Working in teams allows the workload to be shared and enhances the quality of the work produced, since the participants can share perspectives and work cooperatively to find solutions. We have several layers of professional development teams led by teachers. Each team has a specific goal to meet that is aligned to our building goals. These teams are specified by purpose and include; the Building literacy team, the 21st Century Learning team, and the student advocacy team.</span><br />
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<span style="font-family: inherit;"><strong><span style="color: #073763;">The Building Literacy Team</span></strong><br />The Building Literacy team chose writing as our targeted literacy skill. The committee identified 7 components or sub-skills for all students to master in ALL content areas. The sub-skills were rank ordered. Each month the team chooses a different strategy or technique that is taught to ALL students in ALL contents. The team’s primary resource for improving instruction is “Teach Like a Champion.” Once a literacy skill is chosen each staff member is trained by a teacher expert within our building. We believe that if we focus on the adults who teach our students and we all do it the same way, we will see great results in student learning. And because we now have the power of a strong culture, we are asking teachers to participate 100% at their level of understanding, realizing that other teachers will offer support within teams and trainings. It’s all about the accountability. Teachers are given many opportunities to share out in teams and that information is then brought to the Literacy Planning Committee. </span><br />
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<span style="color: #073763; font-family: inherit;"><strong>21st Century Learning Team</strong></span><br />
<span style="font-family: inherit;">The 21st Century Learning team has invested time in exposing teachers and students to mobile learning devices. They also have defined the kinds of things that students will be doing with technology. Next year the team will invest time in developing online learning courses. These learning courses will span the horizon by experimenting and designing course work using various digital resources. These resources will integrate e-books, iTunes U, with Google Course Creator using various forms of Google apps. The idea is to create multiple forms of mobile learning opportunities as we venture forward in creating and sharing digital content. </span><br />
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<strong>Student Advocacy</strong></span> <br />
The Student Advocacy team provides knowledge resources for student centered learning that focuses on the development of student led conferencing and portfolio development. To address student advocacy the team is developing ways to help students set up their own personal learning environments. Some future ideas include instructional tools that will help students to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. Curriculum for student advisory time will also be developed for all three grade levels that support digital literacy. These digital literacy skills for the 2013 - 2014 school year will include topics on Skills for the Digital Age. Themes for the month will support critical thinking skills, communications, collaboration and digital citizenship. <br />
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<strong><span style="color: #0c343d;">Making A Commitment And Avoiding Pitfalls</span></strong><br />
These are incremental changes in the learning culture that is not about how students learn, or about the pencils, papers, and textbooks. It is about how people are working. People today work with laptops and word processing tools. It is not so much about going to the library or reading a textbook. It is about the workspaces; the work spaces that are changing as it becomes possible on media devices to research, not at the school library. It is how students can research the riches of the world as they're stored on the web. This is about the new libraries of consumable text. It is about the new workspaces that have created the possibility of sharing knowledge infinitely. <br />
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To avoid pitfalls we have viewed change both on an individual and an organizational level. This means that together we have sought to improve the skills and abilities of all of our staff. Since the teachers are the ones chiefly responsible for implementing the change, our professional development specifically addresses their needs and concerns. One factor I have realized as a building principal is that teachers are reluctant to adopt new ideas or practices if they doubt their abilities to make them work. Change requires the willingness to risk failure, and that can cause anxiety. As a principal I have also recognized that successful professional development seeks to improve the climate of the school. As a faculty we have placed ourselves in a growth mindset and have recognized that policies and practices can stand in the way of meaningful change, as can a debilitating school climate. <br />
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<strong><span style="color: #0c343d;">Providing Feedback On Results</span></strong><br />
We have also recognized that our professional development will not be successful unless we provide feedback. This feedback is then used to guide revisions or to showcase improvements. Successful professional development programs provide support systems for those involved in the process of implementation. In addition, professional development can serve as a support mechanism for both motivating those whose desire to improve and at the same time strengthen the opportunity for personalized learning. To continually check our professional development results we have developed multiple surveys using Google forms. Google forms are an easy way to collect data to measure both desired input and ideas for continual improvement. It is our plans in the near future to establish resource sites like Edmodo, Facebook, and Twitter where digital information can be stored shared and curated among teachers to enhance professional learning opportunities. <br />
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"If professional development programs are to continue in our public educational system, then professional development practices must undergo a change-a change that would meet the needs of the individual practitioner as well as those of the school as a whole. No professional development program could ever be deemed successful unless the plan itself addresses the needs of the students and stipulates how their learning will improve." Michael D. King<br />
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</span><br />Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-34867968288899626492013-02-02T18:46:00.001-08:002013-02-02T18:53:38.575-08:00My Ten Golden Rules; as an instructional leader"<div align="justify" class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjW1gnty-TBu9hD-8OCLW5PHX8ioIG2Fv9itSpWFldLOQ96DAMH-8SbR52gWiK1G-B3Pj0SH-Id_hkoKGQvXmIhBTe7V-NkIOuV5kouPgt5-NUfwtDrIlm_59QaSHA3qkJEaMZlGxORMJGq/s1600/photo.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjW1gnty-TBu9hD-8OCLW5PHX8ioIG2Fv9itSpWFldLOQ96DAMH-8SbR52gWiK1G-B3Pj0SH-Id_hkoKGQvXmIhBTe7V-NkIOuV5kouPgt5-NUfwtDrIlm_59QaSHA3qkJEaMZlGxORMJGq/s200/photo.JPG" width="180" /></a></div>
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<span style="font-family: inherit;">Over the past few days I have been working on a presentation about success. During this time I reflected on what my golden rules have been as a principal. I asked myself, "What rules did I follow as I provided leadership within the schools where I have worked?" What were the consistent elements of my decision making when working with people within the change process?" "What did I require of others when working on school improvement projects that subject the school to change?" Below is what I believe to be </span><br />
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<span style="font-family: inherit;"></span><br />
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<span style="font-family: inherit;">"My Ten Golden Rules" as an instructional leader. </span><br />
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<li><span style="font-family: inherit;">do not break the rules, recognize what you have control over and what you do not have control over,</span></li>
<span style="font-family: inherit;">
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<li><span style="font-family: inherit;">be resourceful and look for doors of opportunity, </span></li>
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<li><span style="font-family: inherit;">think outside the box and make adjustments to fit the situation,</span></li>
<span style="font-family: inherit;">
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<li><span style="font-family: inherit;">involve teachers in the decision making process allowing them to construct universally what can be accomplished by the majority,</span></li>
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<li><span style="font-family: inherit;">established strong communications and protocol prior to each initiative, </span></li>
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<li><span style="font-family: inherit;">keep it simple, </span></li>
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<li><span style="font-family: inherit;">prioritize and establishes one initiative at a time,</span></li>
<span style="font-family: inherit;">
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<li><span style="font-family: inherit;">never be judgmental and approach every situation with the idea of support,</span></li>
<span style="font-family: inherit;">
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<li><span style="font-family: inherit;">always operate with an open agenda, never work behind the scenes to push a personal agenda,</span></li>
<span style="font-family: inherit;">
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<li><span style="font-family: inherit;">and always keep the welfare of every student at the forethought of every decision.</span> </li>
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Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-83460641437915289122012-07-04T09:41:00.001-07:002012-07-04T09:41:46.864-07:00Live Poll - ePubGeneration<a href="http://epubgeneration.weebly.com/live-poll.html#.T_RyOhDUvkU.blogger">Live Poll - ePubGeneration</a>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-90576977158257434092012-07-01T21:10:00.000-07:002012-07-01T21:23:11.681-07:00What is Digital Media Literacy and Why is it Important in Education?<script src="https://d39v39m55yawr.cloudfront.net/assets/clr.js" type="text/javascript">
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<a href="http://urtak.is/MMlkAt" target="_blank">Take A Live Poll on Social Media in the Classroom</a>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-74097133749196925952012-06-27T11:00:00.004-07:002012-06-29T10:38:12.318-07:00Connected Classroom<br />
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The connected classroom provides
avenues for teachers to become facilitators of learning and move away from the
sage on a stage approach to teaching. The foundational concepts of instructors
guiding students or facilitating their progress are based on the idea that the
instructor is no longer at the center of the interaction and application of
knowledge. The instructor remains available to students as a facilitator of
resources. The connected classroom teacher is a resource to the students by frequently
checking student understanding for their
assigned learning. The teacher, when
necessary provides guidance to students in how to process information for a
unit of study. The facilitators role in a connected classroom changes
dramatically in that the teacher becomes a source to students in how to better
use technology resources, access information and how to apply these resources to
authentic task. </div>
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The connected classroom is a
melting pot of knowledge where project based and problem based learning
thrives. These are classrooms where high levels of engagement occur as students
work cooperatively to access information, create new ideas, build artifacts
from their experiences and formulate models through predicated learning. The
connected classroom cannot be defined within the traditional classroom setting
as it must simulate the workforce of tomorrow. Tony Wagner provides a
definition of the how corporations have changed dramatically in the new world
of work through a quoted section by Karen Bruett. Bruett states, "The way
work is organized now is lots of networks of cross-functional teams that work
together on specific projects."<sup>1</sup> Work is no longer defined by a workers
specific skill set, it is defined by the task the team has been given. In summation, these are the workforces that
thrive on co-creative environments. Workforces that thrive on meeting goals
through creative problem solving. For students to gain an edge on employability
schools will need to model, design and simulate co-creative learning
environments. These are the learning environments that promote web found
knowledge that use information as a source to skill development. These are the
future networks in creating the classrooms without walls, were students
participate in a universal learning experience, utilizing mobile tools to
continually access and create multidimensional patterns of explanations of the
world around them. Don Tapscott in his book Wikinomics states, "Work has become more cognitively
complex, more team-based and collaborative, more dependent on social skills,
more timed pressured, more reliant on technological competence, more mobile and
less dependent on geography."<sup>2 </sup>It is with these ideas that co-creating
may become one of the most powerful engines of change and innovations that the
education world will now have to explore. </div>
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These are the learning
environments of the flipped classroom. The co-creative environments that has given
birth to the millennial learner. A generation equipped with the mobile tools
structured in the provision to create, and
share information across multiple platforms designed for a world of co-creating.
This is the world that educators should capture. These are the classrooms where students are
allowed to tap into a knowledge pool of similar interest, a reservoir of
creativity that may emerge through an enthusiastic wealth of talent producing
warehouses of digital content. The digital content that is shared with those
who have similar learning interest, through the creation of digital textbooks,
wikis, or blogs. It will not be an easy change and many tough challenges lie
ahead to offset the standardized models of the existing rigors of traditional
education. </div>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-49065167105047625712012-06-23T07:56:00.001-07:002012-06-23T07:56:59.781-07:00How Students Learn<div>
<span style="background-color: white;">To be a student centered school educators must first know and understand how our students learn. Educators must be aware of where students come from and the learning tools they are most familiar with. Educators must also have an understanding on how to motivate students to learn and what challenges they will face when entering the work force of tomorrow. Research has shown that too many students are disengaged and alienated from school, seeing little or no purpose for their education. Business leaders say there is a widening gap between the skills of the workforce and the needs of businesses seeking competitive advantage. Additionally, technology and the networked era threaten to further stretch the already-wide equity gap in education unless there is decisive intervention and a strong public agenda. </span></div>
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In 2001, Marc Prensky began to bring ideas to the forefront about a new generation of students. In a landmark article entitled "On the Horizon" Prensky popularized the terms “digital native" and "digital immigrant". What he portrayed in these terms was the idea that there is a gap between generations as they experience and learn from the evolution of technology. What can also be suggested from these terms is that technology may be creating an ever widening gap between each generation. </div>
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For those who are in the business of education, becoming aware of these gaps may be the starting point. A starting point that immerses the educator in the learning tools of the millennial student. In other words, bridging the gap may mean to learn as our students learn. To say the least, If we are to be missionaries of learning then we must get among the natives. Learn as the natives learn means building your campfires with the tools the natives use. Visit the watering holes where collaboration is ongoing. Hangout in the caves of posted hieroglyphs of creative thought. Nothing about what we say is primordial as the natives become restless they show us a new way to become engaged. </div>
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<br /></div>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-78513545328205593232012-06-21T20:25:00.000-07:002012-06-22T01:35:39.803-07:00Information Harvesting<br />
<b>The Backchannel and Information Resourcing </b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjDEpF0PH7ncdUXR1NA2pXoOzN3iWL_rOwFx8tel0vdbe2ylUfB5bJi6Ntl1jc089mT1qBneLkIjn_6e-3xTurEuG0dz4kM_RZoRt3UULQ0w2GKxqrCYh05f9vjEzjSd1k1mTDoq8gsLCA/s1600/Slide1.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="282" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjDEpF0PH7ncdUXR1NA2pXoOzN3iWL_rOwFx8tel0vdbe2ylUfB5bJi6Ntl1jc089mT1qBneLkIjn_6e-3xTurEuG0dz4kM_RZoRt3UULQ0w2GKxqrCYh05f9vjEzjSd1k1mTDoq8gsLCA/s320/Slide1.JPG" width="320" /></a></div>
In the traditional classroom setting, backchannels are simply a way to provide feedback while someone else is talking. In the early stages of instructional practices teachers used the backchannel method to check student listening skills. The teacher would call on a student to ensure that they were listening to the lecture. These backchannel methods have advanced over time and have evolved from keeping students' attention to that of checking student understanding. Marzano and Pickering found that creating backchannels within instructional practices are an important form of checking student understanding. Checking for understanding is made up of at least three instructional practices that formulate high engaging strategies that support the formative assessment process. These three instructional practices include: using questioning to check for understanding, providing meaningful feedback, and reinforcing effort through modeling and reframing of conceptual awareness.<br />
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Since I used the term backchannel in a different form it becomes a fluid term as we make associations to educational practices and digital literacy. Now all we have to do is identify some backchannel tools and apply them to our understanding of the three formative assessment strategies of providing feedback, reinforcing effort and reframing conceptual awareness. Twitter, for example, can be used as a backchannel tool .<br />
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<b>Creating A </b><span style="background-color: white;"><b>Backchannel</b></span><br />
Through a social media software protocol like Twitter, students can share their thoughts and ideas about the information being presented with others. The key to any backchannel dialog is it must include not only the information that is being exchanged, but also the management of the communication. Some teachers perceive management of classroom information as a priority and because of this reasoning, rule out the use of social media in their classrooms. These teachers believe that information sharing using Twitter is to loosely fit for the classroom. The over cautious teacher should be commended for classroom values but at the same time, given examples of how to setup classroom social media norms. These types of teacher apprehensions are normal in protected learning environments where there is a concern that a student might express thoughts with nuances of attitude and bad intentions.<br />
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To offset this fear the instructor needs to set up patterns of classroom expectations "digital citizenship norms," that are appropriate in sharing ideas during a mini lesson or information sharing session. The goal of any effective classroom experience is getting students involved in discussion while protecting the integrity of all ideas being shared. These are some of the skills that need to be taught and are a part of digital literacy. These are also the same norms we set up for our classrooms in expectations for appropriate social interaction. Any teacher who is a master at classroom management will also provide the same guidance in the promotion of digital literacy.<br />
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One method found to be successful in setting up a twitter backchannel is to create a hash tag discussion forum for a classroom event. To provide information management and to get students more involved, is to plan ways that allows for mini sessions opportunities to take during Twitter breaks. Another method to use on a Twitter backchannel would be to push out preliminary content prior to the start of a classroom session. Pre- content assignments are real time notifications that provide students reminders of what content is required for any given session which can also be used for post session assessments.<br />
<br />
<b>Asynchronous Backchannels</b><br />
A second type of backchannel used for information sharing is a one way response application, established by the classroom teacher that is a synchronous form of communication. Asynchronous means that information sharing is not synchronized at predetermined or regular intervals. These are the backchannels that closely resembling actual, real-time conversations. There are several different types of a synchronous backchannel software protocols available that require teacher management and setup. The two most suggested and easy to use are <a href="http://todaysmeet.com/" target="_blank">TodaysMeet</a> and Google Moderator. The initial setup for an asynchronous backchannel requires the teacher to establish a specific website address that points to the discussion board. The purpose for establishing the web address is to reference participants to a virtual meeting place. Within seconds of writing a comment online, everyone else logged-into the system can view and immediately respond to these initial remarks.<br />
<br />
The best suggested method for introducing a backchannel to your classroom would be to develop a <a href="http://digitalsandbox2.blogspot.com/2012/03/virtual-jigsaw.html" target="_blank">virtual jigsaw</a>. This will allow the students to participate in a virtual conversation while being facilitated by the classroom teacher. Backchannels that are asynchronous can be used for various classroom formal or informal discussions about current events, collaborative projects, readings, portfolios, and many other content specific activities generated by the teacher. The purpose behind the asynchronous backchannel is to provide immediate feedback or responses to learner. The teacher can also generate questions on the backchannel to support students in the construction of a project. Students can use the backchannel to describe their work to others; while other participants provide feedback or advice. Participation on the backchannel can help in the formation of a community among groups of learners who otherwise would be unable to communicate formally or informally.<br />
<br />
<b>Harvesting Ideas on the Backchannel </b><br />
To create deeper meaning or an understanding of an idea, presentation or concept in a traditional method would be for a student to take notes on a directed reading. Note-taking skills are important in any academic environment. It helps the student reflect their thoughts on what they have heard or read during a learning experiences. It is both a form of documentation and keeping records on portions and segments of an assignment. The best method for sharing ideas on a backchannel is to keep the channel open until the assignment has been completed. This method of open sharing ideas provides students to create summaries of shared ideas available for review. In a non traditional method we could use a backchannel to support the sharing of multiple resources artifacts of information within a network of contributors. This type of learning provides a different approach to the learning process as the teacher provides social networking tools to harvest information summaries. <br />
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<iframe allowfullscreen="" frameborder="0" height="281" mozallowfullscreen="" src="http://player.vimeo.com/video/44497074" webkitallowfullscreen="" width="500"></iframe></div>
Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-41225235114942977572012-05-20T09:47:00.001-07:002012-06-22T01:46:23.761-07:00Creating and Sharing Digital Books, A Facilitated Learning Approach<div class="separator" style="clear: both; text-align: center;">
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<span style="color: #444444; font-family: inherit;">In today's digital world where multiple tasks are required in student learning, we must begin to teach students how to function in a dynamic organizational system. These skills involve invariable adjustments to setting priorities, performing multidimensional tasks, evening out workloads, adjusting time-frames, prioritizing tasks and navigating networks. All of these skills in the near future will become less teacher-directed and more student-directed.</span><br />
<span style="color: #444444; font-family: inherit;"><br /></span><br />
<span style="color: #444444; font-family: inherit;">In the past, teachers have taught organizational skills in a static system within a structured format. This delivery format took on the model of breaking down tasks and asking students to explicitly complete much defined units of information, such as "do as I do" and "you will learn." A typical classroom instructional practice for developing organizational skills would include: record my notes from the board, write your name on your paper directive, or complete your assignment on time.</span><br />
<span style="color: #444444; font-family: inherit;"><br /></span><br />
<span style="color: #444444; font-family: inherit;">Andrea Santilli, a teacher at Woodlawn Beach Middle School in Gulf Breeze Florida, is taking a new approach in helping her students to be organizers and creators of content. Her seventh grade science class has just recently published a digital book using iAuthor. The digital iBook has taken the number one spot for nature downloads. The ibook published on iTunes is entitled, "<a href="http://itunes.apple.com/us/book/creatures-plants-and-more%21/id521854684?m%20t=11" target="_blank">Creatures, Plants and More</a>! A Kid's Guide to Northwest Florida."</span><br />
<blockquote class="tr_bq">
<span style="color: #444444; font-family: inherit;">I recently contacted Andrea Santilli and asked her to share with me some of her instructional strategies that she used when helping students organize their digital learning environments. Andrea responded by stating that, "I originally started the school year with the intent of having my advance life science students to publish information that they learned in class. This was my way to challenge and give them the opportunity to experience publishing. They would use their work as part of their academic resume. </span></blockquote>
<blockquote class="tr_bq">
<span style="color: #444444; font-family: inherit;">When Apple announced the release of iBook Author I was excited that I could change the format from the traditional old school format to an interactive digital format. So at the end of January, students received their grading rubric and we started the project. </span></blockquote>
<blockquote class="tr_bq">
<span style="color: #444444; font-family: inherit;">Each student had to choose an organism that they wanted to write about. Pictures had to be pre-approved to validate that they took them, then they could begin the writing portion of their project. Parents signed release forms and the students had a grading rubric with expectations and guidelines that they had to follow. They had a month to complete the project. </span></blockquote>
<blockquote class="tr_bq">
<span style="color: #444444; font-family: inherit;">At the end of the first month, the editing team (student based) was available to help students who chose to improve their article for the 2nd round of submissions. I also helped these students as well. Students submitted work on thumb drives in any format because not all of my students have Macs. I entered all their work in iBook Author to make it a completely digital interactive book. "</span></blockquote>
<span style="color: #444444; font-family: inherit;">Andrea Santilli's science classroom is a point of reference that breaks away from traditional learning options. Her classroom has become connected through the creation of digital content. Santilli's classroom is an example of how a team of students were asked to learn on their own as they applied new knowledge to expand a deeper understanding of selected content. Her classroom became a connected classroom where students were at the center of knowledge obtainment and shared their work with others. They were strategically linked to the process of engaged activities as they were asked to perform authentic tasks. These facilitated instructional strategies used by Andrea Santilli, were masterfully exercised to elaborate the learning process without influencing student choices. The students were also given support throughout the project to guide them in finding the exactness of knowledge and skill obtainment.</span><br />
<span style="color: #444444; font-family: inherit;"><br /></span><br />
<span style="color: #444444; font-family: inherit;">To better facilitate the learning process, associations must be made between knowledge and application. The facilitator of content must provide a true form of elaborative rehearsal within the learning environment. Elaborative rehearsal encompasses a variety of strategies that provides the learner an opportunity to intricate their learning. Through elaboration the learner can express ideas more openly using multiple skill sets to compare new concepts with known concepts that hook the unfamiliar with something familiar.</span><br />
<span style="color: #444444; font-family: inherit;"><br /></span><br />
<span style="font-family: inherit;"><span style="color: #444444;">Classrooms of the future, especially when moving over to the Common Core, will require a more diverse approach to the development of organizational skills by the expansion of "</span><a href="http://digitalsandbox.weebly.com/kgct-convention-2011.html" target="_blank">Personal Learning Environments</a><span style="color: #444444;">," especially when working in a digital setting. These are: the learning environments of the fluid classroom of elaboration learning; the co-creative environments that has given birth to the millennial learner ; a generation equipped with the mobile tools structured in the provision to create, and share information across multiple platforms designed for a world of co-creating.</span></span><br />
<span style="color: #444444; font-family: inherit;"><br /></span><br />
<span style="font-family: inherit;"><span style="color: #444444;">Mrs. Santilli encourages educators to </span><a href="http://itunes.apple.com/us/book/creatures-plants-and-more%21/id521854684?m%20t=11" target="_blank">download the iBook, which is available only on the Apple iPad</a><span style="color: #444444;">. She would like others to see her students work and encourages teachers to start a classroom iBook project of their own.</span></span><br />
<span style="color: #444444; font-family: inherit;"><br /></span><br />
<span style="font-family: inherit;"><span style="color: #444444;">See related story: "</span><a href="http://www.fox10tv.com/dpp/only_on_fox10/daily_dot_com/middle-schoolers-create-ebook" target="_blank">Middle schoolers create interactive eBook</a><span style="color: #444444;">"</span></span><br />
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<span style="color: #444444; font-family: inherit;"><a href="http://www.fox10tv.com/dpp/only_on_fox10/daily_dot_com/middle-schoolers-create-ebook">Middle schoolers create interactive eBook: fox10tv.com</a></span><br />
<span style="color: #444444; font-family: inherit;">Description</span></div>
<span style="color: #444444; font-family: inherit;">Creatures, Plants and More is an interactive field guide of Northwest Florida. The stories and photos are a collection of what students from Woodlawn Beach Middle School have compiled for everyone to enjoy. If you are interested in visiting Florida's Best Kept Secret, look no further, the answer lies within the pages of this book! Enjoy fascinating interactive photo galleries and videos that will AMAZE you! <a href="http://itunes.apple.com/us/book/creatures-plants-and-more%21/id521854684?m%20t=11" target="_blank">Click here</a> to visit the iTunes store to download the book.</span>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-74969808169257761792012-03-04T05:04:00.000-08:002012-05-20T19:21:28.445-07:00Virtual Jigsaw<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNjorHrGwjOcXHW54mouiwLNjZdBoe1h7XFNqfXCOTgYOdWPDiU_ChU9nmlpZZH3igFp_QaszWnbyvGnB-v9grtGlkH6RSVfQpRnPwK2sUX-Z-6Xkl4WPbADILChYrf_gcDTxd2OwvyzF4/s1600/Virtual+Jigsaw.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNjorHrGwjOcXHW54mouiwLNjZdBoe1h7XFNqfXCOTgYOdWPDiU_ChU9nmlpZZH3igFp_QaszWnbyvGnB-v9grtGlkH6RSVfQpRnPwK2sUX-Z-6Xkl4WPbADILChYrf_gcDTxd2OwvyzF4/s320/Virtual+Jigsaw.png" width="316" /></a></div>
<span style="text-align: justify;"><span style="color: #444444; font-family: inherit;">The virtual jigsaw strategy can be a powerful method to use when presenting or
analyzing narrative materials. By using this approach, the teacher can cover
large amounts of material in less time with greater participant comprehension
and involvement. The method requires each person in the group to read a
different section of the content prior to a class session or during and then share
out to other members of the group on what they have learned on a back channel.</span></span><br />
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="color: #444444; font-family: inherit;"><br /></span><br />
<span style="color: #444444; font-family: inherit;">To use the virtual jigsaw the teacher or presenter would
setup a backchannel using <a href="http://todaysmeet.com/">Today'sMeet</a> or Google
Moderator. The link to the backchannel would be established on a reservoir
learning site like a wiki or blog. The reading materials for the activity would
also be posted and numbered accordingly.</span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="color: #444444; font-family: inherit;"><br /></span><br />
<span style="color: #444444; font-family: inherit;">For example, in some of the workshops I have
presented on the elaborative learning environment I have focused on the idea of
changing classroom learning spaces to meet the learning needs of students in
the 21st Century. An article that I use to establish a method for the rearrangement
of learning spaces is entitled, "<a href="https://files.pbworks.com/download/UTk1dKBnUM/epubgeneration/50822400/campfires.pdf">Campfires
in Cyberspace: Primordial Metaphors for Learning in the 21st Century by David
D. Thornburg, Ph.D</a>." Prior to the workshop I break down the article
into four different reading assignments and post theses assignments on the
workshop wiki. During the workshop I demonstrate how to use a virtual jigsaw
using a technology tool like a backchannel. </span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="color: #444444; font-family: inherit;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="color: #444444; font-family: inherit;">The purpose of this demonstration provides
participants with two levels of technology integration. First it provides the
participants with information on how learning spaces can be developed to accommodate
the elaborative classroom, and secondly it provides an example on how
co-creating methods can be used to curate information from a whole group while reading
parts of an article using a back channel. The steps used in a virtual jigsaw
have been posted below.</span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
</div>
<ol>
<li><span style="color: #444444; text-indent: -0.25in;">A back channel is set up for the class or
workshop using one of the following response tools, Today'sMeet or Google
moderator.</span></li>
<li><span style="color: #444444;"><span style="text-indent: -0.25in;">The material is divided into parts and numbered.
The material is then posted in pdf format on a reservoir learning site. If the virtual
groups are composed of four members, then the material is divided into four
equal parts. (</span><a href="file:///C:/Users/dog2/Desktop/epubgeneration.pbworks.com/w/page/50818719/MACE%20Conference%202012" style="text-indent: -0.25in;">See
Example</a><span style="text-indent: -0.25in;">)</span></span></li>
<li><span style="color: #444444; text-indent: -0.25in;">The group members are numbered off and each one
is assigned the section that corresponds to his/her number. (Please note that
these assignments can also be made outside of the classroom by hashtag notifications
of students through twitter.)</span></li>
<li><span style="color: #444444; text-indent: -0.25in;">The teacher establishes a time frame during which
each participant is to read his/her assigned section. (Five minutes is probably
plenty.)</span></li>
<li><span style="color: #444444;"><span style="text-indent: -0.25in;">After reading, each member then post their
comments on the backchannel according to the underlying predefined questions
associated with the article or just by sharing their posted thoughts. It is
important to let the participants know that posting to a </span><span style="text-indent: -0.25in;"> </span><span style="text-indent: -0.25in;">backchannel has limited number of words that
can be used in a response. For example Today'sMeet is limited to 140 Characters
in a response. The limitation to the number of characters used in a response
also helps teach the importance of the use of paraphrasing and summarizing as a
teaching strategy.</span></span></li>
<li><span style="color: #444444;"><span style="text-indent: -0.25in;">After all group members have finished, the
presenter should provide some time for large group discussion as information is
viewed on a projection system to the whole class or session. It is important
that each participating members response is read to the whole group in case the
group needs clarification.</span><span style="font-family: inherit;"> </span></span></li>
</ol>
<div>
<div style="background: white; line-height: 13.15pt; margin-bottom: .0001pt; margin: 0in; vertical-align: baseline;">
<strong><u><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;"><span style="color: #444444; font-family: inherit;">Jigsaw Activity Example</span></span></u></strong></div>
<div style="background: white; line-height: 13.15pt; margin-bottom: .0001pt; margin: 0in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;"><strong><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;">PART
ONE LEARNING SPACES: "The Facilitation of Learning Spaces"</span></strong><span style="font-size: 11pt;"><o:p></o:p></span></span></div>
<div style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border-color: initial; border-image: initial; border-style: initial; line-height: 13.15pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;"><span style="font-style: inherit;"><b><em><span style="font-style: inherit;"><span style="border: 1pt none windowtext; font-size: 11pt; font-style: normal; padding: 0in;">Overview:</span></span></em><span class="apple-converted-space"><i><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;"><span style="font-style: inherit;"> </span></span></i></span></b><em><span style="border: 1pt none windowtext; font-size: 11pt; font-style: normal; padding: 0in;">In an elaborative learning environment “classroom spaces,” are created
in ways that students are at the center of knowledge obtainment. These learning
spaces are linked to the process of engaged activities as students are asked to
perform authentic task.” </span></em></span><i><span style="font-size: 11pt;"><o:p></o:p></span></i></span></div>
<div style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border-color: initial; border-image: initial; border-style: initial; line-height: 13.15pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; vertical-align: baseline;">
<span style="color: #444444;"><br /></span></div>
<div style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border-color: initial; border-image: initial; border-style: initial; line-height: 13.15pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;"><b><span style="font-style: inherit;"><span style="font-style: inherit;"><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;">Activity One: Facilitated Learning</span></span></span><span style="font-size: 11pt;"><o:p></o:p></span></b></span></div>
<div style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border-color: initial; border-image: initial; border-style: initial; line-height: 13.15pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;"><span style="font-style: inherit;"><strong><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;">Directions</span></strong></span><span style="font-size: 11pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.15pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-list: l5 level1 lfo1; tab-stops: list .25in; text-indent: -.25in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;">1.<span style="font-size: 7pt; line-height: normal;"> </span><span style="border: 1pt none windowtext; padding: 0in;"><span style="font-style: inherit;">Number
off one to four.</span></span><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.15pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-list: l5 level1 lfo1; tab-stops: list .25in; text-indent: -.25in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;">2.<span style="font-size: 7pt; line-height: normal;"> </span><span style="border: 1pt none windowtext; padding: 0in;"><span style="font-style: inherit;">Once
you have been given your topic number you have three minutes to respond to your
assigned topic on the back channel. </span></span><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.15pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-list: l5 level1 lfo1; tab-stops: list .25in; text-indent: -.25in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;">3.<span style="font-size: 7pt; line-height: normal;"> </span><span style="border: 1pt none windowtext; padding: 0in;"><span style="font-style: inherit;">To
Answer the question assigned to your topic select the </span></span><strong><span style="font-weight: normal;"><a href="http://todaysmeet.com/mace" style="border-color: initial; border-image: initial; border-style: initial; font-style: inherit;" target="_blank"><span style="border: 1pt none windowtext; padding: 0in;"><span style="font-style: inherit;">Back Channel Link to Today's Mee</span><span style="border: 1pt none windowtext; padding: 0in;">t</span></span></a></span></strong><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.15pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-list: l5 level1 lfo1; tab-stops: list .25in; text-indent: -.25in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;">4.<span style="font-size: 7pt; line-height: normal;"> </span><span style="border: 1pt none windowtext; padding: 0in;"><span style="font-style: inherit;">Please
monitor other response as you will be asked to provide feedback on one or all
of the four questions listed above. </span></span><o:p></o:p></span></div>
<div style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border-color: initial; border-image: initial; border-style: initial; line-height: 13.15pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; vertical-align: baseline;">
<span style="color: #444444;"><br /></span></div>
<div style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border-color: initial; border-image: initial; border-style: initial; line-height: 13.15pt; margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;"><span style="font-style: inherit;"><span style="font-style: inherit;"><strong><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;">Topic
One:</span></strong><span class="apple-converted-space"><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;"> </span></span><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;">"<a href="https://epubgeneration.pbworks.com/w/file/50822247/Part%20One%20Campfire.pdf" search_id="undefined" style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 50%; background-repeat: no-repeat no-repeat; border-color: initial; border-image: initial; border-style: initial; font-style: inherit;" target="_blank">The Campfire</a>"</span></span></span><span style="font-size: 11pt;"><o:p></o:p></span></span></div>
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</b></span></span><strong><span style="font-style: inherit;"><u><span style="border: 1pt none windowtext; padding: 0in;"><span style="font-style: inherit;">Question One:</span></span></u></span></strong><span class="apple-converted-space"><span style="border: 1pt none windowtext; padding: 0in;"> </span></span><span style="border: 1pt none windowtext; padding: 0in;">In a facilitated classroom the campfire can be compared to
learning in what ways?</span><o:p></o:p></span></div>
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<span style="color: #444444; font-family: inherit;"><span style="font-style: inherit;"><span style="font-style: inherit;"><strong><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;">Topic
Two:</span></strong><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;">"<a href="https://epubgeneration.pbworks.com/w/file/50822252/Part%20Two%20The%20Watering%20Hole.pdf" search_id="undefined" style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 50%; background-repeat: no-repeat no-repeat; border-color: initial; border-image: initial; border-style: initial; font-style: inherit;" target="_blank">The Watering Hole</a>"</span></span></span><span style="font-size: 11pt;"><o:p></o:p></span></span></div>
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</b></span></span><strong><span style="font-style: inherit;"><u><span style="border: 1pt none windowtext; padding: 0in;"><span style="font-style: inherit;">Question Two:</span></span></u></span></strong><span class="apple-converted-space"><span style="border: 1pt none windowtext; padding: 0in;"> </span></span><span style="border: 1pt none windowtext; padding: 0in;">In a facilitated classroom how is the watering hole being compared
to a part of a lesson?</span><o:p></o:p></span></div>
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<span style="color: #444444; font-family: inherit;"><span style="font-style: inherit;"><span style="font-style: inherit;"><strong><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;">Topic
Three:</span></strong><span class="apple-converted-space"><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;"> </span></span><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;">"<a href="https://epubgeneration.pbworks.com/w/file/50822257/Part%20Three%20The%20Cave.pdf" search_id="undefined" style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 50%; background-repeat: no-repeat no-repeat; border-color: initial; border-image: initial; border-style: initial; font-style: inherit;" target="_blank">The Cave</a>"</span></span></span><span style="font-size: 11pt;"><o:p></o:p></span></span></div>
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</b></span></span><strong><span style="font-style: inherit;"><u><span style="border: 1pt none windowtext; padding: 0in;"><span style="font-style: inherit;">Question Three:</span></span></u></span></strong><span class="apple-converted-space"><span style="border: 1pt none windowtext; padding: 0in;"> </span></span><span style="border: 1pt none windowtext; padding: 0in;">In a facilitated classroom what part of a students learning is
compared to a cave?</span><o:p></o:p></span></div>
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<span style="color: #444444; font-family: inherit;"><span style="font-style: inherit;"><span style="font-style: inherit;"><b><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;">Topic
Four:</span><span class="apple-converted-space"><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;"> </span></span></b><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;">"<a href="https://epubgeneration.pbworks.com/w/file/50822260/Part%20Four%20Life%20%26%20Application.pdf" search_id="undefined" style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 0% 50%; background-repeat: no-repeat no-repeat; border-color: initial; border-image: initial; border-style: initial; font-style: inherit;" target="_blank">Life</a>"</span></span></span><span style="font-size: 11pt;"><o:p></o:p></span></span></div>
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</span></span><strong><span style="font-style: inherit;"><u><span style="border: 1pt none windowtext; padding: 0in;"><span style="font-style: inherit;">Question Four:</span></span></u></span></strong><span class="apple-converted-space"><span style="border: 1pt none windowtext; padding: 0in;"> </span></span><span style="border: 1pt none windowtext; padding: 0in;">What role is directly
associated with Life as it is applied to classroom learning?</span><o:p></o:p></span></div>
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<span style="color: #444444; font-family: inherit;"><strong><span style="font-style: inherit;"><span style="border: 1pt none windowtext; font-size: 11pt; padding: 0in;">Resources</span></span></strong><span style="font-size: 11pt;"><o:p></o:p></span></span></div>
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</span></span><span style="border: 1pt none windowtext; padding: 0in;"><a href="https://epubgeneration.pbworks.com/w/file/50822400/campfires.pdf" style="border-color: initial; border-image: initial; border-style: initial; font-style: inherit;" target="_blank">Campfires in Cyberspace: Primordial Metaphors for Learning in the 21st Centuryby David D. Thornburg, Ph.D.</a></span><o:p></o:p></span></div>
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</span></span><span style="border: 1pt none windowtext; padding: 0in;"><a href="https://epubgeneration.pbworks.com/w/page/51281843/Elaborative%20Learning%20Tools" style="border-color: initial; border-image: initial; border-style: initial; font-style: inherit;" target="_blank"><span style="font-style: inherit;">TodaysMeet </span></a>as Elaborative Learning Tool</span><o:p></o:p></span></div>
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</span></span><span style="border: 1pt none windowtext; padding: 0in;"><a href="http://todaysmeet.com/" style="border-color: initial; border-image: initial; border-style: initial; font-style: inherit;" target="_blank"><span style="font-style: inherit;">TodaysMeet Direct Link</span></a> </span></span><o:p></o:p></span><br />
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<br /></div>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com1tag:blogger.com,1999:blog-1518778682701076013.post-74497865089146034872012-01-02T14:01:00.000-08:002012-04-20T20:52:16.007-07:00Creating Digital Worlds with Digital Tools<span style="background-color: white; color: #999999; line-height: 18px;">Posted on January 24, 2009 by digitalsandbox |</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb5QuBIu2qMTc8ePRcmZbMuUyLQeV_bUW7RWAe5LMVXOVyEq2gZMxaw03dBc4aP6t7zI400SVEZ4PWlNfN-Q8X5OcU_zZlJ5jgcB_9KU9luGVeagP20ny7EAzRO1ZQtAW0XuRxBS41gnDW/s1600/Project+Based+Learning.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb5QuBIu2qMTc8ePRcmZbMuUyLQeV_bUW7RWAe5LMVXOVyEq2gZMxaw03dBc4aP6t7zI400SVEZ4PWlNfN-Q8X5OcU_zZlJ5jgcB_9KU9luGVeagP20ny7EAzRO1ZQtAW0XuRxBS41gnDW/s320/Project+Based+Learning.gif" width="320" /></a></div>
<span style="color: #444444; font-family: inherit; line-height: 18px;">His eyes bulging with wondrous curiosity, Michael Marino was able to explore his creative side when he developed an integrated project about New York City using audio, video, satellite images, and other digital technologies.</span><br />
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<span style="color: #444444; font-family: inherit; line-height: 18px;">“I got to see things and do things I didn’t even know about,” said Marino, a seventh grader at Dodge City Middle School. “Using all this technology on the computer was pretty interesting.”</span><br />
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<span style="color: #444444; font-family: inherit; line-height: 18px;"> Marino was just one of 17 seventh graders who took part in an all-day workshop on Jan. 16 called “Creating Digital Worlds with Digital Tools.” It’s part of an effort to use the latest in 21st Century technologies woven into integrated learning projects.</span><br />
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<span style="background-color: white; color: #444444; font-family: inherit; line-height: 18px;">It’s essentially taking storytelling to a whole new form—the digital story. A digital story combines a written narrative with digital voiceovers narrated by the student along with pictures, musical soundtrack and video. These multi-media tools and others, such as a virtual tour using Google Earth, give story telling a whole new meaning, said DCMS Principal Michael King.</span><br />
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<span style="background-color: white; color: #444444; font-family: inherit; line-height: 18px;">Called The Halliburton Project, the initial phase of this program is named after Richard Halliburton, an author and adventurist who traveled around the world in the 1920s, visiting places most people can only dream about. He profiled 30 of these locations in his books such as The Glorious Adventure and New Worlds to Conquer.</span><br />
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<iframe allowfullscreen="" frameborder="0" height="268" mozallowfullscreen="" src="http://player.vimeo.com/video/34447950?title=0&byline=0&portrait=0" webkitallowfullscreen="" width="357"></iframe><br />
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<span style="color: #444444; font-family: inherit; line-height: 18px;">A new generation of students expects a learning environment that integrates today’s digital tools, accommodates a mobile lifestyle, adapts to individual learning styles and encourages collaboration and teamwork,” King said. “The Halliburton Project is designed to explore the latest technology tools and solutions available to help schools build 21st Century learning environments that motivate and engage today’s students.”</span><br />
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<span style="color: #444444; font-family: inherit; line-height: 18px;">The recent workshop enabled students to choose a location that Halliburton visited, write a script, narrate it using an audio-editing program called Audacity, download pictures, and import all of that into Windows Movie Maker. Students also incorporated Google Earth into their project so that viewers can see actual satellite images of the location.</span><br />
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<span style="color: #444444; font-family: inherit; line-height: 18px;">“I learned how to make a small movie with narration, background music and pictures to go with my script on my historical place,” said Nallely Rios, another seventh grader who attended the workshop. Rios conducted her project on ancient PompeiiItaly.</span><br />
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<span style="color: #444444; font-family: inherit; line-height: 18px;">King and co-presenter Jesse West, a technology teacher at DCMS, presented this workshop to seventh graders in gifted education first as a pilot program. The plan is to then offer it to eighth graders in the gifted program. Eventually, King’s hope is to take it school-wide.</span><br />
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<span style="color: #444444; font-family: inherit; line-height: 18px;">Also invited to the workshop were teachers from throughout Dodge City Public Schools who were partnered with the seventh graders. Sitting side by side with a computer in front of them, they shared in the learning process. The idea is for these teachers to introduce these technologies back at their own schools.</span><br />
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<span style="color: #444444; font-family: inherit; line-height: 18px;">At several points during the workshop, King and West paused to administer quizzes to students. But these were no ordinary quizzes. They were high-tech quizzes in which students were issued electronic responders. Given the opportunity to read questions on a Smart board, an interactive screen at the front of the room, students registered their responses by pointing at the screen and simply clicking. After all, receiving immediate feedback on their answers helps to improve the learning process, King said.</span><br />
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<span style="color: #444444; font-family: inherit; line-height: 18px;">Some students said they could have done without the testing if they had it their way, but Samantha Reyes, another student who attended, said the “clickers” as she called them “made it entertaining and fun. I wish I could do this project again if I could.”</span><br />
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<span style="color: #444444; font-family: inherit; line-height: 18px;">It appears that Reyes will get her chance, for DCMS gifted education teacher Bill O’Brien will expect his students to fine-tune their existing projects and then develop more in-depth projects in the near future.</span><br />
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<span style="color: #444444; font-family: inherit; line-height: 18px;">“It would be really great if we could have this technology in other classes,” said Jesus Bautista, another student at the workshop who conducted his project on the Iguazu Falls located on the border of Brazil Argentina.</span><br />
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<span style="color: #444444; font-family: inherit; line-height: 18px;">That’s the goal, said King, who wants to integrate a whole new generation of multi-media technologies into the classrooms. These technologies also feature podcasting, blogs, vodcasting, Web 2.0, and wiki’s—a mini collaborative web site of sorts that allows the originator to grant editing privileges to multiple parties.</span></div>
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</div>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-7963411387441161292011-10-23T09:15:00.000-07:002012-06-22T01:44:56.178-07:00dotEpub and Equitable Mobile Learning Opportunities<div style="text-align: justify;">
<span style="font-family: inherit;">When introducing ideas on mobile
learning can be frustrating to some educators; especially when
they know what the future of classroom learning should look like and have
limited resources to provide a working classroom model. Realizing now that it
is not the idea of mobile learning that they are trying to replicate. It is the
ideas on how to provide those tools or resources to make it equitable for all
students to have the same opportunities.</span></div>
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<span style="font-family: inherit;">Over the past year, I have
conducted several workshops on mobile learning in the 21st Century. On every
occasion during these sessions teachers have expressed an equitable frustration
about students who do not have internet at home. Usually these ideas of reality
awareness are expressed within the last ten minutes of my presentations on mobile
learning opportunities, those knowledge opportunities that are extended beyond
the classroom walls. Inevitably during these closing moments one educator will
state openly, usually with emotion, "What about those students who do not
have internet access at home?" </span></div>
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<span style="font-family: inherit;">It is at this point that the
reality for my knowledge of equitable opportunities for technology resources needs
to expand. To help teachers find solutions for extended learning opportunities
that are derived through technology but are unavailable at home for some
families. One solution that is currently on the horizon is to give every
student an iPad, or a mobile learning device as a substitute for a textbook. </span></div>
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<span style="font-family: inherit;">To take it a step further
research on the idea of creating teacher generated text materials through a new
conversion format called ePub has come to the forefront of equability. The idea
is to help teachers with the process of creating and generating their own text
material in ePub format and push the teacher generated assignments out to
student mobile devices. In my workshops I have called this idea the "<a href="http://digitalsandbox.weebly.com/kgct-convention-2011.html">New Alexandrian
Libraries</a>." To expand this thought further, on both fronts of
equitable access within the mobile learning environment, and the conversion of teacher/student
generated text to ePub format, a new open source solution has arrived, <a href="http://dotepub.com/">dotEpub</a>. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiH9S6Fu6nI15Q8r0FcvgLfxhs7Ua8Kxz-BvAeFSX2KIYez-SeE3Cqj8DI6QIDAg-3KuGgebYXE3EPZJJhFiXmOTolnopxlmECN5VxfgcIEuJJyo_xr8nxDZf32QDWdIn95rk4b3F7r79F3/s1600/dotepub_logo.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiH9S6Fu6nI15Q8r0FcvgLfxhs7Ua8Kxz-BvAeFSX2KIYez-SeE3Cqj8DI6QIDAg-3KuGgebYXE3EPZJJhFiXmOTolnopxlmECN5VxfgcIEuJJyo_xr8nxDZf32QDWdIn95rk4b3F7r79F3/s1600/dotepub_logo.jpg" /></span></a><span style="font-family: inherit;">"<a href="http://dotepub.com/">dotEPUB</a> is free software that allows any webpage
to be converted into an e-book. This works on any epub-compatible device
including e-readers, tablets, smartphones, netbooks, and desktop computers.
This applet gives you the ability to save a webpage now and read later when you
don’t have Internet access or to just save those long articles you didn’t have
time to read while browsing." </span><br />
</div>
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<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;">Now students and teachers can
convert a webpage into an ebook on an iPad, store the generated eBook in their
reader and have the materials needed, to take home for extended learning
opportunities. To learn more about how to convert a webpage using <a href="http://dotepub.com/">dotEpub</a> into an eBook or how to create eBooks
select any of the resource post listed below: </span></div>
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<a href="http://blog.stratepedia.org/2011/09/01/convert-a-webpage-into-an-e-book-on-your-ipad/"><span style="font-family: inherit;">Convert
a webpage into an e-book on your iPad</span></a></div>
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<a href="http://digitalsandbox.weebly.com/kgct-convention-2011.html"><span style="font-family: inherit;">Flipping Your
Classroom with eBooks</span></a></div>
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<a href="http://www.authorstream.com/Presentation/didgitalsandbox-1209301-how-to-create-an-ebook/"><span style="font-family: inherit;">How
to Create an eBook on iPad</span></a></div>
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<a href="http://digitalsandbox.weebly.com/the-epub-generation.html"><span style="font-family: inherit;">The ePub Generation</span></a></div>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-25314934711365502112011-10-16T07:28:00.000-07:002012-06-22T01:49:48.038-07:00Homework as Reflective Learning<div align="center" class="MsoNormal" style="text-align: center;">
<div style="text-align: left;">
<span style="font-family: inherit;"><span style="color: #444444;">"Research
referenced in Marzano, Pickering, and Pollock's book indicated students need to
practice a skill 24 times to reach 80% competency, with the first four practices
yielding the greatest effect."</span><sup style="color: #444444;"><a href="http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html#homework">1</a></sup></span></div>
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<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijXI1YooMjbpJ5oZ2by5sciEkDxoEYPoN8ZzhupS14oilge6YfXOjYrgxyfA7UvZ7y-Zqefo2dfr5YlcSIA7vKqdTLqWmA4iatFCl-xaRMUt_4SHoC7afAk3CzYrAGMuaegK-HNxDRxv4S/s1600/Homework+Elaborative+Rehearsal.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="color: #444444; font-family: inherit;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijXI1YooMjbpJ5oZ2by5sciEkDxoEYPoN8ZzhupS14oilge6YfXOjYrgxyfA7UvZ7y-Zqefo2dfr5YlcSIA7vKqdTLqWmA4iatFCl-xaRMUt_4SHoC7afAk3CzYrAGMuaegK-HNxDRxv4S/s320/Homework+Elaborative+Rehearsal.jpg" width="320" /></span></a><span style="color: #444444; font-family: inherit;">Traditionally
homework and practice has been connected by the context when students are
learning on their own and by applying new knowledge they expand a deeper
understanding through repetition. The research supported the idea that homework
should be approached not as an afterthought to the school day, but as a focused
strategy for increasing understanding. It should be noted that both
reinforcement of learning through practice and repetition is viable to
procedural memory but may not support semantic, declarative or implicit memory
when consolidation of ideas are needed in making conceptual ties. In essence
when students are provided an extended time to repeat the learning experience
rote knowledge will increase but may not be recognizable when applied to new
learning situations. </span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ4v9uOzJRAZm2MeGe7OWuKaNljoOUcfOjloD-CQeKCYcIwNqsiZdbHqEW-ZYOwCtcln0rv0pJe2lQNzyDSe8UbLWTSlNAEgpcg5yKCfAK4npQGs2xc5QecoJHk8yNQTvGbUqk4KXnQEDT/s1600/Rote+Learning.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="color: #444444; font-family: inherit;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ4v9uOzJRAZm2MeGe7OWuKaNljoOUcfOjloD-CQeKCYcIwNqsiZdbHqEW-ZYOwCtcln0rv0pJe2lQNzyDSe8UbLWTSlNAEgpcg5yKCfAK4npQGs2xc5QecoJHk8yNQTvGbUqk4KXnQEDT/s320/Rote+Learning.jpg" width="320" /></span></a><br />
<ul>
<li><span class="Apple-style-span" style="color: #444444; font-family: inherit;">Students use a
discussion protocol to analyze homework solutions, share ideas, build
vocabulary, and refine strategies by learning from each other.</span></li>
</ul>
<ul>
<li><span class="Apple-style-span" style="color: #444444; font-family: inherit;">Ask students
clarifying questions to evaluate the cognitive direction of their ideas and understanding
of the unit project.</span></li>
</ul>
<ul>
<li><span class="Apple-style-span" style="color: #444444; font-family: inherit;">Monitor students as
they debate ideas, clarify thinking, and make adjustments to their work.</span></li>
</ul>
<br />
</div>
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<span style="color: #444444; font-family: inherit;"><br /></span></div>
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<b><span style="color: #444444; font-family: inherit;">Homework as Rote Rehearsal <o:p></o:p></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="color: #444444; font-family: inherit;">"This
rote practices of learning in the traditional senses has made its mark by having
students engage in hours, if not years of rote rehearsal."<sup><a href="http://www.ascd.org/publications/books/101004/chapters/Working-Memory@-The-Conscious-Processing-of-Information.aspx">2</a></sup>
These exercises of rote rehearsal to a viable curriculum is more likely to fall
into semantic memory where rote practices do not allow for performance assessments
to measure the application of learning<span class="apple-style-span"><span style="background-color: white;">. </span></span><span style="background-color: white;">Viability means articulated content
and skills that are taught and measured within the continuum of essential
learning goals as they are applied to timeframes available during the academic
year. </span>The
rote practice is generally associated with a repeated definitions, or recalling
an event in history and rarely enhances semantic, declarative or implicit
memory. If consistent practice is one component linked to gains in student
achievement, and it has been noted that homework provides such practice, then
the practices should not be built in rote replication but on a more solid
practice of elaborative learning. To better facilitate the learning process
where associations are made between knowledge and application a truer form of
elaborative rehearsal must occur. <span style="background-color: white;"><o:p></o:p></span></span></div>
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<span style="color: #444444; font-family: inherit;"><br /></span></div>
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<b><span style="color: #444444; font-family: inherit;">Homework as Elaborative Rehearsal</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="color: #444444; font-family: inherit;">Elaborative
rehearsal encompasses a variety of strategies that provides the learner an
opportunity to intricate their learning. Through elaboration the learner can
express ideas more openly using multiple skill sets to compare new concepts
with known concepts that hooks the unfamiliar with something familiar. This is
usually accomplished by using similes, and analogies. For example, to build a
solid set of mathematical skills and habits requires reflection in order to
create understanding. These reflections do not have to occurred in isolation
and could be more effective in collaboration, as long as the process for
elaborative learning has structure. Reflecting on homework in small groups is
one avenue to reinforce elaboration skills on the meaningful concepts.
Providing time for students to review homework in small groups allows the
practitioner to listen to and understand students thinking in a more efficient
and fluid manner. The reflective practices of homework allows for a formative
assessment process to take place as the practitioner synthesis the exactness of
knowledge and address misunderstandings in real time.<o:p></o:p></span></div>
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<b><span style="color: #444444; font-family: inherit;"><br /></span></b></div>
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<b><span style="color: #444444; font-family: inherit;">Elaborative Rehearsal as Formative Assessment<o:p></o:p></span></b></div>
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<span style="color: #444444; font-family: inherit;">Given
the opportunity to provide feedback in real time is the second factor
associated with elaborative learning, as it applies to practice. If providing
feedback is directly associated in making a significant difference in student
learning, then two elements of practice must be consistently factored, linkage
between teacher comment to student answer and time associated to the
reinforcement of confirmed learning. If learning occurs in isolation then
reflections of learning is also on hold until engagement can occur. Homework or
practice in the sense of the provision of feedback should take the form of a
new protocol as it relates to the formative reflective assessment process. This
process in practice can be articulated by the practitioner in the following
way.</span></div>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-68202651356240165622011-10-08T18:26:00.001-07:002012-02-14T22:36:09.176-08:00Creating an eBook on iPad<div style="text-align: justify;">
<span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;"><span class="Apple-style-span" style="color: #444444; font-family: Arial, Helvetica, sans-serif;">Learn how you can join the ePub generation by creating a text featured multimedia integrated mobile learning environment. In this presentation by Mike King, participants will learn different technology integration tools, like Google Docs, dropbox, Calibre, and Creative Book Builder to convert and store interactive curriculum materials for student learning. These new converted resources can be easily distributed over a network through scanning QR codes on mobile learning devices such as iPod, iPads, cell phones and tablets. The presentation will introduce the pedagogy associated with flipped classrooms while providing the tools necessary to create and store dynamic digitally formatted lessons. <span class="Apple-style-span">. </span></span></span></div>
<div style="text-align: justify;">
<span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; color: #444444; font-family: inherit;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="color: #444444; font-family: inherit;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzpGfillNa442S7oSRlIl3z6re3r9HV2qor4-yHqY6RviKSV6YQMoRuDYDCOQcs-1BFlsxwsmZGSoxJxWMm' class='b-hbp-video b-uploaded' frameborder='0'></iframe></span></div>
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<div style="text-align: center;">
<a href="http://digitalsandbox.weebly.com/kgct-convention-2011.html"><span style="color: #444444; font-family: Arial, Helvetica, sans-serif;">To learn more
about this presentation go to KGCT Convention</span></a></div>
<span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; color: #444444; font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="color: #444444; font-family: Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="background-color: white;">Part
two of the workshop will provide illustrated information on how to embed within
the text of a digital book, recordings, movies and illustrations to publish in
iBooks or other mobile reading devices. </span><span class="Apple-style-span" style="background-color: white; line-height: 19px;">(<a href="http://digitalsandbox.weebly.com/uploads/5/5/8/8/5588196/how_to_create_an_ebook_creative_book_builder.pptx" style="margin-bottom: 0pt; margin-left: 0pt; margin-right: 0pt; margin-top: 0pt; padding-bottom: 0pt; padding-left: 0pt; padding-right: 0pt; padding-top: 0pt; text-decoration: none;" title=""><u style="margin-bottom: 0pt; margin-left: 0pt; margin-right: 0pt; margin-top: 0pt; padding-bottom: 0pt; padding-left: 0pt; padding-right: 0pt; padding-top: 0pt;">PowerPoint Presentation on Creative Book Builder</u></a>) </span></span><br />
<span class="Apple-style-span" style="color: #444444; font-family: Arial, Helvetica, sans-serif; line-height: 19px;"><br /></span><br />
<span class="Apple-style-span" style="color: #444444; font-family: Arial, Helvetica, sans-serif;"></span><br />
<div style="line-height: 19px; text-align: justify;">
<span class="Apple-style-span" style="color: #444444; font-family: Arial, Helvetica, sans-serif;"><b>A Rising Power to New Mediums of Web-Found Learning</b></span></div>
<div style="text-align: justify;">
<span class="Apple-style-span" style="color: #444444; font-family: Arial, Helvetica, sans-serif; line-height: 19px;">Throughout the history of American education, classrooms have been self contained entities. Innovations in technology are giving rise to powerful new models of collaboration. Perhaps in the not quite distant future these classrooms will merge on a new venture. A venture while making profound changes in the way education is delivered to students.Students in Junior High, High School and college are now finding means to communicate through the use of social networking tools, such as blogs, wikis and chat rooms. Although these types of collaborations may not be school related they have become Americas youth pastime. While at the same time a majority of schools have yet to be exposed to future capabilities of these new technology tools. </span></div>
<div style="line-height: 19px; text-align: justify;">
<div class="separator" style="clear: both; text-align: center;">
<span style="color: #444444; font-family: inherit;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dyY2ZDwcO8GsLDsdplTq2xoud3U8cg3YlO-F72ErOYahOzR5YnK0gcg26gCwCb4lc7CerGSaNXVQTx0EXmW' class='b-hbp-video b-uploaded' frameborder='0'></iframe></span></div>
<span class="Apple-style-span" style="color: #444444; font-family: inherit;"><br /></span></div>
<div style="text-align: justify;">
<span class="Apple-style-span" style="color: #444444; font-family: Arial, Helvetica, sans-serif; line-height: 19px;">The reason being is that education has not recognized the full potentials of Web Found Learning. This is not to say that new graduates in the field of education have not identify the capabilities, thus establishing a sizable gap for new understanding of the potentials of harnessing mobile learning opportunities. Secondly, more advance schools will begin to encourage Web Found online communities of knowledge gathering, while the less advanced thinking schools will take a back seat, wait and see attitude. This new world of mobile begins now with a different school of thought. A thought that is embedded in the idea that text will soon be created on mobile learning devices that are generated by the teacher and selected by the student for extended learning opportunities. </span><br />
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<span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;"><o:p></o:p></span></div>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0tag:blogger.com,1999:blog-1518778682701076013.post-18552783045563259752011-10-02T13:40:00.001-07:002012-01-29T21:53:26.925-08:00How to Create an eBook on iPad<a href="http://www.scribd.com/doc/67192297/How-to-Create-an-eBook-on-iPad" style="-x-system-font: none; display: block; font-family: Helvetica,Arial,Sans-serif; font-size-adjust: none; font-size: 14px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; margin: 12px auto 6px auto; text-decoration: underline;" title="View How to Create an eBook on iPad on Scribd">How to Create an eBook on iPad</a> <object data="http://d1.scribdassets.com/ScribdViewer.swf" height="600" id="doc_93573" name="doc_93573" style="outline: none;" type="application/x-shockwave-flash" width="100%"> <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUNtqJe2MGqW-kHxQbZ6hpEUMltHL-LDohWaCsaYhO7mGV-QJ_JT52Uxyrc8WgRMO-kYC5_EHhwreaGzqe5zqm7g_s5uP4UM_R0R2mqlRdqS6-FiR62bXzqcnB8_ZRcWXMuk8SmdImrkAi/s1600/Slide+2.gif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUNtqJe2MGqW-kHxQbZ6hpEUMltHL-LDohWaCsaYhO7mGV-QJ_JT52Uxyrc8WgRMO-kYC5_EHhwreaGzqe5zqm7g_s5uP4UM_R0R2mqlRdqS6-FiR62bXzqcnB8_ZRcWXMuk8SmdImrkAi/s200/Slide+2.gif" width="200" /></a></div>
<div class="MsoNormal" style="text-align: justify;">
<span class="Apple-style-span" style="color: #444444; font-family: inherit;">Learn how you can join the ePub
generation by creating a text featured multimedia integrated mobile learning
environment. In this presentation by Mike King, participants will learn
different technology integration tools, like Google Docs, dropbox, Calibre, and
Creative Book Builder to convert and store interactive curriculum materials for
student learning. These new converted resources can be easily distributed over
a network through scanning QR codes on mobile learning devices such as iPod,
iPads, cell phones and tablets. The presentation will introduce the pedagogy
associated with flipped classrooms while providing the tools necessary to
create and store dynamic digitally formatted lessons. Part two of the
workshop will provide illustrated information on how to embed within the text
of a digital book, recordings, movies and illustrations to publish in iBooks or
other mobile reading devices. <o:p></o:p><span class="Apple-style-span" style="background-color: white; font-size: 15px; line-height: 17px;">(<a href="https://techntuit.pbworks.com/w/file/46026271/mybook_13.epub" style="border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 15px; font-style: inherit; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-decoration: underline !important; vertical-align: baseline;">Download a Free Sample eBook on "How to Create an eBook"</a>)</span></span></div>
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<span class="Apple-style-span" style="color: #444444; font-family: inherit;"><br /></span></div>
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<b><span class="Apple-style-span" style="color: #444444; font-family: inherit;">KGCT Convention<o:p></o:p></span></b></div>
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<span class="Apple-style-span" style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Location: Where: The Marriott in Overland Park Kansas</span></div>
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<span class="Apple-style-span" style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Presentation Date: <u>Tuesday October 4, 2011<o:p></o:p></u></span></div>
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<span class="Apple-style-span" style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Presentation Time: <u>9:55 AM<o:p></o:p></u></span></div>
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<span class="Apple-style-span" style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span><a href="http://www.kgtc.org/">Conference Web Link</a></span></div>
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<div style="margin-bottom: .0001pt; margin: 0in; text-align: justify; vertical-align: baseline;">
</div>
<div style="margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;"><span class="apple"><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;">Over the past two months
(July - September of 2011) I have been working diligently to find ways to
publish e-Books for iPads. I had had two reasons in mind. The first was to
support language developing students who attend my school. As a principal, over
75% of the students who attend the school where I work are Hispanic. I wanted
to find a way to support language development through technology and have been
inspired by the capabilities of mobile devices. What I needed was a way to help
ELL (English Language Learner) students hear text while it was being read. This
gave me an idea of exploring the possibilities for developing media rich
interactive books. e-Books that talk and could be easily constructed by teachers.
I was also after simplicity. The second reason for exploring the idea of eBooks
for mobile devices was given to me as an intrinsic challenge to share.</span></span><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNbY8Lqx8wqgqBQ07XweJrWUJ3jZQpteSLu9b8rucdLZGTiC8bE2QBHXW4KTuQR6YgF3PizEcksFJiNA0UXl8gdPmjNkYrEeGu-g_a3L_GNo3y5EDqMlRFegQ-5C679ZFoFJZjSVFGOXxL/s1600/How+to+Create+an+eBook.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: #444444; font-family: inherit;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNbY8Lqx8wqgqBQ07XweJrWUJ3jZQpteSLu9b8rucdLZGTiC8bE2QBHXW4KTuQR6YgF3PizEcksFJiNA0UXl8gdPmjNkYrEeGu-g_a3L_GNo3y5EDqMlRFegQ-5C679ZFoFJZjSVFGOXxL/s320/How+to+Create+an+eBook.jpg" width="320" /></span></a></div>
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<span style="color: #444444; font-family: inherit;"><span class="apple"><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;">I was attending a technology
conference in July of 2011 when a colleague of mine, asked me to join him in a
conversation about a new universal publishing format called e-Pub. During the
conversation I explored many question as to the enquiry of what e-Pub was? Was
it a program, or a format? The conversation lead to the idea that the ePub format
may be useful for teachers when introducing content into a mobile learning
environment. The objective was then established, the process for creating the
eBooks must be simple, cost effective, should include embedded media and it
would be easy to learn.</span></span><o:p></o:p></span></div>
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<span style="color: #444444; font-family: inherit;"><br /></span></div>
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<span style="color: #444444; font-family: inherit;"><span class="apple"><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;">Returning home from the
conference, I began to do extensive research on the </span></span><a href="http://digitalsandbox.weebly.com/the-epub-generation.html"><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">e-Pub idea</span></a><span class="apple"><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;">. Goggled, tweeted, e-mailed,
called an apple representative, inquired
about it at the district level and monitored my hash tags on TweetDeck for
incoming dialogs. I even began posting articles on </span></span><a href="http://digitalsandbox2.blogspot.com/"><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">my blog</span></a>, waiting<span class="apple"><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;"> for comments, which got me
nowhere. Then one day it happened, It was the one tweet I was looking for,
information on a new iApp being released in beta form that could create an
interactive flip book, one with embedded media. Up to that time I had just hit
dead ends, for most of the software applications were too complicated, too rich
for my pocket book or just too plain of an end product.</span></span><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUNtqJe2MGqW-kHxQbZ6hpEUMltHL-LDohWaCsaYhO7mGV-QJ_JT52Uxyrc8WgRMO-kYC5_EHhwreaGzqe5zqm7g_s5uP4UM_R0R2mqlRdqS6-FiR62bXzqcnB8_ZRcWXMuk8SmdImrkAi/s1600/Slide+2.gif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: #444444; font-family: inherit;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUNtqJe2MGqW-kHxQbZ6hpEUMltHL-LDohWaCsaYhO7mGV-QJ_JT52Uxyrc8WgRMO-kYC5_EHhwreaGzqe5zqm7g_s5uP4UM_R0R2mqlRdqS6-FiR62bXzqcnB8_ZRcWXMuk8SmdImrkAi/s320/Slide+2.gif" width="320" /></span></a></div>
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<span style="color: #444444; font-family: inherit;">I quickly scanned the product features on the iApp, entered my pass code and agreed to
the purchase of $3.99. Within two minutes I was off to explore and test every
feasible element of <a href="http://itunes.apple.com/us/app/creative-book-builder-create/id451041428?mt=8">Creative
Book Builder</a>. After a few weeks of
trial and error, especially with ways to use iTunes to embed media I have been
successful in rolling out "publishing" several eBooks. Each eBook was
a little better than the other since I am working on the publishing design
side. Yes, that is correct, I became a publisher.<o:p></o:p></span></div>
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<span style="color: #444444; font-family: inherit;"><br /></span></div>
<div style="margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;">In my first eBook "The Art and Science of
Teaching" I included two demonstration videos and some hyperlinks. The second
eBook<span class="apple"> </span><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;">"The ePub Generation; The Alexandrian Libraries of the Future"</span><span class="apple"> </span>included audio recordings, podcast and video. My third eBook
I explored the idea of digital storytelling as a form of a podcast, a read
along e book for children entitled, "<a href="http://podstock.ning.com/w/file/45725305/mybook_9.epub"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">The Princess and the Crystal
Mountain</span></a>." In the read along book, I created narrated
sound bites in audacity, transferred them into iTunes and exported the
narrations within the text of the book. Spacing the text within the sound bite
narrations takes some planning, as to the architecture of the layout. <o:p></o:p></span></div>
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<span style="color: #444444; font-family: inherit;">Just over the last two days I have published one
book on<span class="apple"> </span><a href="http://www.lulu.com/publish/ebooks/?cid=cms_email_epub_completepublish"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">LuLu which is free</span></a><span class="apple"> </span>and have uploaded all three
of them to my wiki page,<span class="apple"> </span><a href="http://podstock.ning.com/w/page/45642264/eBooks"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">Tech N TuIt</span></a>. What I have discovered, the more media you embed,
the larger the size of e-pub file, something I will be working on, as I further
research ideas on compressing files. If you are interested in exploring any of
these titles you can select any of the following resource links. Here are some
tips or what I call "Tricks or
Tweaking" in Creative Book Builder. <span class="apple-style-span"><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;">(<a href="https://techntuit.pbworks.com/w/file/46026271/mybook_13.epub" style="border-color: initial; border-style: initial; font-style: inherit;"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">Download a Free Sample eBook on "How to Create an eBook"</span></a>)</span></span><o:p></o:p></span></div>
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<span style="color: #444444; font-family: inherit;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="color: #444444; font-family: inherit;">When
Using Media<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Use YouTube
downloader<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Convert to medium
low quality iPhone format<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Compress mp3
files to medium quality<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>To create
illustrations use PowerPoint and convert to gif file<o:p></o:p></span></div>
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<span style="color: #444444; font-family: inherit;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="color: #444444; font-family: inherit;">What
I Have Learned <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Use hyperlinks
before using sound or video files<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Make books small
for short reads and lesson assignments<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Plan your content
in advance And in small chunks<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Preview your book
often in the production stages<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>Email gif files
and use save to photo feature in your iPad<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>You can use the
edit feature to create a PowerPoint slide show on your iPad<o:p></o:p></span></div>
<div style="margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;"><br /></span></div>
<div style="margin-bottom: 0.0001pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;">References<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span>(<a href="http://podstock.ning.com/w/file/45725305/mybook_9.epub"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">Select this link to Download A
Digital Story</span></a>)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span><a href="http://digitalsandbox2.blogspot.com/"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">The Digitalsandbox Blogspot</span></a><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span><a href="http://podstock.ning.com/w/page/45642264/eBooks"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">My Free e-Books at Tech N Tuit</span></a><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 0.25in; text-align: justify; text-indent: -0.25in; vertical-align: baseline;">
<span style="color: #444444; font-family: inherit;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span><a href="http://digitalsandbox.weebly.com/the-epub-generation.html"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">The ePub Generation</span></a><o:p></o:p></span></div>
<br />Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com0Dodge City, KS, USA37.7527982 -100.017078737.7025797 -100.0960427 37.8030167 -99.9381147tag:blogger.com,1999:blog-1518778682701076013.post-14825851760238607792011-09-18T00:17:00.000-07:002012-01-29T21:54:22.445-08:00"The ePub Generation; The Alexandrian Libraries of the Future"<br />
<div class="MsoNormal" style="text-align: justify;">
<b><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;"><span class="Apple-style-span" style="color: #444444; font-family: inherit;">eBook Overview<span style="font-size: small;"><o:p></o:p></span></span></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;"><span class="Apple-style-span" style="color: #444444; font-family: inherit;">The primary focus for educators
should be on expanding the quantity and quality of ways in which the learner is
exposed to content and context.
Educators should design extended learning opportunities in ways that immerse
students in content by using various existing technology tools that include
wiki’s, blogs, and multi-media interactive eBooks. The premise of expanding educational delivery in ways to
include Web 2.0 opportunities is
constructed around the idea that the more children can experience what
they are learning and the more teachers immerse students in the learning
process the more engaged students will become in interacting, listening,
viewing and valuing their education. <o:p></o:p></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwDsURcL7AUNYF16PpoGdQdrz9TfnaXpZjCiiS5ew9l7X-olGMu4oqhYxa6k4OB0ZQlFfx_b68Hnxna6ioHjCcPvtdtLUuGXYbcxBXnleKrKUKF0swqHpWKgupEPf1-BKNgZD3k_4E04_y/s1600/Cover+Page.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: #444444; font-family: inherit;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwDsURcL7AUNYF16PpoGdQdrz9TfnaXpZjCiiS5ew9l7X-olGMu4oqhYxa6k4OB0ZQlFfx_b68Hnxna6ioHjCcPvtdtLUuGXYbcxBXnleKrKUKF0swqHpWKgupEPf1-BKNgZD3k_4E04_y/s400/Cover+Page.png" width="266" /></span></a></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="color: #444444; font-family: inherit;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;"><span class="Apple-style-span" style="color: #444444; font-family: inherit;">In this interactive eBook you will
find video , audio and illustrated text, edited directly from my iPad. The
first chapter is fittingly named "The ePub Generation," since it was
my first self published book using the ePub format, a term I learned from Kevin
Honeycutt in July of 2011. Since that time I have been putting forth hours of additional
time in research and development to create my first ePub publication, all for
the cost of one App at $3.99. I would encourage you to download the eBook and read it from
iBook; just to get a feel for what might be the next generation of textbooks,
created by teachers for students or even better created by students for
students.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="color: #444444; font-family: inherit;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;"><span class="Apple-style-span" style="color: #444444; font-family: inherit;">The eBook includes, twelve pages of
text, five illustrations, one podcast, one audio recording, and two videos.
Turn the pages , play the media files, enjoy the visuals, and read text. It
truly is an interactive book which took one hour to create. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="color: #444444; font-family: inherit;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial;"><span class="Apple-style-span" style="color: #444444; font-family: inherit;">To download the free e-book for
your mobile device go to <a href="https://techntuit.pbworks.com/w/page/45642264/eBooks">Tech N TuIT</a>
free eBook wiki page and select the download tab. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="color: #444444; font-family: inherit;"><br /></span></div>
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<span style="color: #444444; font-family: inherit;">To
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<span style="color: #444444; font-family: inherit;">Language Objectives are the HOW
of the lesson and articulates what students will be doing within the lesson in
terms of reading, writing, listening,
speaking and thinking. Like content objectives, language
objectives should be stated clearly and simply in student friendly
language. Students should be informed of
them in both writing and orally. When
developing a language objective for a lesson, the teacher should ask the
question, "What are my students doing today to
develop their language skills?" For example, a language objective
could include interaction in the form of discussion (paired and/or cooperative
learning activities).</span><br />
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<span style="color: #444444; font-family: inherit;">According to
Echevarria, Vogt and Short, "A wide variety of language objectives can be
planned according to the goals and activities in the lesson. In some cases,
language objectives may focus on developing students' vocabulary. Other lessons
may lend themselves to reading comprehension skills practice or the writing
process, helping students to brainstorm, outline, draft, revise, edit, and
complete a text." Language objectives often
accompany a content objective when teaching content areas such as math, science
or social studies. An example of how a content objectives and language objectives can
be integrated within a lesson are shown below;</span></div>
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<span style="color: #444444; font-family: inherit;">Content Objective:</span></div>
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<span style="color: #444444; font-family: inherit;">The students will be able to use constructions to explore
attributes of geometric figures and to make conjectures about geometric
relationships.</span></div>
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<span style="color: #444444; font-family: inherit;">Language Objectives:</span></div>
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<span style="color: #444444; font-family: inherit;">The student will be able to use mathematical vocabulary to
explain orally or in writing the attributes of geometric figures.</span></div>
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<span style="color: #444444; font-family: inherit;">Content Objective: </span></div>
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<span style="color: #444444; font-family: inherit;">Students will compare and contrast the physical adaptations
that whales and sharks have that aid in their survival.</span></div>
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<span style="color: #444444; font-family: inherit;">Language Objective: </span></div>
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<span style="color: #444444; font-family: inherit;">Students will write a compare and contrast paragraph, using
vocabulary associated with the language function of compare and contrast after
completing a Venn Diagram with a partner.</span></div>
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<span style="color: #444444; font-family: inherit;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dyqTFfnOBNy8RBdfDiBMIDwUPBUGHTvR5QQjL9qdZTmLYInIPOG6_HSRnaq9XJ1gOBrMf1wNZtW1cqG3tgBbQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></span></div>
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<span style="color: #444444; font-family: inherit;">Vocabulary Objectives</span></div>
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<span style="color: #444444; font-family: inherit;">Language objectives can also emphasize
the vocabulary necessary for students to master the content objective. It is
important for the teacher to recognize when important vocabulary words will be
introduced into the lesson. In this case the vocabulary is extracted directly from
the content objective; however, there may be some tier two vocabulary or
background vocabulary that must also be addressed for the ELL student. Without
the understanding of vocabulary the lesson itself may become fragmented within
the learners mind and the loss of focus will distract the learner from making
conceptual ties. Enhancing the students focus is an important attribute to
teaching and the teacher should eliminate any distracters like lack of
vocabulary development within the lesson. An example of how a vocabulary objectives can be written for a
math class are shown below;</span></div>
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<span style="color: #444444; font-family: inherit;">Vocabulary Objective:<o:p></o:p></span></div>
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<span style="color: #444444; font-family: inherit;">Students will use a specific list
of mathematical vocabulary to describe the attributes of specific geometric figures.</span><o:p></o:p></div>Digitalsandboxhttp://www.blogger.com/profile/08972000349769823352noreply@blogger.com2