EdTech Avenue

It’s been a LONG time since my last post, and for that, I apologize. A summer I thought would be spent relaxing by the pool and tweaking my blog for the archdiocese tech coordinators was not so much that. Instead, I managed to just barely make it through NECC and spent much time on the couch suffering the effects of morning sickness!

But like many of you, I am now back to work full-force and itching to get blogging again! I have yet to fix my form-mailer to collect data from the archdiocese tech coordinators, but I am hoping that while I was “out” some new plug-ins came “in” and that will help that form to be up and running very soon.

What’s Ahead
The big scurry this fall for most of us is getting ready for Learnia, Harcourt’s answer to standardized testing online. Blessed Trinity was part of the pilot program last year, and apparently we were one of the few schools for whom the testing went well. I hope this can be a forum for some of us to share ideas about what works and what doesn’t, and how to prepare your network, teachers and students for the testing.

I’m finally starting to get caught up after installing some new (refurb) PCs that came in during workshop week!

Another issue for me this year will be researching, encouraging, and attempting to find funding for a Student Information System. Many on our staff (including I) have spent many hours dealing with data issues in the last four weeks. It seems we duplicate our work three or four times these days for all the different changes that come about, which is quite a bit of time when students are still registering on the first day of school! I hope we can reduce that workload with an integrated system soon. I will be looking to my colleagues for advice!

My laptop battery ran out during the session, so I waited to post until I had transcribed all my notes. 

There were no presenter resources for this session, but as I was waiting for the session to start, Jessica Pater approached me from the Georgia Tech Research Institute.  This program publishes grant and funding resources once a month (?) at http://http://www.f3program.org.  You can contact her at Jessica.Pater@gtri.gatech.edu for more information.

My notes on the session follow:

Keys to Great Grants

• Integrated program elements
• Aligned components (what’s going on in your district, city, state? how will the funding support this?)
• High quality and continuous improvement, professional development, evaluation
• Tied to high standards
• Innovation
• Coordination of resources
• Program ties to local needs
• Buy-in

Volunteer to be a grant reader to see what happens on the other side of the door.

People who have money are looking for strategic people to give it to.  How can I showcase my work in a different way than others?

We often think about buying “stuff” but funders need to see demonstration of that stuff being supported by professional development and continuous improvement after the funding is complete.

You only have to earn the last grant, not be the first and best.

Evaluation process is key - no one will give money if there is no proof of it making a difference.  Evaluate EVERY component, not just pieces.  For every piece that is left out, your place on the list will drop.

You’re not going to get a grant to do what you’re already supposed to be doing.  It must be an innovative program.  This might be slightly different in private schools where funding is not necessarily supported by the operating budget as it is in public schools.

Motivate funders with programs they will want to talk about and promote, something they will be proud to fund.  Remind them of the tax write-off.

Community data such as a survey of computers and internet in homes will give sample information for the digital divide in your community.  Library usage patterns are also helpful.  These will show how the proposal can contribute to the economic stability of the community.

Questions Reviewers Ask When Reviewing Proposals

1. Does the proposal tie into the school’s overall plan?
   –team effort, support within the school
2. How will technology be used?
   –team’s vision for how technology will be USED to improve student learning
3. Will the proposal impact student learning?
   –team’s plan to improve student learning BEYOND THE NORM
4. How will desired outcomes be developed?
   –describe SPECIFIC indicators, how curriculum development might change; must be measurable and tied to standards
5. Does this initiative have the potential to be replicated or ourtreached to a larger community?
   –be prepared with a way to do this!
   –how it might have a more far-reaching impact
6. Does the proposal tap creativity in tapping other resources already available in the community?
   –library, women’s shelter, tutoring program
   –must be INNOVATIVE
7. Is the budget clearly defined?
   –make a case why private funding should be used
   –funders will not support what should be already supported by the school, district, state or federal government
8. Who will benefit from this initiative?
   –be very clear about this
   –it’s ALWAYS about the kids!
9. How well does this proposal replicate what the grant funder is looking for?
   –how well do you know the funder, know the corporation/organization funding the grant?  learn about them and their goals and make it work to your benefit; make it personal
10. How committed are you?
    –they want to see your passion in this proposal
    –they want to be your PARTNER

A Grantwriter Should Be A:

• Gambler: taking chances that what you produce will hit a jackpot somewhere
• Masochist: resubmitting proposals after being rejected over and over again
• Diplomat: standing by quietly supportive, encouraging the grant team to “re-think” and “re-work” the proposal over and over again
• Squirrel: savign every article about grants and every scrap of paper on which notes are written just in case they might be useful someday
• Inventor: always seeking news ways to solve the age-old problem of fundraising
• Rhinoceros: be tough so rejections “bounce off your hide”
• Magician: crafting a proposal that appears to meet EVERY requirement of the RFP and just what the funder asks for
• Butcher: always cutting the proposal making it more and more concise and to the point; give a copy to someone unrelated to your work to get an objective viewpoint - can they understand what you want?
• Financial Wizard: stretching every dollar, doing more with less and garnering matching funds from every imaginable source
• Night Owl: requiring little sleep to work non-stop to meet numerous deadlines - NEVER miss one!  Pad your schedule by 2 weeks to avoid missing deadlines.
• Party Animal: always prepared to celebrate receiving a grant

**Do NOT change formatting to fit your needs - failure to comply with formatting and other requirements put forth by the grantee could disqualify your proposal.

**Don’t even START before being able to draw a line between what you’re doing and what students will be able to do.

Persistence pays off!

Share websites not already on www.cpsb.org/scripts/abshire/grants.asp

www.schoolgrants.org
–Bring Home the Bacon listserve ($30)
–Index of Sample Proposals

www.quinlan.com

www.eschoolnews.org/erc/funding

Session Resources: Mia Murphy presentation

Problem: How to assess

Sylvia Martinez - Generation YES
Looking for authentic assessment of kids being center of technology called “Tech YES.” Assessment is always the tail that wags the dog. Student guides the process (peer assessment), they use criteria that matches the ISTE NETS standards. Talks about sharing, writing, creativity and project-based collaboration skills. Students should be using real technology for a real purpose - personally meaningful. Authentic assessment is hard, takes time and teacher focus. Working in a number of states. There is only one way to perform assessment. Each school and grade may be different.

“The test means it’s over.” Technology literacy should open the doors, not indicate you are done.

Mia Murphy - NC Dept. of Juvenile Justice & Delinquency Prevention
Mia Murphy presentation

Kate Kemker - Florida Dept. of Education
Built their own Florida assessment - outsourse with separate company. Years ago created inventory for teachers with performance-based assessment. Skills performed are scored as the test progresses. Worked with researchers to get standards. Broke into six sections similar to NETS, came up with performance indicators to track proficiency in those areas. Survey to make sure others agreed on the important issues. Pilot allowed for feedback from various teachers with different researchers (design and focus groups). Also involved the teacher’s union. Implemented, aligned with their professional development plans. Teachers could do the assessment at their leisure, taking different sections at different times if they wanted. Then teachers can take their results into building their professional development.

Student Tool for Technology Literacy then developed that mirrored the same process using NETS. Framework has five sections: essential operational skills, missed, missed, independent learning, independent ethical issues.

Discussion is Open

How do we know we’ve reached the point where students are technologically literacy?

Why is it important that we do this?

The process needs to start with professional development.

If we don’t get students on board with what we are doing with technology, in appropriate and instructive ways, we won’t move forward. Some teachers may need to follow after students.

Florida Digital Educator Program teaches teachers how to perform tasks we want them to use in their classrooms - not just Word, PowerPoint, etc. Two-day program is more inclusive and means more to teachers when they return to their classrooms. Everyone needs to be using same vocabulary and have the same access.

NC has a state-wide assessment for 8th graders.

Silly to assess the proficiency instead of the literacy, and if we assess the tools we are also missing the point.

Why are we assessing something that is not being funded?

We have to first define what exactly we want the outcomes to be — media literacy? technology literacy? information literacy? What are these?

Kids have the technology proficiency, we need to take them further.

Drilling is not the only way to teach low-performance students.

We start with assessment and it drives classroom practice.

NCLB has very little about technology literacy. ETAN (EdTech Action Network) is here at the conference - get involved - we can change the direction with our voices.

Technology can not be the barrier to students achieving.

Are there technology literacies for lower than 8th grade? NC is moving it back from 8th grade progressively.

Could digital portfolios be used for assessment?

Some states mandate the same assessment and testing in every school, but others do not and leave it more open-ended.

Let the discussion continue…

Resources: The Landmark Project
Handouts http://handouts.davidwarlick.com
David’s SL Office http://landmark-project.com/sl

My notes from the session follow:

Introduction to David’s Avatar.

Password for David’s Wiki is “teacher” - feel free to add to and edit handouts.  In Second Life, go to David’s office for resources.

MySpace is “so 2006″ - we’re going to talk about Second Life.  SL has almost 7.5 million residents, over $1.6m in transactions a day.

First Radio Shack computer changed the way he looked at things.  Couldn’t believe the computer was talking to him - and he could talk back!  He taught himself how to write programs, started with a stock market simulation for students to make decisions on buying and selling stocks.

Digg is online newsletter collaborations between readers - we are the editors!  Articles are recommended - more recommendations moves articles higher in the list.

We drive the information landscape.

What is 21st Century Learning?  David puts four pictures on the screen, asks audience if anyone knows all of them.  Take 2 minutes then, and talk with your neighbors, share the information you have.  Marie Curie, Sigmund Freud, Albert Einstein, Margaret Reed. 

How many learned one by sharing with your neighbors?  LOTS!
How many learned the wrong one?  Some.

Wikipedia had to block IP addresses of computers from Capital Hill because candidates were manipulating their opponent’s listings!  How is Wikipedia different from print media - is print media ALWAYS right?  Wiki has warnings when information seems to be inaccurate in some way.  Who is more interested in us getting access to the most accurate information?

We were taught to assume authority.  We need to teach kids now to PROVE the authority.  Literacy skill to show appropriateness and accuracy of information.

Find it - in a digital networked landscape
Decode it - regardless of the format
Evaluate it - to determine its value
Organize it - into personal digital libraries

Demostration of RSS aggregator (NewsFire) - FIND IT

Reading is not just reading anymore - it is exposing the information.

Math in SL - source of weather data.  Everything there is based on numbers, to create weather patterns that describe and express what those number say.  It’s about employing information, not just reciting or memorizing mathmatical equations.  We use numbers in audio editing, photo editing, etc., to solve problems.

Writing - example is decisions in a grocery store, too much information.  How do I develop a message that will compete for the attention of my audience?  Expressing compellingly with: text, images, sounds, animation and video.  Example from Beacon School - teacher assigned students to create a movie trailer for the book Othello.  She didn’t say anything about a grade - she gave students a problem - create a product that will get next year’s students excited about reading Othello.  Students had a real purpose to create a real product to solve a real problem.

Anatomy of The Long Tail - Rhapsody, Amazon.com, Netflix.  Discovered by blogger Chris Anderson.  Although sales at these sites for hits was high, less-lucrative products don’t sell as many but are there.  This has allowed for more sales for media that may not have survived in offline stores.  Lulu.com - you can publish your own work and sell it!  Create cover art, web page that becomes storefront, and it’s for sale!

The nature of information is changing:
Reading > Exposing
Arithmetic > Employing
Writing > Expressing

Spam costs the world $50 billion in 2005 (U.S. $19b), expected to double by the end of 2007.  According to the Copenhagen Consensus, we could bring HIV/AIDS under control for less than $35 billion.  This is what we’re sacrificing.

Ethics
Seek truth and express it
To minimize harm
To be accountable
To respect and protect information infrastructure

Who is responsible?  Students need to be made responsible for their own work and actions.

Stop integrating technology!  Integrate Literacy!  What are the basic skills to prepare our students for THEIR information landscape?  Technology will come along when we teach these skills and tools.

What do we know about the Workplace of the Future?  We cannot clearly describe the future for which we are preparing our students.  Two things we know:

1. We are preparing our children for an unpredictable future.  Need to teach our kids how to teach themselves.
2. Nature of information has changed.  Contemporary Literacy - today’s literacy and information skills.

These ideas converge at Learning Literacy.  Kids will be learning for the rest of their lives.  We need to give them the right tools to do that.  Kids learn because they are connected - they know how to find the people who can help them learn to do what the want to do.  These kids are part of a community of people who can help each other accomplish their goals - the true digital divide is the chasm between these people and those who are alone.  Kids carry conversations with them beyond the walls - they don’t “say goodbye” when they leave for college, etc.  We disconnect them when they enter our classrooms.

A Master Facilitator: teacher Bill Edwards was David’s industrial arts teacher who taught by having students build things.  Students developed their skills while building something that would be valuable to them instead of practicing skills like driving nails, etc.  Today it makes just as much sense to use the same process - help students be participants in today’s information landscape.  Pay attention to your world, to your kids, and to the information landscape.  Kids have an incredible experience to share.

Blog created one day after London bombings - WereNotAfraid.com.  Photos posted by many people all over the world.

When has it been more important to be thinking and retooling our classrooms and environments?

Will Richardson (the Tools)
What are the types of literacy and skills students need as they are leaving schools today
Educators need to understand that in many cases we are using technology but the pedagogies have not yet changed.  We have taken only the first step.  Now we need to develop new pedagogies to prepare our students.

(Staff Development)
The kids are different, but we’re not.  It’s about respecting your audience, which brings Web 2.0 tools into play – respect for ourselves and others for the information we have and can share.  People are constantly inventing new ways to facilitate our learning.  Right now it’s blogs and wikis, but that will change.

Lynne Schrum (Research and Pre-Service Teachers)
Technology is great, but does it increase student learning?  We need to be able to document learning with technology.  If we as teachers believe something is good for our students, we will do it.  We need collaboration.

Gwen Solomon
We need models.  There are some wonderful teachers out there using technology effectively, but not a lot of them.  We need viral marketing.

Tim Magner (Starting the Conversation)
New initiative for starting the conversation about Web 2.0.  Opportunity and Challenge lie in what is unknown and not yet talked about.  There’s no big picture of what this could look like.  Learning Ecosystem/School 2.0 image.  Communication and connection between schools and their communities.  We need to articulate our needs to empower our education system.  It’s a community conversation - not just for the school.  This image is a catalyst for a conversation with hopes of leading to systemic planning and implementation, will need to edit and change and transform as the information changes.  Image is available at school2.0.org, and more tools will be available as well.

Send your stories and experiences to Gwen_and_lynne_book2@yahoo.com.

Conversation is open.

Teachers are looking for ways to expose students to these powerful tools in a safe environment.  One looking for a MySpace-type space for students under 13 to share and collaborate on a smaller and safer scale.

David Jakes comments that where it will begin is in professional networks and for professional development for teachers.  Informal learning takes place, and this will create authentic experiences for teachers, will in-turn give teachers ability to teach the tools.

My wireless keeps going in and out, so unfortunately I’ve missed getting a lot of the conversation typed out. 

Scriptovia.com by students at University of Washington to share study guides, notes, etc.

Parent wants to put more pressure on teachers to get information online about their courses instead of that pressure coming from administration.  Parent group has created a site called www.thegroupery.com.  Another parent concurs that she wants more teachers to communicate electronically - this needs to start with pre-service teachers.

Resource for professional development: Library 2.0 (Google it) has self-paced experience for librarians on Web 2.0 skills.

Community Walk - mapping tool being used for Geography and History, tour of Ellis Island, personal work for students.

Downer’s Grove using digital storytelling (David Jakes).  Digital Diplomacy Project - you have 2 minutes to tell us what it means to be an American.

Spanish tool called eboca (?) for assessment

I think Edutopia.org recorded this session?

Sorry for the sketchiness of this post - it was a little tougher to take notes while following this very quick-moving discussion!

Presenter website: http://web.mac.com/artu/iWeb/maestrotools/Home.html
Wiki: http://eduese.pbwiki.com/ 

I have a 1 MB connection this morning, so I hope blogging will update correctly.  I’ve been keeping backups, copying text before I save just in case…

There are many resources listed and referenced in this session according to the NECC program - I’ve copied this information to the bottom of this post for easier accessibility. 

My notes from the session follow, with some interspersed comments from me in italics:

Effective Pedagogy: (books) How People Learn and Literacy, Technology, and Diversity

Technology Tools for ELLs should:

• Develop deep UNDERSTANDING of concepts, ideas and learning
• Provide AUTHENTIC opportunities to communicate and problem-solve
• RELATE to pre-exisiting knowledge and experiences
• Provide CHALLENGING learning opportunities
• Enable students and teachers to COLLABORATE
• Reinforce a positive IDENTITY

Big Ideas

• ELLs shold be both media consumers and media producers
• ELLs should produce and publish
• You already have what you need

Improved Sense of Self > Academic Achievement > Digital Media Production > Electronic Publishing > Positive Feedback > Improved Sense of Self…

Produce

• Narrative and Informational Videos
• Books (can be inexpensive to print now)
• Comics (ComicLife)
• Journals, Blogs
• Radio Shows
• Interviews

Publish

• Podcasting
• Blogs
• RSS
• Wikis
• Skype
• Lulu.com (publisher, virtually free)

Gaggle.net has translate feature and one that will read selected text to you.

Internet Archive (archive.org) has public domain videos students can edit and use to create their own content.

Camstudio.org has free tool for recording audio with screencast
Jodx.com (?) is free tool for converting audio to iPod format

UnitedStreaming - use script of narration in Teacher’s Guide (in Related Materials) to allow students to follow along reading while listening

Give them a reason to practice their English - record their own audio

Video by teacher in Houston ISD: ESL = English with Sound and Light.  Had students create a list of adjectives to describe themselves and records them.  He encourages them to use their voices, gestures and facial expresions to clarify.  GREAT effects, and really seems to engage the students and give them a personal ownership in their work and increased self image.  Another video shows students doing activities with a narrator (student) asking what the student did.  You need to answer out loud, then the narrator tells the answer with text.  This is an instructional video to help students learn the activities and practice verbs.  These videos are not published, but Arturo says you can probably email the teacher (Michael Shea) for a copy of the DVDs.  Occasionally they are published on the Reagan H.S. website.  A higher-end video editor is used for this project, but lower-end tools would work to get started.

Digital images available on UnitedStreaming for use in projects (but not for publishing on the web).  Pics4Learning is another good source for free images.  iPhoto has a book-maker feature (StoryBook) to create a bound hardcover or paperback book with photos and text.  Linter.com (?) also has tools for creating books.  MyPublisher.com is a PC version where you can create books - upload and they print or you can print yourself.

ComicLife is a comic book builder that is motivating and fun for kids.  There is now a Windows version as well as the Mac version that’s been around a while.  Teachers use to teach dialog - everything in the bubble needs to be in quotation marks.  Can also create a QuickTime movies from this.  Newer Macs (last year or so, the Intel-based Macs) include ComicLife software.

Graphic Organizers are another great tool (Inspiration/Kidspiration) for ELL students to learn concepts and connections.

Digital audio can be created easily by students, and this is a good opportunity for ELL students to record their own voices practicing their English.  Radio WillowWeb is a “radio” internet audio site for and by kids.  PCs and Macs have recording capabilities built-in, but other free tools are available.  Audacity is a free tool for Mac and PC.  iPod microphones are also a great took for portable recording (Belkin ToonTalk is recommended), but it does drain battery fast.  Podcasts are also good for practicing and enhancing lessons - enhanced podcasts include pictures and text!  One quote from a teacher: In our middle schools, they’re given 20 vocabulary words to learn, and they were learning 40 percent.  With the use of iPods and podcasts, learning has increased to 95 percent.

Robert Chavez, Harris Elementary, Austin ISD: Identity Text video.  When student is speaking Spanish as narrator, subtitles show English.  Photos and video of personal descriptors.  Email Arturo for a copy of the video.

Referenced Web Links (copied from NECC online program)

Digital Video
iMovie: http://www.apple.com/education/imovie/
Movie Maker: http://www.microsoft.com/windowsxp/using/moviemaker/getstarted/default.mspx
iPod in Education: http://www.apple.com/education/ipod/
Video - The Letter: http://homepage.mac.com/dbranam1/iMovieTheater19.html

Digital Images
iPhoto (Mac): http://www.apple.com/support/iphoto/
Photo Story (PC): http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx
Websites to publish your photo books:
http://www.sharedink.com/
http://www.mypublisher.com
http://www.blurb.com/
http://www.lulu.com/
Inspiration: http://www.inspiration.com/
Comic Life (only for Mac): www.plasq.com
Comic Book Creator (only for PC): http://www.mycomicbookcreator.com

Digital Audio
Audacity (free audio recorder for Mac and PC): http://audacity.sourceforge.net/
iTunes (Mac and PC): http://www.apple.com/itunes/
Garageband (Mac only music and podcast tool): http://www.apple.com/ilife/garageband/

Podcasts
Breaking News English: http://www.breakingnewsenglish.com/
English as a Second Language Podcast: http://www.eslpod.com/website/index.php
Digital Chalk: http://www.digitalchalkworksheets.com/
Rolling R’s (Middle School Spanish Lessons): http://rollingrs.com/

ELL Web Resources
Colorin Colorado (ESL resources from PBS) http://colorincolorado.org/
Space Place (Math and Science for kids in English and Spanish): http://spaceplace.jpl.nasa.gov/sp/kids/
HPRTEC (Rubistar and Casa Notes): http://hprtec.org/
Pics4Learning (free safe images) http://www.pics4learning.com/
Venatanas al Universo (Math and Science for kids in English and Spanish, leveled): http://www.windows.ucar.edu/spanish.html

Web 2.0
The Clem (Class weblog): http://visitmyclass.com/blogs/burnett05/default.aspx
Goochland High School (Teacher weblogs): http://www.glnd.k12.va.us/gateway/go/ghs/teachers
Skype (free computer to computer calls anywhere in the world): http://www.skype.com
Edublogs (free weblog site for teachers): http://www.edublogs.org
Wikispaces (free collaborative website builder): http://www.wikispaces.com/site/for/teachers

References from the NECC session listing:
Historical Blogs overview (PDF)
The Integrated Mac website (Cobb County)

The session is about to start, and it’s packed, all seats/tables are full and it’s standing room only around the back.  (photo later) 

Below are my notes from the session:

Starting with photos of the area where their school is in Marietta, GA.

Why a blog, not a website for these projects?
- Journal format fits the project, already have hosting, ease of creating, not as limited by network policies

Historical Blog is a website created by teachers and studens based on a historical figure or research on a period of history.  Posts, and sometimes comments, are written from the point of view of the time period or characters.

Harriet Tubman site created in a 3rd grade classroom.  Each post represents a chapter (each student assigned one chapter), written by a student as Harriet Tubman may have written.  Teacher read book out loud to give students information about which they could write.  Students created fictional story about Underground Railroad, practiced paragraph writing.  Web of Character Facts using Kidspiration maps important facts about Harriet Tubman.  Advanced students create a fictional character based on what they have learned about slavery and answer questions asked by a “reporter.”  Interviews are conducted using GarageBand on a Mac.

Podcasts/Multimedia videos used (Macs easier but they don’t have many of them).  Timeline created using KidPix to create illustrations.  Kidspiration used for character maps.  Images were gathered from sites like Library of Congress, Wikipedia, and other photo sites.

Good PPT instructions but went too fast — couldn’t get all info down here.  Breakdown of steps for the lessons very detailed on the PPT, and time used for the project also listed.  3rd grade student created banner for the site in PhotoShop.

Had some barriers from district policies not allowing students to post directly, and comments were not allowed to be open.  Posts were written in Word and posted by the teacher.  Recent policy changes make student publishing possible with moderation by a teacher.

Two more project examples: World War II (comments were open) and Civil War sites.

Recorded description from teacher on WWII blog.  This project was for 8th graders.  Students chose a particular person and their role, did research, then posted a blog entry in character.  Other students commented, also in character.  Teacher says many reluctant readers and writers were energetic about the project.  Motivation for students was great, and teacher is looking forward to using the project again.  Image site banner was again created by students in PhotoShop.  All research was done before technology was brought into the lesson - students were ready to write.  Posting and comments were done over about 2 days in what sounds like a lab setting.

Civil War site was done by 4th graders.  They didn’t have as much time for this project, started towards the end of the school year and limited access to computers.  No comments were used simply due to lack of time.  Looked into video blogging and photo blogging.  Same premise - students are in character after doing research about the time period.

Can do this on your own server with the right tools: need a server or host, PHP and mySQL must reside on server, and need blogging software on server (MoveableType, WordPress).

This school wants to create teams with other schools for reading buddies, book study, math, science, social studies, fine arts, digital video and podcasting.  Contact Herman Wood for information.

My comments:

This was a fantastic idea session.  I know I can bring this tangible lesson back to my teachers and implement it immediately!  I’m excited about this more engaging history activity and am looking forward to brainstorming with teachers in other subject areas to find more ways to create more lessons like this.

Below are my notes from the session by Thom Dunks & Kelly Wade:

Software used: uPortal for building site.  Open Source Java-based software.  They have 2 Java programmers helping with the coding.  Caution - might not be able to use uPortal without a Java programmer.

This session is not about vision or writing code, it’s about pragmatics.  Looking at a tool as a sample of what audience may want to implement.  They have a 4-person team working on their sites.  This session will be more classroom-based.

Thom is director of Technology Services (12 in department) for the district, has background on school sites.

Why an Educational Portal?
Research projects - most students will start with Google, but will it truly give us access to information the way they need it?  Students may have the ability to decipher information from web addresses (.com, .edu, .org).  Portal can also include subscription services such as UnitedStreaming for videos and many other options that would not be available on a general Google search.  Thom gave example of Google search for Martin Luther King Jr., finding sites that seemed to be appropriate but one you get into and find it’s a white supremecy site!  This is not the kind of information we want our students to have to sift through for information.  Instead of this, teachers can add a bookmark for their students when necessary for projects.

Portals centralize resources for both schools and community.

Tour of Santa Cruz portal
Good list of resources available and more information is posted on the NECC session listing.  Login is available for free viewing of the Santa Cruz portal until the end of September, 2007.

Entire site is single-access, meaning one login gets users in to all services, with only a couple of exceptions (NetTrekker, Gaggle, and RxNetWriter).

Curriculum Resources tab includes services such as UnitedStreaming, DigitalMath and NASA.  Some are free, some are paid subscriptions.

Research and Reference tab links to Grolier’s Encyclopedia, Dictionary, and links to free pictures, texts and AP multimedia resources.

Teacher Resources tab is mostly California-based information, but the idea is to give teachers a resource for using technology and other standards information, etc.

Administrator Resources tab for administrators also good for technology leaders with links to ISTE and information about CARET.  TICAL link also has many great tools and resources.

Parent Resources includes internet safety information, homework help links, and special needs information.

Funny “cat-herding” movie commercial for EDS. 

Stage 2 will be students will have their own tab with information about courses, homework, and other information.  They will use a regional server through the portal to Moodle.  They originally used Blackboard but it was cost-prohibitive, so they’ve chosen Moodle as an Open Source solution.

Stage 3 is devotion to build professional learning opportunities: RSS, blogging, etc.

Q & A

Are you monitoring use?  The tool is still in early stages, but they can see use by school right now.  They use informal discussion to assess teacher use.

39,000 students - databases acquired from schools, use password generator to create logins for all students, but each site has its own manager of the database for that school?

Librarians & Media Specialists have their own logins to maintain their own bookmarks.

Q: Talking about students “using teacher passwords” to access bookmarks.  How does this work?  A: Teacher logins are private, but they maintain bookmarks under a main “password’ that students can use, directly linked to the students’ logins.

NOT a heavily encrypted password site, so should not be linking SIS or webmail passwords to this portal.

As it looks now, Monday’s first time slot will be my toughest decision; I already had to eliminate some from my original list.  All other time slots are only a few choices I’ll have to make.  This list is numbered by my current choice preference, but as with all scheduling, that could change!  Schedule items here are linked to the NECC program for more information about the sessions, and the blog tags for the sessions are in parentheses as well as some presenter names I wanted to highlight for myself.

edited/updated Sunday, 6/24, at 1:45 p.m. EDT, also update as the conference goes to eliminate invalid tags (sessions I’m not going to end up blogging)

Sunday, 5:45-7:00 p.m.
Opening Keynote, Murphy Ballroom

Monday, 8:30-9:30 a.m.

1. Building An Educational Portal: A Single Stop for Learning Resources, B204 (n07s679)
2. When the Best is Free: Open Source Software in Education, Murphy 4 (n07s841)
3. Using Tech to Differentiate by Interest in the Upper Elementary Classroom, B301 (n07s583)
4. A Computer on Every Desk? Now What?, B207 (n07s621)
5. Almost All New Return of the Gadgets!, Murphy 1 (n07s644)

Monday, 11:00 a.m.-12:00 p.m.

1. Voices from the Past: Fictional Blogs of Historical Figures, B303 (n07s740)
2. Passing Notes in Cyberspace: Communication and Privacy at School, B405 (n07s668)
3. Daring Conversations: An Actor Shares the Voices of Students, Murphy 1 (n07s581) this session is being archived via podcast

Monday, 12:30-1:30 p.m.

1. A Bright Idea: Shedding Light on Web 2.0 Applications, Murphy 2/3 (Kathy Schrock, n07s800)
2. Sowing the Seeds for a More Creative Society, Murphy 1 (n07s737) this session is being archived via podcast

Monday, 2:00-3:00 p.m.

1. Process Writing for the MySpace Generation, B207 (n07s537)
2. Applets to Zeta: Making Math More than Fun, B215 (n07s539)
3. Creating a Community of Learners Using Technology, B302 (Cara Hagen, n07s632)
4. Free Is Good: No-Cost Programs, Web Sites, and Shortcuts, B208 (n07s610)

Monday, 3:30-4:30 p.m.

1. Funding Your Dreams: Grantwriting in the Information Age, Murphy 4 (n07s827)
2. Report from the Policy Front: What’s in Store for Ed Tech, B203 (n07s837)
3. In the News! It Is Elementary!, B207 (n07s852)

Monday, 4:45-6:15 p.m.

How to Help Teachers Successfully Integrate Technology (BoF), B207 (Laurie Ellis, n07s249)

Tuesday, 11:00 a.m.-12:00 p.m.

1. Digital Media Tools for English Language Learners, B306 (n07s597)
2. Educating Students About Online Safety, B213 (n07s672)
3. School 2.0: Technology and the Future of School, Murphy 2/3 (US Dept of Ed, n07s624)
4. Staggeringly Good Things Integrating Media and Google Earth, Murphy 1 (n07s739) this session is being archived via podcast

Tuesday, 12:30-1:30 p.m.

1. New Tools, New Schools: Starting the Conversation about Web 2.0, B207 (Gwen Solomon, Will Richardson, Timothy Magner, Lynne Schrum, David Warlick, n07s702)
2. Can Technology Make Us Wise?, Murphy 2/3 (Bernie Dodge, n07s746) this session is being archived via video-on-demand

Tuesday, 2:00-3:00 p.m.

Contemporary Literacy in the New Information Landscape, Murphy 2/3 (David Warlick, n07s705) this session is being archived via video-on-demand

Tuesday, 3:30-4:40 p.m.

1. Constructivist Teaching with Technology: Learning with Laptops, B208 (n07s647)
2. Of Mice and Men, B313/314 (n07s809)

Wednesday, 8:30-9:30 a.m.

1. Assessing Student Technology Literacy, B213 (n07s759)
2. Beyond Testing: Projects that Nurture Creativity, Critical Thinking, and Collaboration, Murphy 2/3 (n07s691) this session is being archived via video-on-demand

Wednesday, 10:30-11:30 a.m.

1. From Hand It In to Publish It: Re-Envisioning Our Classrooms, Murphy 4 (Will Richardson, n07s584)
2. Using Technology to Support Learning for All Children, B304 (n07s591)
3. With Power Comes Responsibility: Online Awareness, Ethics, and Safety, B217 (n07s707) this session is being archived via video-on-demand
4. From Web Consumer to Producer: Student-Created Virtual Exhibits, B303 (n07s780)

Wednesday, 12:00-1:00 p.m.

1. E-Blocks: Using a Multisensory Approach to English Language Learning, B208 (n07s694)
2. Teach Web Design using Macromedia Dreamweaver 8, B301 (n07s660)
3. Inspired Writing: Using Inspiration with the Four Square Writing Method, B303 (n07s783)

Wednesday, 1:30-2:30 p.m.

1. Expanding Boundaries of Learning: Designing Rigorous and Globally Connected Assignments, Murphy 1 (Alan November, n07s722)
2. First Things First: Technology Successes in the Primary Grades, B212 (n07s536) this session is being archived via podcast
3. Write a Winning Grant Proposal: The Eight-Step Grant Proposal Model, B304 (n07s559)
4. Loud Music, Competitions, Funky Presentations! This is NOT Your Grannie’s Classroom, B201 (n07s704)
5. Effective Use of Technology in the Middle School Math Curriculum, B301 (n07s708)

Wednesday, 2:45-4:00
Closing Keynote, Murphy Ballroom

 

With Creative Commons licensing, many more photos and images are available to download for educational purposes than ever before. But Pics4Learning (offered by Tech4Learning) screens photos and makes sure they are appropriate for educational venues of all sorts. You can even contribute some of your own images! This is a terrific site for teachers to use when they want a one-stop site for finding images for student projects. They have categories and a search function to find just the photo you want. I would imagine as this site becomes more well-known, we can expect the library to grow and grow.

Do you know of any other good sites for images or audio for education?