Educational Technology - Recently Updated Pages

French Creek Fifth Grade Book Reviews

ann2779 — Tue, 22 Aug 2006 07:58:58 CDT

Your Name

Name of Book

Summary

What I liked What I didn't like One thing I learned

Blogs

cawwee23 — Thu, 27 Jul 2006 18:02:11 CDT

By Carrie Coremin

In a 2001 study, 25 percent of 5 year-olds reported using the Internet. In the same study, 59 percent of students age 5-17 reported using the Internet. (source)

(source)

This statistic is amazing! As teachers, we need to be up to date with the latest technologies, especially, in the field of education. Blogs are a new way people are communicating. What exactly is a blog? I’m glad you asked because this wiki will explain everything.

What is a blog?

A blog is a weblog, which is a combination of two words. Web+Log= Blog. Blogs are web based journals with one person that writes and other viewers can comment on. Unlike a traditional journal, however, a blog offers other features that make it particularly useful to education and other professions. A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic.

Click here to see an example of a typical blog.

How to use a blog?

Whether reading someone’s blog, or creating your own, it is important to understand that blogs represent the personality of the author or reflect the purpose of the web site that hosts the blog. A person can set up a blog on any blog hosting website. The following are examples:

Blog’s can be used for many different reasons. They can be very helpful and used to educate, inform, and understand just about any topic imaginable. Once you create your own personal blog, you can link your blog to other similar blogs in hope that you increase your readership. Once your blog is posted on a specific website, readers can leave comments and feedback about your blog post. Building a general audience is important so that you can continue to post new blogs and become part of the community for your specific website.

If you do not intent to create your own blog, reading other people’s blogs can be just as enjoyable. Once you find authors you enjoy reading, you can leave comments for the author.

Why use a blog?

People use blogs for various reasons. Professionals can create or follow blogs to help advance and educate themselves in their field. Teenagers can use blogs to communicate with friends. Adults can use them to catch up with old friends, meet people, and find information on just about anything. Recently, through the promotion of his blog, Kyle MacDonald orchestrated one of the most fascinating trades online. With the goal of obtaining a free house, Kyle traded one red paper clip. One year later, through his personal blog Kyle accomplished his goal and received a house! ( For more information on this story click here) Whatever the need, there is a blog for you!!!

How blogs are used in education?

(source)

Educators can use blogs in various ways. One way is to talk with other educators about what is going on in the education field, new ideas they may have, and to just talk about the stresses of teaching. Some useful blogs in education are listed below.

Teachers can use blogs more specifically to improve students learning in all subject areas. The following are just some examples.

Increase student writing as the interactive publishing is viewed as an enjoyable activity.
Encourage students to explore, express, criticize, collaborate and share.
Allow wider participation as reluctant learners often open up online.
Use as a base for collaborative activities.
Enable learning and assistance outside of school hours.

Teachers use blogs to make teaching easier. Many times teachers bring work home with them, call or write letters home about upcoming events and homework. In addition, most educational blogs are password protected, so no one besides school members can access the site. With blogs teachers can do the following:

Maintain communication with absent students.
Allow online submission and review of student work.
Manage, present and store information easily.
Post homework assignments and classroom activities.

Communication with parents is key in a partnership for learning environment. Parents like to be informed of what goes on at school and this is the perfect way to quickly inform. Lastly, parents love to see what their child is accomplishing at school and blogs give an opportunity for parents to see their students work. The following are some other examples of how blogging is helpful to teachers.

Schedule classroom events and field trips.
Offer insight into classroom activities.
Notify parents of their child's academic performance.
Schedule PTA meetings and open houses.
Exhibit student work and presentations.
Showcase awards and accomplishments with photos, videos and podcasts.

Sources:

Citations:

Bergstein, B (2006, July 11). Bartering Blogger Turns A Paper Clip Into A Place To Live. Gloucester County Times, p. A1.

Descy, Don E. (2004).All Aboard the Internet. TechTrends:Linking Research and Practice to Improve Learning. 48, 5.

(1996). Epals partners in learning. Retrieved July 18, 2006, Web site: www.epals.com

Ray, J (2006).Welcome to the Blogoshere: The Educational use of Blogs. Kappa Delta Pi. 42, 2.

Wilhelm, Lance (2004, May 4). WebQuest Blogs and RSS. Retrieved July 17, 2006, Web site: http://www.ettenborough.net/WOW2004/index.htm

GPS

mvcassid — Wed, 26 Jul 2006 16:53:07 CDT

Global Positioning Systems

Created by: Mike Cassidy, Summer 2006

What is GPS?

Global Positioning Systems, commonly called GPS, is a worldwide radio-navigation system made possible by a bank of 24 satellites and many ground stations (Roblyer, 2003). GPS receivers, allowing people to accurately determine their location (longitude, latitude, and altitude) in any weather, day or night, anywhere on Earth. Today there are many types of GPS units including hand-held mapping models, auto mounted for directional purposes, watches for navigation & elevation, computer software applications such as the popular Google Earth, and telephones to pinpoint a caller in the event of an emergency. Using satellites as reference points, any GPS unit can calculate the desired position of anything on earth accurate to as little as a matter of feet or even inches (Roblyer, 2006). GPS has become a vital global utility, indispensable for modern navigation on land, sea, and air around the world, as well as an important tool for map-making, and land surveying. GPS also provides an extremely precise time reference, required for telecommunications and some scientific research, including the study of earthquakes plus location and directional paths of a killer tsunami.

How GPS is used and why?

The high precision of GPS makes it an impressive technique for any imaginable application that requires the determination of positions (positioning), time (timing) and/or direction of motion (navigation) anywhere on Earth under all weather conditions. Although GPS is a relatively new technique, the highly creative minds of many people around the globe have already devised and developed a myriad of applications. The first applications were developed by the U.S. Department of Defense, who took on the assignment of designing and developing the GPS system. The early applications had a clear military orientation, like navigating combat airplanes, guiding missiles, positioning and location of troop movements and locating military ships in a timely (real-time) manner.

Civilian applications, both commercial and scientific, are widely popular. In fact, commercial and scientific applications now far outnumber the military applications. Reasonably enough, the GPS is hel ping more and more to guide cars and cabs, trucks and trains, sailing boats and ships, airplanes and even other satellites. Police and municipal services are using GPS for vehicle tracking. Homeland security officials use GPS and global information systems (GIS) technology in supporting our nation's homeland security efforts to protect life, property, and infrastructure for tracking Rescue and salvation crews are using GPS to locate and speed the assistance to people during emergencies. Surveyors are using GPS to determine the boundaries, area, or elevations of land, rivers and/or countries. Engineers are using GPS to monitor the tiny motions and possible deformations of potentially hazardous structures such as bridges, roads and dams.

Farmers are using GPS to survey their fields and track their livestock so that they can distribute fertilizer more efficiently. Airline pilots are using GPS to cruise and land airplanes. Hikers are using GPS to guide themselves on their mountain climbs. GPS systems are being extensively used on bicycle tours, marathon runs, rally competitions, and in many other kinds of sport events. Zoologists attach minuscule GPS receivers to penguins and polar bears, whales and dolphins, eagles and condors, lions and gazelles to study their behavior in their natural habitats. Cellular phones with GPS capabilities combine voice communication needs with positional information with the purpose of, for example, personal security and fleet management - check out this GPS Phone Demo. Radio and television broadcasting stations, financial institutions and international transactions, computer networks and clocks around the world use the GPS signals for time synchronization. Backpack GPS units are being developed to guide blind people through the intricacies of the cities. It appears the boundaries and uses of GPS are limited only by the human imagination.

Why use GPS in the Classroom (educational justification)?

Science and technology have a unique relationship. Technology supports science and science makes new technology possible. Both will play a critical role in our students' future. Thus, it is not surprising that efforts to reform teaching and learning in these two areas have been at the center of the national standards movement. U.S. elementary students perform well compared to students in other nations, but that performance diminishes as our student's progress through school (Beaton et al., 1997–1998). Technology provides many opportunities to build students' conceptual knowledge of mathematics and science, as well as to connect their learning to problems found in our world (Roblyer, 2006).

GPS and GIS tools let students make observations and analyze data to support scientific investigations - students use these tools to study the weather, land cover, soil, and hydrology.

Send students on a geocaching treasure hunt with GPS devices— These motivating activities get students to spend more time studying geographical information and techniques.

No longer do students need to struggle with pencil and paper, and a ruler as they attempt to draw their own maps. Up-to-date mapping utilities allow more interactive hands-on use of existing maps as well as creation of new ones (Roblyer, 2006).

Suggested Worksheet for Students: Applications of the Global Positioning System.

The students may complete the worksheet Applications of the Global Positioning System. This worksheet asks the students to design a system that incorporates GPS receivers. Students are encouraged to consider how GPS might be integrated into their daily lives. This exercise will get students thinking about how GPS works, how it effects all that goes on around them, their family and friends. This technology is too fun not to adapt to your everyday life.

How are teachers & schools using GPS?

County Donates Global Positioning System to Brookhaven Lab for Educational Programs

June 14, 2005

UPTON, NY – Thanks to Suffolk County, the Long Island Geographic Information Systems Users Group (LIGIS), the Rauch Foundation, Hofstra University, and the U.S. Department of Energy’s Brookhaven National Laboratory, about 200 ethnically underrepresented middle school and high school students from Freeport, Hempstead, Roosevelt and Uniondale school districts have had a unique, hands-on educational opportunity. They have learned how to use a global positioning system (GPS) to map out the habitat and movements of rare animals on Brookhaven Lab’s 5,300-acre site.
Photo of Jeremy Feinberg, et. al.

Jeremy Feinberg, a biologist and herpetologist working at Brookhaven National Laboratory (left, front), discusses the global positioning system donated by Suffolk County to Brookhaven Lab with (from left) M. Ehi Ayewoh, Hofstra University; Mary Daum, Brookhaven Lab; Melanie Walker, Hempstead High School (HHS) student; Jim Daly, Long Island Geographic Information Systems Users Group; Kendra Walker, HHS student; Maria Perez-Lent, Suffolk County Executive Office; and Maurice Allen, HHS student.

The students are part of Hofstra University’s Science and Technology Entry Program (STEP), a New York State-funded program that aims to interest minority students in scientific, technical, and health-related fields. With the aid of Jeremy Feinberg, a biologist and herpetologist working at Brookhaven Lab, the students located “mock” animals using radio-telemetry, a technology that sends radio signals from a device carried by the animal. After pinpointing the animal’s location, the students used GPS units to obtain precise coordinates of the location. They then entered the coordinates into a geographic information system (GIS) and developed a computerized map that showed the animal’s travel range.

Rare animals on the Laboratory site include the spotted turtle, the Eastern hognose snake and the Eastern tiger salamander. According to Feinberg, the information provided by a GIS map can provide a better understanding of rare animals’ movements and behavior. Then this information could be used in practical ways to protect the animals. For instance, certain areas of the Laboratory that are inhabited by rare animals can be deemed off-limits for lawn mowing.

“It is exciting that the technologies we could only dream about when we were school children are now everyday realities in the classroom,” said Suffolk County Executive Steve Levy. “I’m pleased that Suffolk County could find an educational use for this GPS equipment, and I hope that it spurs the intellectual curiosity of many Long Island students.”

Mary Daum, who works in Brookhaven Lab’s Environmental Services Division, and a member of LIGIS, along with Jim Daly, the Chairman of LIGIS, initiated the negotiations for the GPS equipment, which had previously been used in Suffolk County’s Stop-DWI Program. In addition, the Rauch Foundation lent their support to make the Hofstra STEP activities possible at Brookhaven Lab.

“This program was a great opportunity to show these students how their classroom learning can be applied to real world research projects,” Kenneth White, Manager of Brookhaven Lab’s Office of Educational Programs, said. “In addition to the STEP program, which had included lessons in physics and biology as well as environmental science, we plan to use the GPS equipment this summer for ninth-graders from Suffolk County and inner-city outreach areas in our Minority High School Apprenticeship Program and for tenth and eleventh grade students from Suffolk County in our Community Summer Science Program.”

Using GIS and GPS Technology as an Instructional Tool

Students Learn About Geographic Information Systems at Brookhaven Lab

REFERENCES:

Roblyer, M.D. (2003). Integrating Educational Technology into Teaching - 3rd Edition. Upper Saddle River, New Jersey: Pearson Education, Inc..

Roblyer, M.D. (2006). Integrating Educational Technology into Teaching - 4th Edition. Upper Saddle River, New Jersey: Pearson Education, Inc..

Broda, Herbert W. , & Baxter, Ryan E. (2002). Using GIS and GPS Technology as an Instructional Tool. Clearinghouse. 76 n1, 49-52.

(2006). Trimble Inc.. Retrieved July 22, 2006, from http://www.trimble.com

(2006). Trimble Outdoors. Retrieved July 22, 2006, Web site: http://www.trimbleoutdoors.com/TrimbleOutdoors.aspx

(2006). Trimble Outdoors - View Trip. Retrieved July 26, 2006, from Trimble Outdoors Web site: http://www.trimbleoutdoors.com/ViewTrip.aspx?tripId=12294

(2002, April 19th). GlobalTech. Retrieved July 26, 2006, from SUNY FARMINGDALE Web site: http://www.farmingdale.edu/~kramerpr/globaltech/GlobalTech-GIS/GIS-Links.html

(2006). Laboratory News. Retrieved July 22, 2006, from Brookhaven Laboratory Web site: http://www.bnl.gov/bnlweb/pubaf/pr/PR_display.asp?prID=04-110

(2006). Laboratory News. Retrieved July 26, 2006, from Brookhaven Laboratory Web site: http://www.bnl.gov/bnlweb/pubaf/pr/PR_display.asp?prID=05-66

Hand Held Tech

seema — Wed, 26 Jul 2006 11:47:38 CDT

HANDHELD TECHNOLOGIES IN EDUCATION

“Education technology and school construction go together. Modernization, updating education facilities, and making a capital investment in education are all included.” -Major Owens

Handheld technologies bring the power of computing to devices that we can hold in our hands. Handheld devices are characterized by the limited display size. They may/may not have a keyboard or a point/selection device. Examples of such devices include graphing calculators, cell phones, PDA, iPOD, etc. This report takes a look at three such devices that are continuing to make an impact in education.

GRAPHING CALCULATORS

Graphing calculator is an advanced calculator that could be used to perform complex mathematical functions and analyze function graphs.

Graphing calculators are commonly used and widely popular in schools. Many manufacturers market them as educational tools. A number of high school teachers encourage students to use them. A wide variety of programs and classroom activities for its use is readily available on the web. Advanced programmable calculators offer a lot more potential in learning and understanding complex math. They could also be used to take notes, to keep a personal grade book, or to store phone numbers. Interestingly, calculators were the among the first few of all hand held technology used in schools that also came under intense scrutiny for decades. Teachers and parents wondered if an entire population would become machine dependent. Nevertheless, teachers, students, parents, and schools have come such a long way that the age old scrutiny seems almost irrelevant in this day and age.

iPOD

iPOD is a combination digital audio player and portable hard drive with a reputation for being very user-friendly.

iPOD, being popular among students already, offers itself as a good educational tool for teachers to connect audio and visual learning in a portable environment. Teachers are beginning to see a wider usage for it in many subject areas in classroom activities. Downloadable study guides and review notes are just some of the examples. Pod casting is now considered by many teachers and technology proponents as an effective interactive technology tool. iPOD could also be used to give PowerPoint presentations and keep track of phone numbers, email addresses and schedules. It is also being experimented as an assistive technology tool for special education students.

PDA (Personal Digital Assistant)

PDA is a term for any small mobile hand held device that provides computing, information storage, and retrieval capabilities for personal and business use. It is often used for keeping schedule calendars and address book information handy.

PDA is gaining popularity as an educational tool with a lot more teachers experimenting its use in the classrooms. PDA is being recognized by many teachers as a good collaborative learning technology tool. Many technology proponents believe that since a variety of educational applications now exist for PDA, a number of students could benefit by its use in classroom activities. Students could use PDA to take notes, track assignments and even finish home work. It is believed that such activities with the use of a PDA also help enhance organizational skills in students.

BENEFITS

Handhelds are not likely to replace other technologies currently used in schools. Instead they can address specific needs. Handhelds give students more opportunity to learn and explore through problem based investigations. They encourage ubiquitous learning and customize to some extent learning to their individual needs. Handheld devices increase productivity by reducing factors such as installation time and elaborate computer labs. Devices such as PDA are also a relatively low cost alternative to laptops for use in simple classroom applications. Handhelds being portable, not only help students to familiarize themselves with the latest advances in technology on the go, but also to get comfortable with them. They also have a great potential to make a huge impact on learning, teaching and understanding with special needs students.

“…The first true step for school leaders is to take comfort in the realization that a willingness to learn anything about technology is a step toward the integration of technology in your life. Because the technology integration process is multidimensional rather than linear, we have to remember that each participant in the technology revolution approaches this culture in a different way. That is why there is no clear global definition of technology integration. And like so many other issues related to the evolution of a school, the job of figuring out how technology plays a role in student learning and achievement is up to the leadership team of a community to decide.”
– Prof. Chris Dede, Harvard Graduate School of Education

Citations and interesting links:

Graphing calculators - wikipedia

Graphing calculators - Texas Instruments

Impact of hand held graphing calculator use

Learning with handhelds - Berrien County project

Wichita public schools Technology curriculum

iPod for learning

Effects of handheld computers on teaching and learning - by Elliot Soloway & Cathie Norris

Article: Future of hand held technologies in education

Article: Educational PDA games

Article: The paradox of integrating handheld technology in schools

Projection Keyboard

Tablet PC

CFareri — Wed, 26 Jul 2006 11:03:07 CDT

What is a Tablet PC? (source)

The Tablet PC is the next-generation in mobile computing. It is a fully functional PC with a liquid crystal display (LCD) screen that allows you to use a stylus to create handwritten entries. The Tablet PC runs Microsoft Windows XP Tablet PC Edition and uses handwriting recognition technology. Tablet PCs are exceptionally lightweight with long-lasting battery life. This lightweight mobile technology provides both teachers and students mobility and flexibility in deciding when, where and how they want to complete their work.

How to use a Tablet PC?

The Tablet PC runs Microsoft Windows XP, so it will run very much like the PCs many students, teachers and administrators are used to using. The user will open the Tablet PC and fold over the LCD screen, transforming what would look like a laptop into something looking like a notebook. Then using the stylus (a specially designed pen shaped device created for the use on an LCD screen), write like you would if you were using pen and paper. The handwriting recognition technology transforms your handwritten information into standard text. Transforming handwritten information into text is not a requirement. The Tablet PC has the ability to search thru and save handwritten text just like computer text. Tablet PCs also have the ability to be used with a keyboard and mouse. The versatility of the Tablet PC also allows the user to use a keyboard and/or mouse if preferred.

Why use a Tablet PC?

Tablet PCs allow teachers and students greater flexibility in learning environments. Students and teachers no longer have to be in computer labs or classrooms.
They allow for mobility in the room to enable you to assist in student collaborations.
Tablet PCs can be used anywhere in or out of the school building.
Stay mobile in or out of the classroom but still have access to the information you normally have on your desktop or laptop PC.
Tablet PCs remove the barriers that are created from the screens of laptops and desktops to allow you to maintain eye contact and interaction with your students.
Saves schools money on paper.
Greater communication between students and teachers.
Add enthusiasm to a lesson.

How are educators using Tablet PCs?

Teacher use:

To grade papers. Tablet PCs provide teachers with the ability to insert comments right into a students work in Microsoft Office.
As a whiteboard or chalkboard connected to a projector. Teachers are able to have students brainstorm in class by writing their thoughts on the Tablet PC and save their work without having to give up chalkboard space or worry about someone erasing it. Tablet PCs also allow teachers to provide notes to students typed so they are easy for students to read.
Create integrated assignments for the students use.
Create worksheets students can fill in and submit electronically.

Student use:

Create and use integrated assignments. Students or teachers can combine reading assignments, class notes and other learning material into one document or multiple documents at hand without the hassle of fumbling through books for the materials.
The ability to take notes in their own handwriting and also search through those notes.
Collect and share web sites and information for research.
Allows students to submit assignments but also retain a copy.

( sourse )

Tablet PC Resources

Microsoft Windows XP Tablt PC

Toshiba

Hewlett Packard

References

Evans, Sarah (2006, January 22). New, low-cost tablet PCs can revolutionalize schoolwork. Retrieved July 15, 2006, from Columnist Web site: http://159.54.226.83/apps/pbcs.dll/article?AID=/20060122/COLUMN0203/601220321/1064

Herrera, Chris (July 10, 2006). tabletpctalk. Retrieved July 12, 2006, from Tablet PC Talk Web site: http://www.tabletpctalk.com/

Roblyer, M.D. (2006). Integration Educational Technology into Teaching. Upper Saddle River, New Jersey: Pearson Education, Inc.

(May 13, 2004). About Microsoft Tablet PC. Retrieved July 12, 2006, from Microsoft Web site: http://www.microsoft.com/Education/TabletPCAbout.mspx

(June 2, 2004). LCD. Retrieved July 12, 2006, from Webopedia Web site:

http://www.webopedia.com/TERM/L/LCD.html

Picture Sources

http://www.departments.dsu.edu/news/spotlight/photogallery/Howard.htm

http://blogs.brophyprep.org/mt/blogs/Blair/images/Tablets1.jpg

Handheld Technologies in Education

seema — Wed, 26 Jul 2006 10:57:52 CDT

eField Trips

laurabevan — Wed, 26 Jul 2006 09:50:26 CDT

eField Trips

Laura Bevan

Removing Classroom Walls. Opening Windows to our World.

What is an Electronic Field Trip?
The electronic field trip (EFT) is a field trip that students and teachers take through the Internet using their computers to access up-to-date information right from the classroom about places such as museums, parks, countries, or wildlife. According to Distant Learning, each field trip is geared to a certain topic and a specific grade level. The e-trip is websites that contain information a selected subject and has activities for student and teacher to interact. Teachers and students “travel” to a selected topic anywhere in the world and see current information, all without the expense of leaving the classroom.

How to use it?
The teacher picks a subject matter from a website like Cooperative Educational Service Agency (CESA). There is a fee to pay to take the field trip.
There are 4 components in an e-field trip:

Trip journal- which is a fill in the blanks question worksheet for the students to complete. This helps the teacher grade participation and helps the student retain information.
Virtual Visit- a Flash movie that educates the student on a selected topic.
Ask the Experts- students can ask and receive answers to their questions.
Live Chat- a group discussion on the topic.

To watch a quick presentation on how to use it click below:

Why to use it?
EFTs help teachers and students visit places and focus on ideas that may not have been possible to go to before Internet technology. According to efield trips (2005), electronic field trips give students a number of unique tools that enhance the field trip experience and follow-up activities based on the field trip. Students are able to view materials for their understanding. For instance, a report on whales would come to life when enhanced by a short movie showing, with sound effects, how whales come to the surface of the water to breathe. Through electronic field trips, students also have the opportunity to connect, face-to-face and in "real time," with "real" people through video-conferencing. Teachers and students can then “replay” a scene that students did not understand or missed the first time unlike in a traditional field trip.

How are teachers using it?
Teachers are using e-field trips as an enhancement to the courses they are teaching. With a range of field trips from National Historic Parks to Health Education and more to come, they can integrate the program into class lessons without much difficulty.

For information on these topics, click on topic-
Forest Field Trips
Windows into Wonderland
Glacier National Park
Cooperative Educational Service Agency

Resources:
Distant Learning. Retrieved July 18, 2006, from discoverycenter.org Web site: http://www.discoverycenter.org/efieldtrips.php

(2005). efieldtrips. Retrieved July 18, 2006, from efieldtrips Web site: http://www.efieldtrips.org/

(2006). National park service. Retrieved July 18, 2006, from Sitka National Historical Park Web site:
http://www.nps.gov/sitk/pphtml/newsdetail22434.html

United Streaming VideoTech

tpolito — Tue, 25 Jul 2006 18:47:15 CDT

Video Technology in the Classroom
Get Connected to United Streaming!

Toni Polito
July 2006

What is it?

Are you anxious to integrate technology into your classroom? Do you want a way to incorporate technology without teaching it as a separate subject? Video streaming is a fun and easy way to incorporate technology into cross curricular areas. By definition video streaming is a technique used for transferring data so that it can be processed as a steady and continuous stream without interruption (Streaming, 2006).

Who uses it?

Incorporating technology has become a priority in the daily routine of the classroom, but the amount of time we have to teach has not changed. You can use video to introduce a new topic to students, or as a follow up to a lesson for clarification on a topic (Technology, 2006). Video streaming allows you to show an entire video or only a few segments that are pertinent to your current lesson, which gives the students a more visual approach to learning (2006, Jan. 24).

Why use it?

United Streaming offers a variety of tools such as videos, quizzes, writing prompts, clipart, and so much more. The website is a great resource for teachers and is very user friendly. It has the ability to meet the needs of all learners with a variety of available media (United Streaming, 2006).
One key feature United Streaming offers is a large library of videos in a well organized database. The content includes thousands of videos from the Discovery Channel, BBC, and others. It also includes new videos that explore math, science, language arts, and foreign language. United Streaming has also added new media that includes a library of sound effects, diagrams, and images (United Streaming, 2006).

United Streaming is more than just a library of videos. It offers teachers many opportunities to incorporate technology into the classroom on a regular basis. Research shows that using United Streaming increases the achievement of students. With the video content linked to state standards, United Streaming also meets the requirements for No Child Left Behind (NCLB). Overall, United Streaming is a great way to incorporate technology into daily lesson plans.

Resources:
http://www.discoveryeducatornetwork.com/
-A link to an educator’s network that includes a discussion board and resources.

http://www.education-world.com/a_tech/tech/tech226.shtml
- A link to professional educator reviews of United Streaming and other software.

http://www.unitedstreaming.com/
-A link to the homepage for United Streaming.

http://staff.ace.ac.nz/centres/technology/Bruceweb/Video%20in%20the%20classroom/home.html
-A link to using video in the classroom articles.

http://www.pcwebopaedia.com/TERM/s/streaming.html
-A link to an article on- What is video streaming?

References:
(2006, Jan. 24). Technology an Educator Can Love. Retrieved July 13, 2006, from
Education World Web site:http://www.educationworld.com/a_tech/tech/tech226.shtml

Streaming. Retrieved July 13, 2006, from Webopedia Web site:
http://www.pcwebopaedia.com/TERM/s/streaming.html

(2006). United Streaming Benefits and Features. Retrieved July 13, 2006, from United
Streaming Web site: http://www.unitedstreaming.com/

On-line BBS

richardzavacki — Tue, 25 Jul 2006 18:16:04 CDT

What is it?
An online bulletin board system, or BBS, is a computer application used in the sharing or exchange of messages or other files. Originally conceived in Chicago, Illinois by Ward Christensen and Randy Seuss in 1978, the first Computerized Bulletin Board System (CCBS) went public in early 1979, allowing users to post messages to a public “board” while others could read and respond. This essentially created an ongoing virtual discussion. Online bulletin board systems became the primary form of online community in the 1980’s and early 1990’s

Why use it?
More recent bulletin board systems offer not only text-base possibilities, but also graphics and other qualities. This has allowed for great flexibility in the world of education. Sometimes referred to as an asynchronous tool, an online bulletin board system can support a number of different teaching strategies. Among these are:

cooperative learning environments
shared tasks
peer review and/or comment online
online class discussions
inquiry-based learning.

How are teachers using it?
Teachers have been able to use online bulletin board systems as a means of opening communication between students, as well. According to Marisa L. Dudiak, a second-grade teacher in Frederick County, Md., whose class used a BBS to discuss a field trip to a Native American farm, “It allowed them to interact with their peers more quickly than a journal, and it evened the playing field." Ms. Dudiak noticed her more quiet students were much more willing to participate in an online discussion.
What was once a technology used mainly in the world of higher education is now finding its way in to elementary, middle and high schools across the country and around the world. Teachers have a much easier time managing online bulletin board systems rather than web sites and have found greater ease in their educational possibilities. Among the large number of choices of free and commercial bulleting board software available are www.phpbb.com, www.snitz.com, www.yabbforum.com, and www.vbulletin.com.

References:

www.bitpipe.com – Offers a brief definition of the technology as well as a history of use.

www.urban75.org - Suggests links to free and public online bulletin board building tools.

www.nytimes.com/2004/08/19/technology - cites an article interviewing a teacher who uses online discussion groups to better communication within her classroom.

www.netc.org/digitalbridges/online/glossary - Discusses the use of bulletin board systems, or “asynchronous communication tools,” in educational settings. Among these are cooperative/peer learning groups, student-led discussions, shared tasks, etc.

www.historyoftheinternet.com/chap3 - Provides information regarding the first internet bulletin board system, its creators, growth, evolution, etc.

Assistive Technology

erinsmith22 — Tue, 25 Jul 2006 18:15:51 CDT

Erin Smith
What is Assistive Technology?
Assistive technology can help disabled students feel more efficient and accepted in the classroom. Assistive technology supports disabled children with communication skills, learning, talking, receiving instruction, and fosters independence. The Individuals with Disabilities Act defines assistive technology as “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities.” The act defines technology services as “any services that directly assist an individual with a disability in the selection, acquisition, or use of an assistive technology device.” An identified disabled student will have an individualized education program (IEP) that specifies the types of assistive technology the student needs to access the general education curriculum.

Assistive Technology Laws
Assistive technology awareness was heightened with the civil rights movement in the 20th century and with the reauthorization of IDEA. The Technology Act of 1988 provided federal funding for assistive technology along with training in how to use the devices. Schools are required to provide assistive technology if the device is needed to help the students access the curriculum, if it is needed for related services, or is listed in supplementary aids in the student’s IEP.

Types of Assistive Technology
Currently, there are more than 4,000 different assistive devices that have been developed. With so many choices, it is important to research items before purchasing assistive technology that will fit the student’s needs. Assistive technology can include: hearing aids, screen magnifiers, voice recognition software, typing devices such as Quick Pad or Alpha Smart, Braille typing software, and communication aids.

Assistive Technology- who can it help?
Assistive technology is developed to help students with specific disabilities. For example, a student with a reading disability may use technology that presents the story in a graphic manner. In this format, the text and graphics are printed together so the student can interpret the pictures if they do not recognize the printed word. Assistive technology has been developed for autistic students on the premise that many autistic students process visual information better that auditory information. Programs such as board maker, which includes picture communication symbols accompanied by written words, can assist the student in reading daily schedules or lunch menus.
Assistive technology can be helpful to students and teachers when used appropriately. Training is important so users of technology understand its capabilities. The following websites provide information and the uses of many technology devices.

Additional Information
http://www.rehabtool.com/
This site allows users to view various products and read reviews. It includes links to vendors, information where consumers can communicate with one another, and links to many resources.

http://www.pluk.org/AT1.html#2
This site is designed for families and provides information about various vocabulary terms, defines assistive technology, and provides question and answer responses.

http://www.nichcy.org/pubs/newsdig/nd13txt.htm
NICHY is an extensive source for information on assistive technology. This site details the history of educational technology and computers, and assists in choosing the right equipment.

http://www.educationworld.com/a_tech/tech/tech086.shtml
On the education world website, there is a short, informational article about assistive technology, how it is used, the benefits, and different types of technology. At the end of the site, there are links to other helpful sites regarding assistive technology.

http://www.familyvillage.wisc.edu/education/at.html
This website lists various resources about different technology for several disabilities types, legislation about assistive technology, and ways that assistive technology helps students.

Resources
Horne, R., Ripley, S., Valdivieso, C. (1996, April). Assistive Technology. NICHY News Digest, 13, 1989. Retrieved on July 12, 2006 from http://www.nichcy.org/pubs/newsdig/nd13txt.htm

Stokes, S. Assistive Technology for Children with Autism. Wisconsin Department of Public Instruction. Retrieved on July 10, 2006 from http://www.cesa7.k12.wi.us/sped/autism/assist/asst10.htm

Carlin, S. (1996). Assistive Devices Help Challenged Kids get the most from Learning. Education World. Retrieved on July
11, 2006 from http://www.educationworld.com/a_tech/tech/tech086.shtml

eMentoring

KaraDougherty — Tue, 25 Jul 2006 15:56:40 CDT

eMentoring

by: Kara Dougherty

It takes a village to raise a child… (African Proverb)

(source)

What is eMentoring?

Electronic mentoring, commonly referred to as eMentoring, is a mentoring partnership carried out over the Internet, typically via e-mail (E-Mentoring Resources, 2006). Many eMentoring programs exist today, in a variety of forms. Mentors who volunteer for academic eMentoring programs offer their mentees expert advice on careers, research, and assignments.

These programs are a wonderful resource for schools, particularly those in lower income or remote areas, where availability and accessibility to the best educational tools is scarce. In effort to ensure the safety and privacy of those taking part in eMentoring, the relationship is overseen by the student's teacher and the mentor's company or organization. A well supervised, highly maintained eMentoring program is a wonderful resource for students of any age.

(source)

How does eMentoring work?

The beauty of eMentoring is that it is very simple to use. eMentoring partnerships are commonly maintained through e-mail, so the only technology you really need is a computer and Internet access. Mentors can communicate with their mentees during downtime at work or at home, and thus are unhindered from volunteering due to time constraints. Students of all ages can make use of eMentoring, from preschoolers to post-grads. Additionally, eMentoring is affordable for schools, if not completely free. This program can be used strictly for academic purposes, or for social development, too. To set up an eMentoring program in your school, I suggest visiting the National Mentoring Partnership's eMentoring Resources page.

(source)

Why use eMentoring?

In today's world, there are more mentees than mentors. You can read about this mentoring gap on the National Mentoring Partnership's comprehensive website. By eliminating the obstacles that tight budgets, geography and busy schedules create, eMentoring helps to reduce this unfortunate disparity.

At a 2005 event held by the National Mentoring Partnership, student Ean Garrett's testimony demonstrates the strong need for eMentoring programs:

From the start I was expected to lose. Everything I have right now is mostly because I defied what the world concluded about me before I could even speak a word in my defense. And my defense is that I am just as capable as any person to do great things. Like you, I think about all the things this world could achieve if only every child was given the right tools. Mentoring is the right tool and it is the way to the American Dream. To everyone here tonight, I hope you will promise to do everything you can to help make mentoring and the American Dream a reality for every child in this city and every other city in the country. It’s their best defense, too (About MENTOR, 2006).

Read more mentoring success stories on the National Mentoring Partnership's website here.

(source)

How are teachers using eMentoring?

The College of William and Mary has a wonderful eMentoring service called the Electronic Emissary Project. This program's website includes an excellent list of ways in which eMentoring is implemented in the classroom. Here are just a few examples listed on the site:

High school students in Delaware who were studying Nathaniel Hawthorne's The Scarlet Letter communicated with the character Arthur Dimsdale, who was actually an American literature professor at the U.S. Naval Academy. During the following semester, the students communicated with the professor himself about Mark Twain's Huck Finn, culminating their exchange by creating a newspaper that they called The Mississippi Times, an idea first suggested by the expert. The teacher and the professor shared instructional ideas, resources, and perspectives about Mark Twain's works and views.

Students in the "upper room" of a country school in a rural and mountainous region of northern California (11 students, ranging from 4th to 8th grade in the same classroom) learned about bones and skeletons by studying their own skeletal systems and the bones found in owl pellets in the woods near their school. Their teacher, along with a biological researcher at Michigan State University, guided the students' hypothesis formation and testing as they extracted the bones from the pellets, measured them, labeled them, then reconstructed the skeletons and deduced what kinds of animals the bones supported.

An Advanced Placement Spanish Literature class in Ross, California communicated with Bob Fritz, a professor of Spanish at Ball State University. All communication was conducted in Spanish. Topics addressed included the nivolas of Miguel de Unamuno and how these works fit into the cultural and historical context of Spain (Harris, 1999).

To read the complete list, go here.

(source)

Want more information? Check out these resources:

Achievement Advocate Online Mentoring Community

Be A Mentor

Electronic Emissary Project

GEM-SET

IBM MentorPlace

iMentor

National Mentoring Partnership (E-Mentoring Resources, 2006).

(source)

Citations:

(2006). About MENTOR. Retrieved July 17, 2006, from MENTOR/National Mentoring Partnership website: http://www.mentoring.org/about_us/index.php

(2006). E-Mentoring Resources. Retrieved July 13, 2006, from California's Governor's Mentoring Partnership website: http://www.mentoring.ca.gov/e-mentoring.shtm

(2006). eMentoring Resources. Retrieved July 17, 2006, from MENTOR/National Mentoring Partnership website: http://www.mentoring.org/program_staff/index.php?cid=60

Harris, Judi. (1999). About the Electronic Emissary Project. Retrieved July 17, 2006, from Electronic Emissary website: http://emissary.wm.edu/index.php?content=about.html&menu=Widgets

Johnson Lewis, Jone. (n.d.). Education Quotes. Retrieved July 13, 2006, from Wisdom Quotes website: http://www.wisdomquotes.com/cat_education.html

(2006). Mentoring Stories. Retrieved July 18, 2006, from MENTOR/National Mentoring Partnership website: http://www.mentoring.org/mentoring_month/meet_mentors_mentees//

Reading Readiness w/Tech

ku622200 — Tue, 25 Jul 2006 12:50:40 CDT

Reading Readiness

by Kristin K. Unger EDT 500 Integrating Educational Technology for Effective Teaching & Learning Summer Session II, Section 32 with Dr. Jack Kinslow

What is it?

Reading Readiness is described and defined as the following:
· A student’s readiness to benefit from beginning reading instruction.

The teachable moment for reading: a point in time when the pupil is ready to learn how to read. (Dechant 1991)
“A transition extending over several months during which time the child (student) gradually changes from a non-reader to a beginning reader. In this case the readiness program couples the (student's) past learning with new learning and brings the (student), gradually, through the transition." (Clay 1991)
Most recently, a newly created software program to help children prepare themselves to learn to read.

Regardless of the preferred term, reading readiness can be referred to as an innovation, tool, and practice, which is essential to literacy education. An innovation and practice because for years teachers have been gauging and developing reading readiness via simple techniques such as reading to children, play rhyming and word games, supporting invented spelling, offering writing opportunities, and identifying appropriate expectations for reading readiness.

A tool because Knowledge Adventure®, the leading publisher of educational software products for schools and homes, has created a new software program called, Reading Readiness.

It is described by the publisher as “a robust, content-rich, early reading system that gives teachers the adaptive learning tools needed to build phonemic awareness and phonics skills for children in primary classes.”

Who is using it?

Teachers and parents of children from Pre-K through 2nd grade who are trying to prepare and teach their children to read.

Why use it?

“As a child's experience with literacy related activities is highly correlated to a child's success with reading, it is important to consider a child's developmental level when choosing appropriate activities and goals. Early enjoyable reading experiences set the stage for a child's desire to learn later in life. By creating developmentally appropriate activities (activities that are fun and challenging but not frustrating), the child will gain knowledge that will serve as the foundation for further learning as he or she enters the school system.”
According to Knowledge Adventure®, Reading Readiness could not have come at a better time. “According to the National Assessment of Educational Progress (NAEP), approximately 40 percent of students across the nation cannot read at a basic level.” The Reading Readiness tool will hopefully lower the percentage of students who cannot read by acting as a teacher’s helper. The software reinforces “what’s being taught in the classroom in a fun and interactive way.”

The appeal of this program is that it addresses many of the curriculum goals for language and early literacy identified in the federal Reading First program. Knowledge Adventure Reading Readiness also includes more than 70 lessons addressing 30 early reading skills, including letter and sound identification, word building, spelling, and decoding.

How are they using it?

Teachers are using Reading Readiness in their classrooms to create lesson plans that fit all reading readiness levels. Lessons in Knowledge Adventure Reading Readiness include auto-leveling, and the software focuses on a mastery learning approach to instruction. Students are measured systematically throughout their use of the product, so that complete mastery is attained and demonstrated by each student. This, Knowledge Adventure hopes will be more appealing than many drill-and-practice programs. Knowledge Adventure Reading Readiness also offers a set of classroom management tools to help teachers’ track and guide student progress, communicate with parents, and more. One feature is the Teacher Control Panel, which allows teachers to organize the classroom and assign lessons in ways that are most appropriate for students' individual needs. Other classroom management tools include detailed progress reports, pre- and post-lesson analyses, multi-sensory lesson plans, and suggested classroom projects.

“Knowledge Adventure Reading Readiness combines standards-based lessons, classroom management tools, and school-to-home materials that give teachers adaptive learning tools needed to build phonemic awareness and phonics skills for children in primary classes, according to the announcement.”

Food for Thought – The Opposite View!

Regardless of the amazing propensity to help teachers teach, there are some negative feelings regarding new software coming out to help with reading readiness. Educational psychologist and longtime teacher and administrator Jane M. Healy, once an advocate of technology in the schools, sees many problems with the way educational technology is used today. "Take note," Healy concludes, "several responsible educators I interviewed deem up to 85 percent of current software not only 'worthless' but possibly damaging. For example, one study of children using a popular reading-readiness program showed a 50-percent drop in their creativity scores." Since developing educational software does not pay that well, top software developers tend to go into other areas, not education. (See "Tots at the Computer: Educators Debate Value of Use at Young Age," Christian Science Monitor, February 2, 1995.)

References

Chaika, Glori (1997). Technology in Schools: Some Say It Doesn't Compute! . Education World, Retrieved July 12, 2006, from http://education-world.com

Clay, M. M. 1992.Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann. 366 pages.

Dechant, Emerald. 1991. Understanding and teaching reading: An interactive model. Hillsdale, NJ: Lawrence Erlbaum. 522 pages.

Healy, Jane M. (1995) "Tots at the Computer: Educators Debate Value of Use at Young Age," Christian Science Monitor, February 2, 1995.)

Matthews, Klassen & Walter(1999). What is Reading Readiness? Retrieved November 4, 2004 from LinguaLinks Library, Version 4.0, published on CD-ROM by SIL International, 1999.

Neuman, Susan B. (2005).Readiness for Reading and Writing--What Does It Mean?. Scholastic Early Childhood Today. 20, 8.

Internet Resources

http://nces.ed.gov/search/
Link to National Center for Education Statistics, this website gives you some amazing statistics on how well the current school population is reading.

http://www.superkids.com/aweb/pages/whatsnew/ka/readingreadiness.htm
Link directs you to an excellent press release sent out my Knowledge Adventure outlining the Reading Readiness software.

http://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsReadingReadiness.htm
Site which gives definitions of reading readiness.

http://www.knowledgeadventure.com/company.aspx
Great website which contains all background and information on Knowledge Adventure, the creator of Reading Readiness software, as well as the products they carry.

http://education-world.com
Chock-full site which gives you an overall look at technology in the classroom as well as different views on technology boosting reading scores.

http://www.mmischools.com/Articles/ReadArticle.aspx?ArticleID=10834
Gives a great compact overview of how the Reading Readiness program works.

http://www.knowledgeadventureschool.com/teacher/pdf/ReadingReadiness_White_Paper.pdf
A letter to educators from Knowledge Adventure explaining their Reading Readiness program.

http://www.beginningwithbooks.org/index.html
Discusses how we as parents and educators can start teaching children at an early age to love books.

http://en.wikipedia.org/wiki/Reading_readiness
Offers a great definition of Reading Readiness

Anti-Plagiarism Software

brennyzavacki — Mon, 24 Jul 2006 16:15:37 CDT

Created by Bren Zavacki

What is it?
Anti-plagiarism software takes a digital fingerprint of a student paper and cross-references it against a database of previously written papers and the Internet in order to identify possible instances of plagiarism (Plagiarism.org, 2005). As a result, the software can detect if students used any of the following methods of plagiarism:

Cutting and pasting information from websites
Buying papers from online essay services
Copying text from other students’ papers

(Purdy, 2005)

Anti-plagiarism programs vary. Some are free, while others are fee-based; in addition, certain programs require installation of additional software, while others are completely web-based (Talab, 2004).
Turnitin is the most popular of the programs. Turnitin provides teachers with a customized, color-coded originality report for each student paper that is submitted. The report contains an overall similarity index between the paper and other sources, specific percentages of similarity between the paper and individual sources, and links so that the teacher can view each source that contains overlap. A sample originality report from Turnitin is included below. To see a larger version, please visit the source link below the graphic.

(Source)

Why use it?
It is very easy for students to plagiarize using online sources. Since the Internet makes material so readily available, papers can be “created” without much effort in a relatively short time period. Students can easily cut-and-paste information from a website into a Word document, take sections from a friend’s paper through file transfer and sharing, or purchase papers and essays online.
There are hundreds of online term paper and essay transfer services that allow students to buy previously written papers or “custom” papers. The price varies, but in most cases, it ranges from $20-$300 depending on the type of paper and the requested level of expertise (Talab, 2004). In addition, the statistics concerning plagiarism are alarming. A November 1999 survey by U.S. News and World Report indicated that 72% of high school students admit to either cheating or knowing someone who has cheated (Talab, 2004). Another survey, which was published in Education Week, reports that 54% of students admit to plagiarizing from the Internet (Plagiarism.org, 2005).

Click here for a clip from a CNN video about students’ attitudes toward cheating (Turnitin.com, 2006).

How do I use it?
Each anti-plagiarism software program is slightly different; however, in general, to use an anti-plagiarism program a teacher must:

Have a license to use the software. Usually this is best done through a school district or individual school rather than on an individual basis.
Create a user profile or account log-in.
Set up the classes that will be using the software.
Set up each assignment that you want to have students submit through the program.
Train students on the use of the software.
Learn the specifics of the program

Students must be instructed on how to:

Create a user profile or account log-in.
Submit papers.

How are teachers using it?
Teachers are using anti-plagiarism software in many ways. Firstly, it allows teachers to quickly check every student’s work in a shorter time. Instead of picking out individual suspected papers and scouring the Internet for possible plagiarism, the software programs allow the teacher to view any overlap for each and every student paper that is submitted (Turnitin.com, 2006).
Secondly, teachers, school districts, and colleges are using anti-plagiarism software to strengthen their honor codes and discipline policies. By making parents and students aware a school’s use of a program and by including references and information in honor codes and discipline policies, such programs become plagiarism deterrents (Turnitin.com, 2006).
Finally, and most importantly, anti-plagiarism software programs can be used as a teaching tool. Many students inadvertently plagiarize; they do not understand proper documentation technique and/or what constitutes plagiarism. Teachers use anti-plagiarism software to instruct students in these research skills (Turnitin.com, 2006).

Resources and References

Resources

The University of Michigan’s list of plagiarism detection services: http://www.lib.umich.edu/acadintegrity/print/instructors/violations/detection.pdf

The Joint Information System Committee’s Technical Review of Plagiarism Software Detection Report: http://www.jisc.ac.uk/uploaded_documents/luton.pdf

Virtual Academic Integrity Laboratory’s information of detection tools and methods: http://www.umuc.edu/distance/odell/cip/vail/faculty/detection_tools/choosing.html

Turnitin.com’s list of research resources and handouts: http://www.turnitin.com/research_site/e_home.html

Additional media clips pertaining to student cheating: http://www.turnitin.com/static/media.html

Online term paper and essay services (so you can see some of the sites that are out there):

www.schoolsucks.com

www.essayrelief.com
www.affordableessaywriting.com

References
(2005). Plagiarism.org. Retrieved July 14, 2006, from Plagiarism.org Web site:

http://www.plagiarism.org

(2006). Turnitin. Retrieved July 14, 2006, from Turnitin Web site:

http://www.turnitin.com/static/index.html

Purdy, James P. (2005, Spring). Calling Off the Hounds: Technology and the

Visibility of Plagiarism. Pedagogy: Critical Approaches to Teaching
Literature, Language, Composition, and Culture, 5(2), 275-295.
Retrieved July 11, 2006, from EbscoHost.

Talab, Rosemary (2004, Nov/Dec). A Student Online Plagiarism Guide:

Detection and Prevention Resources. TechTrends, 48(6), 15-18.
Retrieved July 11, 2006, from EbscoHost.

Quickreads

Shohenleitner — Mon, 24 Jul 2006 09:47:51 CDT

Written by Susan Hohenleitner

(source)

What is QuickReads?

QuickReads is an instructional program created to help students improve their fluency, comprehension and background knowledge. It is designed for students reading at levels 2 to 6 and each level contains high-frequency words, phonics patterns and a read along CD. The texts are short, interesting topics based on a science and social studies content area. The program offers students the opportunity to read independently while providing interactive feedback through speech-recognition technology. The newest program provides Spanish vocabulary help for ESL / ELL learners.

(source)

"With QuickReads Technology Edition, we've brought together innovative speech recognition technology and scientific research on fluency to address an area that has long been neglected in traditional reading programs." said Dan Canton, President, Pearson Learning Group.

This short video provides an in-depth look on the newest QuickReads Technology Edition v. 3.0 by Pearson Learning Group.

How to use QuickReads?

Students can use QuickReads on their classroom computer. The program is user friendly and is easy for students to navigate. The classroom package comes with texts, read along CD's, and headsets with microphones attached.
Workstation requirements

(source)

The students would follow these steps independently:

click on their name and password
choose a passage from the library
identify challenging words by clicking on an unfamiliar word
read and record the passage
listen to a model read for fluency
read and record a second time
complete comprehension questions
check score for words per minute
go back to improve score or move on

There is a self check feature which allows the student to monitor themselves. The student can playback their recording and listen how they read. There is even a "How Am I Doing?" section which promotes motivation. The entire program can be administered for 15 minutes a day.

Why use QuickReads?

QuickReads is a research-based, classroom validated fluency program that motivates students to read. It is a flexible technology resource for students to practice and model fluent reading. See site and click on binoculars to view research.

The benefits to using QuickReads in the classroom:

provides additional support
works independently and at their own pace
extensive reading practice and interactive feedback
prompts pronunciation of unknown and misread words
makes reading fun and engaging

How are teachers using QuickReads?

QuickReads is an extension to a resource in fluency, comprehension and background knowledge. Schools are beginning to implement this program into their curriculum to increase their student reading performance. "QuickReads is now used in over 2,000 classrooms throughout the U.S., motivating students to read, building student confidence, and contributing to tremendous gains."
said Dan Canto, President, Pearson Learning Group.

Teachers use the program for:

additional support
monitor individual and class progress
view and print progress reports
chart Benchmark and student performance
foster student fluency

The Southeast Delco School District, outside of Philadelphia, PA, implemented the program in 2004 for their 3rd grade classrooms. After three months, they saw an increase in student reading performance. "This year, we've decide to expand the implementation to include all 2nd grade classrooms to help close the gap between proficient and struggling readers even faster," said Dr. Joanne Romano, Director of Technology and Reading First Coordinator for the district.

Links to schools implementing QuickReads:

Request a QuickReads Sampler for your classroom today!

(source)

Resources

The Journal. (2005). QuickReads Technology Edition. Retrieved July 15, 2006, from http://thejournal.com/articles/17367

Pearson Education. (2005). Retrieved July 19, 2006, from Press Release about QuickReads Web site: http://www.pearsoned.com/pr_2005/030205.htm

Pearson Learning Group. (2006). Video. Retrieved July 19, 2006, from QuickReads Technology Edition Web site: http://www.pearsonlearning.com/quickreads/tech_edition/

Pearson Learning Group.(2005). Retrieved July 19, 2006, from Pearson Learning Group Web site: http://pearsonlearning.com/mcp/quickreads.cfm

The QuickReads Program.(2006, March). Retrieved July 19, 2006, from QuickReads Web site: http://quickreads.org

Digital Story Telling

jlculp — Fri, 21 Jul 2006 09:46:26 CDT

DIGITAL STORYTELLING
By: Jill Culp

What is digital storytelling?
Storytelling is very important in education. This old way of learning is now being combined with technology as a way for students to express their thoughts as well as creativity. Digital storytelling is the process of using images and audio to tell the stories of lives, events, and eras. Teachers are breaking away from the typical paper and pen essays and are having students explore more creative ways of expression by using multimedia.[1]

In order to successfully make a digital story, students must have access to:

Computers
Digital cameras
Word wide web
Microphones
Computer video projector
DVD Burner
Software for streaming video through the web (if you want your work to be published)
Scanner 2

How do you use digital storytelling?
The most important thing to remember when making a digital story is that the story must be intriguing. Always start out by writing a script and planning your story, a good way to start is by using a storyboard. This allows you to organize your thoughts and ideas. Once the story is written follow these steps and you are on your way to making and sharing your story.

Open up the movie maker program.
Once you are in movie maker, click on “tools” and find “create new collection”. This is where your images will go before you start to make the movie.
Click on “file” and locate “import to collection”. Look for the images you have chosen to be in your movie. Click on the images and import them. They will now appear in the collection folder.
Now look for the button that says “show storyline”. This is located at the bottom of the screen. A series of boxes will come up, drag the images into the boxes and decide the sequencing you want.
Now it is time to add a title, transitions and effects. These can all be done by clicking on “file” and choosing “titles and credits”, “video transition” and “video effect”. Follow the simple directions.
Now, view the story by clicking on the “play button” below the little viewing screen to the right.
It is nowtime to add narration. Click on “tools” and look for “narrate timeline.” Click “start narration” and tell your story. When finished click on “stop narration”. You can also add music, but you must import a music wave or MP3 file.
When you are pleased with your movie, click on “save movie”, you can always go back and edit your movie if you are not happy with it.
You are now ready to share your creation! [2]

Click here to view a sample of digital stoytelling:
The Shark Movie by: Kevin Hodgson

Why use digital storytelling?
There are many reasons as to why digital storytelling should be used in classrooms. Digital storytelling makes the reading process more visual for children, especially those who struggle with reading. It grabs the students’ interest and attention and is a great motivator for students who love computers and technology. Digital storytelling allows students to capitalize on their own creative talents and publish their work on the internet for others to critique and view. 1,3

How are teachers using digital storytelling?
Educators at all levels can use digital storytelling in their classrooms. This activity can be used for any subject area. Teachers use digital storytelling as a way to increase computer skills using software that combines an assortment of multimedia. Digital storytelling is also a great way for students to learn about researching through the use of the internet. Teachers use this technique as a way for students to develop communication skills. 3

Examples of lesson plans and scoring rubrics can be found on the web to help teachers who are interested in bringing digital storytelling into the classroom.

Resources:

Center for Digital Storytelling:http://www.storycenter.org/
Digital Storytelling Cookbook: http://www.storycenter.org/memvoice/pages/cookbook.html
Digital Storytelling Finds Its Place In The classroom: http://www.infotoday.com/mmschools/jan02/banaszewski.htm
Integrating Digital Storytelling In Your Classroom: http://its.ksbe.edu/dst/
Digital Storytelling: http://www.teachingteachers.com/

Citations:
Hodgson, Kevin (2005). Digital Storytelling: Using Technology to tell Stories. Retrieved July 16, 2006, Web site: http://www.umass.edu/wmwp/DigitalStorytelling/Digital%20Storytelling%20Main%20Page.htm
Robin, Bernard, D (n.d). Retrieved July 16, 2006, from Educational Uses of Digital Storytelling Web site: http://www.coe.uh.edu/digitalstorytelling/
Roblyer, M.D (2005). Integrating Educational Technology into Teaching (4th Edition), Pearson Education Upper Saddle,NJ.

Footnotes

[1] Roblyer, M.D (2005). Integrating Educational Technology into Teaching (4th Edition), Pearson Education Upper Saddle,NJ.

[2] Hodgson, Kevin (2005). Digital Storytelling: Using Technology to tell Stories. Retrieved July 16, 2006, Web site: http://www.umass.edu/wmwp/DigitalStorytelling/Digital%20Storytelling%20Main%20Page.htm
[3] Robin, Bernard, D (n.d). Retrieved July 16, 2006, from Educational Uses of Digital Storytelling Web site: http://www.coe.uh.edu/digital-storytelling/goalsobjectives.htm

Flypen

mkazanjian — Fri, 21 Jul 2006 06:18:32 CDT

By: Meghan Kazanjian

What is it?

Flypen is an interactive pen-top computer developed by LeapFrog Enterprises and launched in 2005. It uses interactive paper to make what students write actually work. The size of an electric toothbrush, Flypen can be used as a calculator, calendar, piano keyboard, journal, math and social studies teacher and Spanish dictionary. It runs various software programs and educational games. Marketed to 8- to 14-year-olds, this digital pen runs on a single AAA battery and is available at Walmart for $99.62.

How to use it?

Users write on specially designed dot-matrix "Flypaper” allowing special markers to determine the pen’s position. Specified shortcuts launch various software programs. For example, drawing a “c” on the flypaper and circling it, students can then sketch a calculator. Math problems are input like a regular calculator and answers are spoken aloud. Another feature of the pen is that it is a musical instrument capable of recording songs. When students draw a piano keyboard, they can tap the keys and play the corresponding notes. About a dozen games come with the Flypen starter kit, with many more available for purchase. These add-on cartridges plug in to the top of the pen.

Why use it?

According to Jim Marggraff, the “visionary behind the FLY pentop computer and the father of the LeapPad personal learning tool and the Odyssey interactive globe,” educators should be using this technology because it “delivers individualized learning anywhere, anytime, on any topic.” He also claims that the pen is inexpensive, portable, and delivers highly engaging content.

How are teachers using it?

Because Flypen is based on the idea of individualized learning, I did not find any examples of teachers using it with their whole class. However, there were instances where teachers were suggesting to use it as a resource for learning support students, replacing laptop computers in their IEP, as they are much more portable and much less expensive. Parents are being encouraged to buy their children a Flypen as a resource for keeping students organized with the calendar and helping with homework and test preparation.

Resources

Baig, Edward C. (2005, November 30). Digital pen lets fly with high-tech cool. Retrieved July 14, 2006, from usatoday.com Web site:
http://www.usatoday.com/tech/columnist/edwardbaig/2005-11-30-fly-pentop_x.htm

Berque, Dave (2005, November). Is the Pen Mightier than the Mouse?. Retrieved July 14, 2006, from The Journal.com Web site: http://thejournal.com/articles/17458

Fox, Charles (2005, November 14). Pen-Top Computer May Be a Help to Some Children with Disabilities. Retrieved July 14, 2006, from Special Education Law Blog Web site: http://specialedlaw.blogs.com/home/2005/11/for_sheer_gee_w.html

Gerber, Barry (2005, December 18). Are Pens the hot new moblie computing technology?. Retrieved July 14, 2006, from Mobility Guru.com Web site: http://www.mobilityguru.com/2005/12/19/pentop_computing_is_more_than_a_kids/

Kharif, Olga (2005, August 23). Fly Should Soar With Kids. Retrieved July 14, 2006, from BusinessWeek online Web site: http://www.businessweek.com/technology/content/aug2005/tc20050823_6989.htm

Q&A: Jim Marggraff on the fly pentop computer. Retrieved July 14, 2006, from District Administration.com Web site: http://www.districtadministration.com/page.cfm?p=1133

Retrieved July 14, 2006, from Fly Pen Educational Toy Web site: http://www.flypentop.com/view/page.basic/products

Svensson, Peter (2003, October 25). Product Review: This pen reads and talks. Retrieved July 14, 2006, from Post-Gazette.com Web site: http://www.post-gazette.com/pg/05298/592497.stm

Tech Issue :Cell Phone Cheating

RStingle — Thu, 20 Jul 2006 21:07:16 CDT

Cell Phones and Student Cheating

by Ryan Stingle
EDT 500, Summer session II, 2006
Dr. Kinslow

What is the innovation, tool, or practice?

Electronic devices, such as cell phones and personal digital assistants (PDAs). A PDA is a portable device that performs many of the same functions as a computer, including web browsing, sending and receiving e-mail, playing MP3 audio files, and many other functions. PDAs are operated using a touch-screen and stylus.

How do students use this technology?

The use of these devices in conjunction with schooling is controversial. While many students possess portable electronic devices and use them on a frequent basis, educators and parents are diveded over whether or not student use of these devices in school is desirable. In the wake of highly publicized school shootings and increased violence in the schools, many parents are concerned that they be able to communicate with their child in an emergency situation; therefore, many parents are in favor of students carrying cell phones in school.

However, teachers, administrators, and educational professionals are concerned about students use of portable electronic devices in schools for a variety of reasons:

Teachers across the nation at both the university and secondary levels have reported that students have used the text-messaging feature of cell phones and the camera feature in some cell phones to cheat on exams. Students have been caught sending test answers to other students via text-messages, and have also used their camera phones to take photographs of exams and send them to other students.

Teachers and administrators have reported that student use of cell phones, as well as listening devices such as iPods, have proven to be a distraction for students by diverting their attention from the learning process.

With the popularity of websites such as MySpace.com, "cyber-bullying" has become a problem; cyber-bullying occurs when students send electronic messages over the internet or post messages that berate, shame, or otherwise embarass fellow students. Some educators are concerned that cell phones could also be used for cyber-bullying.

The National School Safety and Security Services, a Cleveland-based private consulting firm, provides a list of five examples of how cell phones can detract from school safety and crisis preparedness; among them are that "cell phone use by students can impede public safety response by accelerating parental response to the scene of an emergency during times when officials may be attempting to evactuate students to another site."

How are teachers and school districts dealing with this situation?

Some states have attempted to enact litigation to ban cell phones from schools, while other states are enagaged in a debate.

In states where cell phones are permissible in schools (including Pennsylvania), some schools have adopted a policy of allowing students to carry cell phones in school, but not to use them during the school day except in cases of emergency; in such schools, teachers may or may not consistently enforce this policy.

Some concluding remarks...

In my opinion, student cheating through the use of cell phones and PDAs can be reasonably minimized if teachers are vigilant and clearly state their policies regarding cell phones in class, including penalties for cheating.

There will always be those few students who cheat and get away with it, regardless of the current cheating technology. However, I believe that conscience and the risk of getting caught probably deters most students from cheating.

Resources and additional information:

Beran, Tanya and Qing Li. Cyber-harassment: A Study of a New Method for an Old Behavior. (2005). J. Educational Computing Research, Vol. 32(3) 265-277. Retrieved July 16, 2006 from EBSCOhost on-line database.

Flannery, Mary Ellen. Cyber-Cheating. (2004, November). NEA Today. Retrieved July 16, 2006 from http://www.nea.org/neatoday/0411/cybercheating.html

Hughes, Melanie. Cell phones causing school mayhem. (2006, July 3). The Morning Call. Retrieved July 16, 2006, from http://mcall.com/news/local/all-qtjul03,0,1292167.story

Pardington, Suzanne. Students cheating with cameras, text-messaging on cell phones. (2004, February 26). Contra Costa Times. Retrieved July 16, 2006 from EBSCOhost on-line database.

Students Called on SMS Cheating. (2003, January 30). Wired News. Retrieved July 16, 2006 from http://www.wired.com/news/school/0,1383,57484,00.html

School Safety: Cell Phones, Camera Phones, and Pagers. Retrieved July 16, 2006, from http://www.schoolsecurity.org/trends/cell_phones.html

Graphing Calculators

matt_miehl — Thu, 20 Jul 2006 16:17:37 CDT

Presented by: Matt Miehl

What are graphing calculators?

Graphing calculators are advanced calculators that allow users to graph equations in addition to performing the calculation functions of scientific calculators.

Graphing calculators are most helpful in upper level math classes such as trigonometry and calculus, but are also valuable for advanced science courses. Students in middle school also benefit from learning the operations of graphing calculators and an early introduction to this technology can be invaluable. Many public schools provide graphing calculators for student use, but it is often more convenient to purchase one since it will be useful throughout high school and college.

The most prominent feature of a graphing calculator is its LCD screen. This allows the calculator to display graphs, but also serves as a screen for all other functions. This lets the user track calculations and find potential errors better than other calculators because all of the numbers and symbols that have been entered by the user can be seen on the screen.

How do graphing calculators work?

Graphing calculators allow the user to type in any equation and see it graphed on an x-y axis. Several equations may be entered and graphed simultaneously. The user is able to set the size of the graph and zoom in and out to expand it beyond the limits of a piece of graph paper. A graphing calculator also allows the user to graph equations that are too difficult and time consuming to produce by hand.

With a special screen attachment and an overhead projector, a teacher can display his or her screen to an entire class. This gives the graphing calculator a distinct advantage over other types of calculators when used to explain new operations to students.

A graphing calculator usually can be connected to another calculator or a computer to transfer data, such as programs and equations. Unlike other calculators, a graphing calculator has memory that allows it to store these programs and equations.

Why use graphing calculators?

Graphing calculators help students understand problems and discover mathematical concepts on their own. Students can instantly check the soundness of their answers, test out their own hypotheses, and explore different ways of solving problems.

Graphing calculators are tools for computations and manipulations that were once done with paper and pencil. The correct use of technology and related skills will get more students to develop new math concepts.

Even before a teacher presents new material, graphing calculators allow topics to be discovered by students on their own. Through the use of programs and applications installed on the graphing calculators, students can be introduced to new information.

Graphing calculators improve communication among students, and they allow students a faster and easy way to be more efficient, accurate method than drawing graphs by paper and pencil alone.

Each generation of graphing calculators is becoming more powerful and useful; yet they are not getting more difficult to utilize. Graphing calculators reduce the amount of time required to solve problems and learn basic skills. Fresh applications are being discovered and students who were previously turned off by boring calculation may now be inspired to explore the richness of math.

How are teachers using graphing calculators?

Teachers are using graphing calculators to train students to use new technology. Graphing calculators give relevance to the material that students study. Calculators also allow students to explore functions, view 2D and 3D objects, and analyze statistical data. Teachers able to integrate calculators by designing lessons that require calculator analysis.

Links
Texas Instruments
Casio
Hewlett-Packard
Coolmath
Hotmath
Wikipedia

References

Doerr, H. M., & Zangor, R. (2000). Creating meaning for and with the graphing calculator. Educational Studies in Mathematics, 41, 143-163.

Ellington, A. J. (2003). A meta-analysis of the effects of calculators on students' achievement and attitude levels in precollege mathematics classes . Journal for Research in Mathematics Education. 34, 433-463

Kastberg, S., & Leatham, K. (2005). Research on graphing calculators at the secondary level: Implications for mathematics teacher education. Contemporary Issues in Technology and Teacher Education, 5(1), 25-37.

Simmt, E. (1997). Graphing calculators in high school mathematics. Journal of Computers in Mathematics and Science Teaching, 16, 269-289.

Smith, J. P. (1998).Graphing calculators in the mathematics classroom. Clearinghouse for Science Mathematics and Environmental Education.

Foreign Language Smartboards

JLong — Wed, 19 Jul 2006 20:37:16 CDT

Using SMART boards in a Foreign Language Classroom.

Joe Long

What? A SMART board is an interactive white board with a touch-sensitive display with which the user can control the computer, write notes and save them for later. Other media such as VCRs, DVD players, and video cameras can be used on a SMART board as well. It is an overall improvement to all media implementation.

Who? Used widely by the government and in the business world, SMART boards could be used by any teacher looking for better interaction between the students, creating ways to motivate students and energizing a lesson.

Foreign language teachers can use SMART boards to drill vocabulary with flashcards that aid by association:

amo bellum pax

Not only is it easier and clearer analyzing and editing texts on a SMART board rather than an overhead transparency, but the information can be saved and retrieved. Here is how an analyzed Latin text might appear to a class:

How? If you can use a computer you can use a SMART board. Instead of maneuvering and clicking with your mouse arrow, you simply press on the white board with your finger. Common programs such as Word and PowerPoint are well-suited for the SMART board.

Why? Instead of the normal, drab, white board, or operating a computer from afar, a SMART board enables teacher or student to be in the middle of an instantaneous and hands-on learning experience. Work can be saved and accessed later by the teacher or even by the students from their own computers. On a SMART board the whole class can participate in fun games, dragging and matching vocabulary, or re-ordering or replacing the words in a sentence without the smudges and erasures of traditional boards.

Resources:
Web site: http://www.smarttech.com

Web site: http://www.smarterkids.org

Gérard, F., & Widener, J. (1999). “A SMARTer Way to teach Foreign Language: The SMART Board™ Interactive Whiteboard as a Learening Language Tool”

Cabri Jr.

jcavuto — Wed, 19 Jul 2006 19:51:04 CDT

Jeanne Cavuto EDT 500 Dr. Kinslow July 18, 2006

WHAT IS IT?

The TI-84 Graphing Calculator, with Cabri, Jr., is hand- held technology and dynamic, visual software connecting mathematics and geometry. They are most useful in a classroom setting where abstract math concepts are taught in a concrete mode. These innovations do basic arithmetic, solve equations, construct geometric figures and perform operations. It can explore, use, graph and evaluate functions, inequalities, and probabilities. The analysis of statistical data is also possible. Education.ti.com is the reference site for teacher training, classroom activities, and product purchase.
If you are looking for a comprehensive description of the TI-84 calculator, Math.about.com, is the site you want. This hardware, compared to earlier tools, can benefit a finance math student or a pure math student.
Ebay.com has the best prices for these calculators, if you can rely on being the highest bidder! BIZ Rate.com is the low price competitor, though, with local stores. Prices are compared on- line continuously.

HOW TO USE IT!

The calculator itself is useful in the study of all mathematics and science courses. Hook the calculator up to a “data–grabbing device”, (CBLs or CBRs), to explore linear properties of real-world data sets and make concepts like slope more visual and understandable!
There are simulations and motion graphing available with this innovation. Activities, worksheets and tutorials that support the mathematical topics; slope, distance formula and linear systems can be accessed from Archives.math.utk.edu.

An example of Cabri, Jr., integrated into a lesson, can be found at Education.ti.com, click on Getting Started in Geometry.

Step-by-step tutorials on “how-to-use”, practice exercises, and the integration of the Cabri, Jr. geometry software is published on the hotmath.com website. This link can be used on the TI 83 or 84 graphing calculator. This is a great tutorial!

Educational Technology - Recently Updated Pages

French Creek Fifth Grade Book Reviews

Your Name Name of Book Summary

What I liked What I didn't like One thing I learned

Blogs

GPS

Global Positioning Systems

Hand Held Tech

Tablet PC

Handheld Technologies in Education

eField Trips

eField Trips

United Streaming VideoTech

On-line BBS

Assistive Technology

eMentoring

eMentoring

What is eMentoring?

How does eMentoring work?

Why use eMentoring?

How are teachers using eMentoring?

Want more information? Check out these resources:

Citations:

Reading Readiness w/Tech

Reading Readiness

Anti-Plagiarism Software

Quickreads

What is QuickReads?

How to use QuickReads?

Why use QuickReads?

How are teachers using QuickReads?

Resources

Digital Story Telling

Flypen

What is it?

How to use it?

Why use it?

How are teachers using it?

Resources

Tech Issue :Cell Phone Cheating

Graphing Calculators

Foreign Language Smartboards

Cabri Jr.

Jeanne Cavuto EDT 500 Dr. Kinslow July 18, 2006

Your Name

Name of Book

Summary