Technology Reflection

Tell a Story through Comics

posted Mar 8, 2012, 10:53 AM by Unknown user

Fourth and Fifth graders at DCS recently created a comic strip on bitstripsforschools. Students used their creativity to write a quick story, illustrating and writing in a comic strip. Look at some of the work students have done:




1st Grade learns E-Mail

posted Feb 3, 2012, 3:34 PM by Unknown user

Students in first grade at FES have had the opportunity to use email to collaboratively communicate with a first grade classroom in California. The topic, Gingerbread Baby. Mrs. Sandford's first grade created Gingerbread Babies and mailed them to Francestown. Students in Mrs. Alrich's students took pictures of these babies going through a typical day in a New Hampshire first grade classroom. To enhance their digital competencies, we decided the students could email a message along with a couple of digital pictures.
When selecting a free email account for these students I was concerned about their safety. Zilladog is a free email account for children. Children can only email "buddies" that are pre-loaded by their "parents". There are no ads, nor is there any spam. This has worked quite well. Set up was effortless and the first graders found it easy to use.
Now, we are just waiting patiently for reponses from the west coast. Check it out for yourself:

"R" is for Research

posted Jan 17, 2012, 4:04 PM by Unknown user

4th grades throughout the district just finished a media/technology project. "R" is for research was a collaborative project between library media and technology integration. The attached pdf is a case study and reflection about this initative. Students learned how to research, cite, and present. Read the case study to see how the project met all of Bloom's Taxonomy. I have also attached a sample of a cat project by a 4th grader in FES.
What I liked about the project was that students learned the importance of citing all their resources, even for all their pictures.  What I did not like about the project was the length. Because of meeting only one time per week and some weeks skipped because of holidays, snow days, field trips, etc... it seemed the project dragged on way too long. So, in order to modify this project, I adopted some changes, such as having students familiarize themselves on bibliographies before the project is started. As for storyboarding a presentation, I would not direct them how to set it up, I would suggest where to place the title, conclusion, and credits. The rest would be to them. Lastly, based on the feedback I received from students, I would reiterate throughout the project that what we are doing to showing them how the process is done and that it can be adapted with any theme, especially one that interests the students.
I enjoyed watching the presentations and learning about the unique characteristics about certain well-known breeds. Of course, these were pure breeds!

Google Docs

posted Jan 17, 2012, 3:59 PM by Unknown user

Next Monday, January 23, the team of pre-school instructors will be joining me for a Google Apps training. We will be covering g-mail, calendar, groups, and documents. Since there is so much to learn and little time to do it, I have created "how to" hand-outs for them to refer back on.
Click on the link to view the pdf file:
ConVal converted to Google Apps for Educators last year. It is an initative to open the lines of communication between learning communities. Since grade levels and departments are spread over 300 square miles, collaboration is key. Google Apps opens the door for this. It is my goal to get the pre-school team collaboratively scheduling, creating, editing, and publishing together without having to drive to a location.

Glogster in the classroom

posted Dec 29, 2011, 7:24 AM by Unknown user

Have you heard about glogster? Glogster is the web2.0 collaborative online tool for teachers and students to express their creativity, knowledge, ideas and skills on digital posters (aka glogs). Because it is interactive, students become engaged when adding pictures, graphics, videos, audio, and links to make an expressive, dynamic on-line poster.
Glogster recently made its way into two fourth-grade classrooms. May Clark's students created a classroom glogster project on New Hampshire. Each student chose to research a topic about New Hampshire. Once they completed their research, they created an individual glog. The glogs were merged into a presentation. Here is a link to the presentation:
This presentation has all the information students found along with their own reflection. These digital posters were shared with families and staff.
Another great example of Glogster in the classroom was in Nicola Fraley's fourth grade classroom. Students researched about New Hampshire government. They demonstrated, with proficiency, their knowledge about our state's government through graphics and online presentations. Take a look:
My favorite part of the glogs is where the students used either audio or video to present their topic.
What is awesome about Glogster is that classrooms are able to share with other classes, families, and friends the great work going on in the classroom. All anyone needs is the link and Internet. It can also be used as a tool to evaluate student understanding and competency about the subject. Rubrics were provided to evaluate the content and design. Lastly, by saving the glog as a pdf and adding the link, students have created a technology-rich artifact for their portfolios.

TES showcases "Tour de Technology"

posted Dec 20, 2011, 5:15 PM by Unknown user

The ConVal School Board came to Temple Elementary School (TEST) to see technology-in-action. Members were greeted at the door with a color brochure outlining the technology the fourth graders are doing in the classroom. Nikki McGettigan is the driving force behind this initative.
Students demonstrated how to use Animoto, iPages, iPhoto, Skype, Sakai, Raz-Kids, Spell City, digital slidesshows, andhow-to  presentations to all the board members. This is was a demonstration of the technology-rich environment these students are learning in.
So how does she do it, you ask? One way has been by adding a 4th center in with her curriculum. This is where and when the students are using the technology. Prior to Language Arts time, she spends 5 minutes showing and demonstrating a piece of technology during their snack time. Then the students are empowered to use the technology when it is their turn at the center.
Another way is by having enough digital cameras available for students to use. Walk around the room and you will see over a dozen cameras. This is when students are capturing "those moments".
Students also are engaged in many Web2.0 programs. This gives students technology diversity without taking up space on the server.
If you would like to see this first-hand, contact me and I will arrange for you to tour the lab at TES.

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