Name 

Tech PGT/ Web 2.0 tool integrated

Project 

Give a brief description of what you did for your project. 

Implementation 

1. Describe how the project integrated technology with your curricular and/or instructional goals. 

2. Share links, resources and materials you used.  Provide them as links to the files. 

3. What were you/your students able to accomplish that you could not have accomplished without technology? 

Instruction 

1. How did you use this activity to encourage higher level questions and discussion from students? 

2.  What methods did you use to provide students with feedback on their progress or achievement on this project? 

3. What feedback did the students give you regarding this project? 

Professional Growth 

1. How has this enhanced your own professional growth? 

2.  What additional technology skills did you as the teacher need to accomplish this project? 

3.  What were some lessons learned from integrating this technology into your classroom? 

Additional items for reflection: 

1. Did you have to eliminate content or activities you usually would have done in order to accomplish this project? 

2. What would you do differently next time, or what changes would you make?   

3. What problems did you have with technology? 

4. How did you deal with these challenges? 

5.  What additional support or training would you like to see? 

Benson, Kristin

Boltmann, Reed

 Electronic Str/Cond. Tracking

 Gatliff Protrainer 2007

 In the process of developing various strength training programs. For student and staff use .

 When all programs have been completed,students will be taught how to access various strength programs.

 It will allow students and staff to track their work-outs electronically over time.

Boone, David

Created a private wikispace for my math classes.   Students would use it to create/edit definitions of vocabulary terms.

Also, created a wikispace for the Classic Lake Track coaches in order to build an Honor Roll.

By using a wiki I hope to improve the communication of mathematical terms and collaboration of mathematical concepts.

The hope is that through technology that I extend the walls of the school and make learning, communication and collaboration outside the classroom a real possibility.

The wiki encourages synthesis of mathematical terminology.  Students would use this resource to define in their own words and edit other classmates definitions into a true working definition in their own words.

Feedback was given personally in class after occassionally viewing edits.

Students were more receptive to this tool when they were told it would be used for extra credit.  They liked the idea of using technology, but did not like the idea of being forced to use it.

This experience has enabled me to grow my experiences outside the classroom walls and even enhance what I already do through my .html editing of the website I have already created and use.

I don't think I need more skills to accomplish these tasks, just more time to develop resources and to "play" with new technologies.

Some of the lessons I learned are that you can't take too big of a bite out of these new tools.  It will overwhelm you if you let it.  Start with something small and build it as you go.  Listen to your students feedback and don't overwhelm them either.  Technology should make everyone's job easier not more complex!

I did not have to eliminate content from the curriculum to do this.  It extended the curriculum.

It would be nice if there wasn't so much involved with setting the space up and providing log-in names and passwords.

As with most technology that involves text - in mathematics we have to import text from Math Type to be really useful. So, I just didn't enter in any information that required mathematical formulae.

A better text editor for math symbols would be nice as a part of any online text editor.

Burnham, Lisa

Corcoran, Patricia

Crider, Annettte

Naviance

MCIS

 Used both programs with the Study for Success students in regards to assemssment and future planning.

 Goal for this year was to become familiar with both programs and use them to help students.

 1. After the students took the assessment, they used the information to devise a four-year plan. They also researched future colleges and careers based on the assessment outcome.

 1. Developing an understanding on how to use these progams has allowed me the ability to better help students. I have found these tools to be valuable when getting students to see beyond their high school years.

 1. The only issue we had with this project was with students forgetting their usernames and passwords.

Froehlich, Jessica

 Blogs

 Created an ongoing blog for Enriched English 10 students as a way to further discuss literature.

 Year Long Literary Blog Assig...

 1. This project encouraged students to use critical thinking and analytical skills.

2. Students were given feedback primarily through the comments section of the blog.

 3. Students enjoyed being able to carry over class discussions outside of class. They were thrilled when people outside of the class (i.e. authors/poets of pieces being studied) engaged in the blog discussions.

 1. This project has helped me to explore multiple ways of learning and multiple ways to encorporate technology into the curriculum.

2. I needed to learn how to create, manage and publish to a blog.

3. Finding ways to better manage the time committment required for monitoring student blogs. Netvibes has been suggested as a tool to help with this, which I will try next year.

1. I eventually had to eliminate the blog project 2nd semester because I was not given permission to eliminate other pieces of the course curriculum so that I and the students could have time to continue the blog.

2. Next year I will subscribe to netvibes to help w/ time management. Perhaps this will enable me to continue the blogs through 2nd sememster. 

3. The biggest tech problem was getting the student blogs up and running. Students have a tendency to forget specs of the accounts they set up (i.e. email address, names of blogs, passwords). Also, how do you deal with the new "They dog ate my homework" excuse. The new excuse is "My blog account wasn't working"?

Gallagher, Ryan

Grenier, Joshua

Guerin, Ellen

Harelstad, Mark

wikis

1. Created a classroom project for students to research information about biomes of the world

2. Students created a wiki to review for final exam

1. Students were asked to research information concerning different biomes of the world.  Upon collect data concerning these biomes, students were asked to enter their information about their assigned biome to a wiki.  Students were encouraged to edit the wiki outside of class and then presented their wikis to the class.

2. Students were given an opportunity to create a study guide for our final exam.  Students were to work in groups of 3 and complete their own work outside of class.

1. This project enabled students to work collaboratively with each other.  Students were allowed to use cooperative learning to understand and enhance their understanding of biomes of the world.

2.  Students presented their projects to the class and were able to get further information about their work.  Immediate feedback and opportunities to correct or enhance work empowered student work.

3. Students enjoyed working on their projects in class, however, few continued to work on it outside of class.

 1. This project has helped me develop a way for students to independently work cooperatively.  In the past I have had students create pamplets that emulates this project.  The use of this technology will allow students to work outside of class and develop a way to review and understand our normal classroom lecture. As wikis expand with their own technology, students will be able to create their own work without fear of others erasing their work.  This already has happened. 

3. I really enjoyed this method of conveying students understanding and was excited about its potential.  Unfortunately, many students did virtually none of their work from home and did not collaborate as I had hoped.  In fact, when I created a project to review for our final exam with the opportunity to gain bonus points on their work, only 5 of 90 students took me up on the offer.  Another note I realized was that of the 5 that did this project, only 2 people worked collaboratively.  The rest just took advantage of others work.

1. I really didn't do much different in regards to classroom adjustments.

2.  I guess I would have to award points for time spent online editing student projects. 

3. I really didn't have many problems with the technology part.  Only when one student was editing, other students had to wait.  We have had some difficulties with the lab tops working in class, but the days I used the lab tops, it went smoothly.

5.  I should probably look into moodle for I hear it provides more security and control by the teacher.  As with all technology, its a great tool, but creates more time to set up and monitor which is not always possible.

Hicks, William

Holbach, Michael

Irons, Sarah

Blogging

Fashion Design students used our blog to discuss the 2008 Oscar fashions.  We are continuing to use the blog for weekly assignments/discussions.

 1. Used blog to discuss, critique and evaluate fashion.

2.

3. Students that normally don't like to speak in class  were able to contribute .

 1. Continued discussion on the blog as well as discussed some comments further in class.

2. Scores/points posted to edline.

3. Students gave me a lot of positive feedback.  They enjoyed viewing the links and reading what their classmates thought of the fashions.  Some of the students told me that they didn't feel like it was a school assignment but more like something they'd do for fun. 

 1. Learned how to set up and use a blog. Gained confidence in using this type of technology.  (It's easier than I thought).

2. How to set up and use the blog.

3.

 1. No

2.

3.

4.

5.

Kieffer, Angela

Klobuchar, Timothy

Blogging

 Created blogs for The Art of Film I and The Art of Film II.

 1. Critical thinking about film and interaction with others that facilates the exchange of ideas about film

2. The Art of Film I

The Art of Film II

3. Discussion between students in different classes; sharing of ideas from students who normally don't contribute to discussions in class; allows me to share information that I don't have to spend as much time on in class

 1. Provided a list of potential, open-ended topics for every blog post; occasionally I posted a link to a specific article or web page that I wanted students to respond to; also, I often required students to comment on each other's posts.

2. Occasionally, I left comments on their posts; other times, I would show examples of good posts/comments to illustrate the quality everyone should be aiming for.

3. For the most part, students felt that blogs were one of their least favorite aspects of the class, and that they didn't learn much, if anything from them. There were some students, however, who said they didn't mind them and liked expressing themselves in a different way.

 1. It has helped me seek out (and sometimes stumble across) blogs, articles, etc., that are relevant to my subject that I would not have found otherwise, and then share them with students.

2. Not much, other than learning the ins and outs of Blogger.

3. That some students, no matter how much you stress the authenticity of the assignment, will focus on the "assignment" part of it and look at it as just something else to be checked off and paid little attention to. However, I don't want this to sound like I'm giving up. These lessons have just forced me in different directions to find the best application of blogs, because I'm convinced they can help students both learn and enjoy the subject more.

 1. In a few cases, I've skipped an introductory documentary to a genre that I normally show to accommodate time to talk about blogs or time in the lab to work on them.

2. One thing I'm trying with The Art of Film II is to have students choose groups, and for three different films, watch the same film and comment only on their fellow group members' blogs -- reducing the potential pool of posts to read/comment on from close to 100 down to three.

3. I haven't really had any major problems -- naturally, though, students are a different story. How many of these are legitimate and how many are a result of students not following directions, exaggerating, inventing, etc., is, of course, not clear at this point.

4. I guess I've been kind of a softie -- I've usually allowed them extra time to make up these posts if they say they had difficulty with the technology or access to it.

5. The 1 to 1 initiative would go a long way towards solving the access problem, and would make it much easier to address problems with a student.

Krause, Jeffery

Blog

Wiki

Moodle

I tried variety different Web 2.0 tools with my Enriched Biology:
Blog and Moodle
and used a wiki calendar along with the continued use of Edline with my General Biology classes.

I also would give the students a chance to use their own Web 2.0 resources for classprojects example

Implementation 

1. Describe how the project integrated technology with your curricular and/or instructional goals. 

Using Web 2.0 resources allowed students to collaborate on or research topics that are aligned with our curricular goals.

See previous category for examples

3. What were you/your students able to accomplish that you could not have accomplished without technology? 

Instruction 

1. How did you use this activity to encourage higher level questions and discussion from students? 

Students were asked to

2.  What methods did you use to provide students with feedback on their progress or achievement on this project? 

3. What feedback did the students give you regarding this project? 

Mohs, Bethany

Nelson, Kim

We purchased software for our football players to be trained on.  This allows Quarterbacks to stand in front of a screen and hold a playstation controller

Nilsen, Matthew

 Pod Cast

 I attempted to create to pod cast student produced anti drug commericals

 Students used personal camera's to video commerical.

 Final products were attempted to be placed on youtube.   Students evaluated their own and each other's final products.

 We observed professional anti drug ads from actual television and discussed what make qualitiy commericals and what went into, what they viewed as, poor commericals.

 Youtube wasn't always user friendly.  We encountered numerous porblems posting final projects.   Certain projects were inappropriate for a school environment, so while criteria was discussed, students sometimes pushed the envelope about content. Overall, it was a fun project where the studetns were able to show applied learning. 

Pusateri, Mellanie

 Moodle

 I created a Guided Fitness course on Moodle.

 This was a first attempt at an on-line class for students. Students participated in a on-line training, weekly workout logs, tests/quizes, and forums.

Students went to many fitness websites and reserched on various fitness/health topics.

 Students received feedback from the instructor on comment lines in moodle.

Students were required to comment to forums.

Immediate feedback from quiz or tests.

Feedback from the students varied for the class. Some liked the flexibility it gave to their schedule, but others felt it was "hard" to motivate on your own. Many said they wouldv'e liked to be in a traditional PE class but didn't have any opening in their schedules.

 1. I feel that I can add Moodle to more classes next year now that I have the basics down. It is pushing me to stay current with on-line resources and information.

2. Skills I needed were Moodle training (both Ties and from the district). I also needed time for curriculum writing/revising.

3. Lessons learned- Sometimes servers go down. I  needed to be flexibile with computer issues.

Naviance

Podcasts

We have introduced all high school students to Naviance, our web-based post-secondary planning tool.

We have also created podcasts regarding important post-secondary planning announcements and updates .

1.  I had students in the Photo 3 class create Photo blogs to document thier artistic progression.

2. Share links, resources and materials you used.  Provide them as links to the files. 

3. What were you/your students able to accomplish that you could not have accomplished without technology? 

2. http://www.flickr.com

/photos /mmkenfield/sets/

72157603918186294/ 

3. Discussion and use between students in different bands across the district; students able to use photos for class projects and related activities.

1. This project encouraged students and others to use a medium usually available only to a few.

2. Students and others around the country have given feedback via email and the website. 

 3. Students enjoyed using and sharing positive evidence of their participation with others around the country - including composers. 

1. This project gave me a chance to
open new doors for students and community.

2. Learn to use a new technology and account format.

3. It is time-consuming in the initial stages but the rewards are great.

Johnson, Scott

Blogging

Podcasting

Google Docs

Moodle

Continued with Edina Technology CoP blog at K-9 and high school levels

Assisted Superintendent Ric Dressen with creating a podcast

Presented podcasting at 2007 TIES Technology Conference. Info posted on wiki

Using Google Docs with K-9 and high school CoP to record evidence of growth and technology professional growth targets (PGTs)

Walker, Michael

Assisted staff with integrating various Web 2.0 Technologies

Created a Tech Tips Podcast for disseminating information to staff.

Assisted Julie Morales, Marsha Gullickson, Kaela Loo and Gina Nelson with Podcasting. Julie and Marsha's projects were set up for delivering curriculum, and Kaela and Gina's were student created podcasts.

Assisted Tammy Kaminsen and Tom Sutliff with creating blogs for their classes, and Rhonda Jonas-Geere creating a blog for her CoP.

Assisted Ruth Mary Gens with a Voicethread project in American History.

Assited Michelle Wright with using Voki on her blog.

The Podcasting projects gave students the additional advantage of listening to a story to improve their reading in ELL, and it gave Loo and Nelson's students the opportunity to reflect on their reading and share information with an authentic audience at a higher level.

Voicethread allowed collaboration on a multimedia project, and for others to comment on it.

After some initial technical dificulties, the podcasting projects seemed to go extremely well, and the teachers were satisfied.

Student blogging without e-mail addresses created a challenge for setting up blogs and using them consistently. The high school English staff did a great job getting every student blogging. Some students expressed frustration with wriing only about school.

Working on these projects has expanded my expertise in integrating technology in the curriculum.

Web 2.0 tools provide students with an outlet that gives them an authentic audience outside the classroom, and has improved the overall quality of the products.

Issues with student login time on machines, and sound inputs need to be addressed for future projects to be successful.