Week+2+-+Collaborating+on+Technology+Standards



​Wikis are great Web 2.0 tools for working together, collaborating and constructing new knowledge. For this activity on standards and to become familiar with using a wiki, we will each contribute to this chart about Standards and 21st Century Learning. As people add their thoughts and information you can see how wikis can be a powerful place for students in your class, in your school, in our district and globally to collaborate on projects.

//** For this activity, review the NETS-T National Technology Standards and the information from the Partnership for 21st Century Learning. Choose a technology standard at the objective level, align it with a 21st century skill and name a technology you have used or might want to try to help support the standard. **//

To ** EDIT ** the page click on the top right on the ** EDIT THIS PAGE **button. You will see an editor pop up and now you will be able to type on the page. It is just like a regular WORD editor, you can bold, italic, color and make hyperlinks! DON'T BE SCARED, you will not ruin anything--we can always pull a back up page! Just click in a blank row and type your information! If all the rows have been used, click in the last row and then click on the table icon. Then, choose **Row**, **Add Row**, **Add below** to add another row for your entry. **__CLICK SAVE before leaving the page!!__**

//**__Be sure to check back to see what others have added...printing out this page at the end of the activity provides a great resource for you to use!__**//

students determine monthly costs for apartment, car payment, and groceries. They learn how to stay within a budget. || Groveport Middle School North ||  ||
 * ~ Name/District ||~ Nets-T ||~ 21st Century Skills ||~ Technology ||
 * < Cheryl/eTech ||<  ||
 * < 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity ||  ||< the ability to think critically, problem solve, create, innovate, communicate and collaborate ||< Using Wordle http://www.wordle.net to show how vocabulary can be used to create innovative ways to communicate ideas. ||
 * Tim Taylor/Franklin Local Schools || 1b engage students in exploring real-world issues and solving authentic problems using digital tools and resources || the ability to communicate and collaborate information and then critically look for trends and suggest solutions || Using the NASA website [] students will learn how to identify cloud types and provide ground truthing information for NASA on cloud types and global warming ||
 * Ruth Ault/Franklin Local Community School || 1b. engage students in eploring real-world issues and solving authentic problems using digital tools and resources. || Knowing how to make appropriate personal economic choices || Using websites such as [], [], [], []
 * **Kat Wheeler/PVMS** || ** 2 d.** provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching || Reflect critically on learning experiences and processes || ** Providing various weblabs (such as [] and  **
 * []) for students to learn and apply content. Many of the weblabs have checkpoints that identify the need for further review or if the student can move to the next level. This helps the student and also the teacher. Back in my classroom, I use a student response system to provide data that informs learning. ** ||
 * **Kari Winhoven**,
 * = 2a: design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity ||

Barnesville Middle School || 2a - design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || the ability to think critically, problem solve, create, innovate, communicate and collaborate || The students will collaborate together and present a PowerPoint presentation covering a Civil War general of their choosing. ||  || Groveport Madison High School || 1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. || the ability to communicate and collaborate information and then critically look for trends and suggest solutions || Students will monitor the traffic of incoming visitors to the HS. The will record data and use an e-spreadsheet to organize information that can be analyzed. Then the students will create a presentation (PowerPoint or VOice Thread) for the that will offer solutions to the building leadership team to better serve visitors entering the school. ||  || Philo Junior High School || 1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. || Reflect critically on learning experiences and processes || [] This is a science simuluated lab that proposes changes to a town's local pond. Students will investigate how changes in the habitat effect the fish in the pond. ||  || PVMS || 2a- design or adapt relevnt learning experiences that incorporate digital tools and resources to promote student learning and creativity || the ability to think critically, problem solve,create, inovate, communicate and collaborate || The stuents may work alone or collaborate to create a digital study guide with step by step instructions for an up coming test. Students will also be allowed and expected to peer edit and offer suggestions by using Edublogs and Wikispaces. ||  || Math Teacher GMHS || 4b- address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources. || 3-b Students will locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. || The students will work in teams of no less than three or no more than five to reearch geometric shapes and their use in remodeling and decorating a bedroom. They will use surface area to determine how much wallpaper or paint is needed for the walls, how much carpeting or other flooring material is needed for the floor. They must also consider lighting and electrical outlets. They will research products and cost to find the best price for the quality and validate their findings by citing sources.. They will design a digital scale model and present their product with a spreadsheet of costs. The class will vote for the best product and presentation. A rubric will be provided as a guide for the minimum requirements. ||  || Math Teacher Cambridge Middle School || 1b. Facilitate and inspire student learning and creativity, engage students in exploring real-world issues and solving authentic problems using digital tools and resources || financial literacy - knowing how to make appropriate economic choices || Students will use the internet as a research tool to find a car of choice they would like to purchase. Students will compare MSRP price to invoice, determine tax, financing for appropriate number of years, insurance costs, title, fees, etc. After choosing car and determining all costs, students will create flyer using word or paint advertising the car of choice. ||  || Language arts Teacher Cambridge Middle School || 4a. advocate, model, and teach safe, legal, and ethical use of digital information and techology, including respect for copyright, intellectual property, and the appropriate documentation of sources || Use technology to complete a research report including pictures, legitamite sources and citation || The teacher wil explain plagiarism and works cited using a powerpoint or other program. (ie. www.sdst.org/shs/library/**powerpoint**/plagiarism.ppt) Students will use the internet to gather information for a research report, type a report, and properly cite sources in a bibliography. ||  || Social Studies Teacher Cambridge Middle School || 2c. Teachers customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. || The ability to be flexible, adaptable, self-directed, socially aware, accountable and responsible. || Students will use different graphic organizers (with powerpoint) to summarize lessons/topics. At times, students are given "choices" if needed for the spaces on the graphic organizers to help them summarize. As students become more proficient during the year, the choices can be eliminated. My students this year became more responsible for the types of information needed to summarize and different ways to share the information (powerpoint, SMARTboard games). ||  || Focus Learning Academy || 1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources || Knowing how to make appropriate personal economic choices || The students will plan a trip somewhere of their choice. They will need to research pricing for transportation, lodging, spending, etc. They will need to find the least expensive method of travel and lodging expenses. They will be provided with various websites to conduct their research. ||  || PVMS || 2a. Design and adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || develop communication, collaborative, media literacy skills || The students will utilize the tool, Audacity, http://audacity.sourceforge.net/download/, to develop a podcast to demonstrate their content knowledge. This would be added to the eportfolio and used as an assessment piece. ||  || Franklin Local Community School || 3c - evaluate and select information sources and digital tools based on the appropriateness to specific tasks || Use technology to complete a research report including pictures, legitimate sources and citations || Students will evaluate the journalism of war over the past century and compare the information presented in terms of accuracy and timeliness. They will evaluate the articles they find in terms of censorship and the way technology has changed the information provided. They will have the opportunity to present this information to the class using a variety of methods. ||  || 2a- design or adapt relevnt learning experiences that incorporate digital tools and resources to promote student learning and creativity || Use technology to collaborate and create an ineractive Prezi presentation to learn new material. || Students will use Prezi to intoduce new vocabulary unit words. Each student will be responsible for adding a predetermined word to the presentation. Will use to review words prior to test. Visuals of each word are encouraged. ||  || Understand and utilize the most appropriate media creations tools, characteristics and conventions. || Using a DV camera and editing software, students will create a humorous,one minute video about a topic covered in the 8th. Grade life science standards. Video will include appropriate costuming, dialogue and science content. Suitable for viewing by an audience of grades 5-8 as part of the school's daily TV broadcast. ||  || Franklin Local Community School || 1b.Engage students in exploring real world issues and solving authentic problems using digital tools and resources || Use technology to research employment options and trends for resume writing. View online interview role play models. || Students will consider three potential career options; research those careers using websites and summarize their choices in a research paper. Students will produce a resume for publication pertaining to one of the three career choices. Students will collaborate in interview role play and video their own scenarios for critiquing. ||  || Philo Junior High || 2b Communicate information and ideas effectively to multiple audiences using a variety of media and formats || Develop communication, collaborative, media literacy skills || Use a classroom webcam to work collaboratively on a research project with another class or classes by using Skype (in our district multiple classes can connect through their webcams simultaneously using our ALPCO system). Document progress through podcasts, digital pictures and video and then post the results of the research on a classroom webpage. ||  || Groveport Madison High School || 4a: advocate, model, and teach safe, legal, and etheical use of digital infomation and technology, inclding respect for copyright, intellectual propety, and the appropriate documentation of source || critical thinking, communication, medialiteracy, adaptability, and accountability || Students could create a digital narrative using one of a variety of formats (voicethread, smart notebook, powerpoint, etc.) that includes digital images that students find from web sources. One of the objectives for the narrative is that students understand and hopefully respec that a picture found on the web is not public property, but intellectual property. The studens will learn to correctly document the sources that they took their pictures from. ||  || Groceport-Madison High School || ** 1. Facilitate and Inspire Student Learning and Creativity ** Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: Identify and ask significant questions that clarify various points of view and lead to better solutions || Students will seek to find ways to improve the process by which Focus Learning Academy West provides mathematics instruction for Algebra and Geometry courses. They will research various teaching and tutoring methods, online class approaches and anything they think will be useful. They will then make inputs into a wiki designed to organize their thoughtful input. They may invite students, teachers, or other helpful sources from anywhere in the world to provide input into the wiki. They will ask questions and make comments throughout the process to strive for direction and clarity in coming up with viable solutions to program weaknesses. ||  || Barnesville MS || 3b collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. || the ability to think critically, problem solve,create, inovate, communicate and collaborate and the ability to collaborate || Students will use Flip Cams to create to shoot footage of local businesses for a unit on propaganda. They will then use Presi to create a presentation and show them to the local businesses when finished. They could interview local business owners and make a marketing tool for them using the propaganda standards for grade 8. ||  || Focus Learning Academy || 1.b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources || Critical thinking, develop collaboration skills and use technology to complete research. || Students will use websites such as nutritiondata.com and other fast food websites to research different fast food meals and their nutritional value data. Students will use this data to develop a Power Point presentation to show the importance of healthy eating. Students can also use the United States Department of Agriculture website ( [] ) to find information about healthy eating as well. ||  || Franklin Local Community School || 2.c. develop cultural understanding and global awareness by engaging with learners of other cultures. || Develop communication and collaboration, media literacy skills. || Students will use the communication tool "Skype" to commuincate with students abroad. I would like to pair with another teacher to exchange ideas of our students. The current events in the classroom I would use as the main source of discussion. The students through skype could compare how current events were reported on in different countries around the world and hear different opinions from the other students. ||  || Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats || Learning and Innovation Skills: Communication and collaboration skills || Using FirstClass Web Publishing tool, school staff built and maintained teacher websites to smoothly integrate Web use into their teaching practices, to differentiate Web resources for students’ abilities & learning styles, & to enhance home-school communication through the website features of calendars, podcasts, blogs,& sharing of student work with families. ||  || Barnesville Middle School || 4a - advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and athe appropriate documentation of sources || Demonstrating originality and inventiveness in work. || As an administrator, I deal with issues of cyberbullying (mostly occurs out of school, but carries over tot he school day), plagiarism that needs disciplined, and inappropriate use of technology. As a building, it is our job to educated the students on what is safe and legal. We must be an advocate for proper use of technology. We do presentation on bulolying and safe internet use, but I an not sure it is enough. ||  ||
 * To collaborate, design/create, explore, implement, and assess || Using http://www.voicethread.com to aid in a reading classroom setting where students must collaborate in using Elements of a Story to verbally express where the elements happen in a short video/cartoon. The students share with the class and the teacher is able to assess their outcome based on the the correct positions in which they placed their verbal responses . ||  ||
 * Jeremy Powell
 * Aric Thomas
 * Julie Miller
 * W. Alan Baker
 * Diana Bossie
 * Nicole Johnson-Math teacher Groveport Madison Middle North || 2a- design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. || the ability to think critically, problem solve, create, innovate, communicate and collaborate || The students work alone or in groups to create mathematical games using the SmartBoard. They will make it interactive and present it to the class. The classmates will be able to take part in each of the games created by the groups. Students must make their games user friendly and provide rules so that they may be played by other students in other classes. They will work to discover new tools that they did not already know existed and use their creativity to create unique, fun mathematics games. A rubric will be provided as a guide for basic requirements (number of questions, rules present, etc.) The rest is up to them and their creativity. ||  ||
 * Teresa Malloy Groveport Middle North || 3c - evaluate and select information sources and digital tools based on the appropriateness to specific tasks || use technology as a tool to research, organize, evaluate and communicate information || Students will use EBSCO online resources to search magazine and newspaper articles on a specific topic. That will use diijio.com to organize their information and will publish a newsletter of their findings and editorials using Microsoft Publisher. ||  ||
 * Thelma Leese-Graham/Philo Junior High || Teachers customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. || use technoogy to differentiate through collaboration || Students can explore teacher made web quests, alone or in groups, that, depending on their choices, can lead them to activities where they can choose the product that they want to create (encorporating learning styles) ||  ||
 * Danielle Eubanks
 * Jennifer Carpenter,
 * Jodi Neff,
 * Kelley Straight
 * Carolyn Rankin/
 * Carolyn Arnold
 * Kelly Wells/CMS ||
 * William Bartels Barnesville Middle School || 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources. || Media Literacy
 * Mollie Earich
 * Sheryl Wise
 * Jamie Carpenter Barnesville Middle School || 3b collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. || Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. || The math department at Barnesville Middle School will be creating a math website for our students. On the website the students will be able to view daily homework assignments. We will recognize a student of the month. There will be a link for the students to access the textbook online. Also we will have a message board where students, parents, and community members can discuss weekly activties that are going on in class. ||  ||
 * Kerry Hurd
 * William P Miller
 * c. **promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes || Students invent an original piece of work that can be published or presented online working in teams, students create a simulation, role play, or webquest || Students can create a webquest, simulation or videos following our studies of the French Revolution. By allowing the students to work in small teams, I will be able to divide up events, concept and "real world" events of today that reflect and connect to today. Some students could use voice thread as a platform to recreate the important events though visuals and audios. Some students could create a video using actors or figures to describe the actions of citizens prior, during, and after the revolution. Some students could relate the important political concept of the revolution with current politics around the world using current article and events. After all groups have presented their assignment, students could work to edit together several porjects to be published online a different sites(utube, voicethread, etc) ||  ||
 * David Whanger Focus Learning Academy || 1.b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources || //Solve Problems//
 * Denise Leach
 * Caitlin Jones
 * Jennie Hayden
 * Kerry Hill Focus Learning Academy || 1.d model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments || Using technology to establish communication with parents and other stakeholders (social networking sites, wiki, google docs) || In an attempt to increase communication with parents the Focus West staff will create social networking sites, wiki opportunities, and /or google docs to allow more 'distant' idea sharing. These sites will allow the administrative team to read community members and parents ideas and suggestions at any given time. More communication with all parties involved in our school has always been an area of concern and one we wish to grow in. ||  ||
 * Heather Houseberg GMHS || 1.b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources || the ability to think critically, problem solve, create, innovate, communicate and collaborate || Students will work in partners to explore the internet pizza server website [] designing a pizza of their choice. They will measure diameters of various sizes of the pizza and calculate a price per square inch. Students will find which size pizza has the best value and compare the results with real pizza websites. ||  ||
 * Rhonda Dickinson, PVMS || 3c. Model Digital-Age Work and Learning
 * Danielle Passmore/ Barnesville Middle School || 2c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies and abilities using digital tools and resources. || ICT Literacy – use technology as a research, organize, evaluate, and communication information. || In my Language Arts class, I have students read novels rather than using textbooks. At the end of every novel, I like to give the students a choice of how they want to be assessed on the book that was just read. For example, write a diary entry as if you were a particular character, create a scrapbook of important material, or create a book jacket with a recommendation to read or not read that book. Next year, I want to continue doing this but incorporating the VoiceThread and wiki. These two types of technology be another focus on students’ diverse learning styles. I would also like use the VoiceThread for the students to use chapter by chapter to increase comprehension skills. ||  ||
 * Julie Erwin
 * Thea Patrick, Groveport-Madison Schools || 2a) Communication and Collaboration...interact, collaborate, and public with peers, experts, or other employing a variety of digital environments and media. || Communication through a variety of methods || My sixth graders have enjoyed a variety of uses of www.quicktopic.com. This website is a free site for anyone to design a discussion board. The discussion boards are pubic so you can communicate with people in different states and countries. We have used the site to communicate and debate topics such as: religion/10 Commandments, poetry, novel themes, river societies, and so on. ||  ||


 * Eric Pressler, Focus Learning Academy ||  || 1d) model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. ||   || Communication through a variety of methods ||   || My class has used google docs to create group projects and writing assignments. Since many of the students at FLA have full-time jobs, the ability to collaborate through the Internet is extremely valuable. It allows students the opportunity to collaborate on his/her own schedule. ||   ||

Cambridge MS || 1b engage students in exploring real-world issues and solving authentic problems using digital tools and resources || the ability to think critically, problem solve, create, innovate, communicate and collaborate || In thinking about PBL and preparing students for life outside of school, why not use use voicethreads to create a community that researches and discusses "worldy" needs and career options. Students could research topics of interest, as related to the standards, and leave feedback, ask questions, etc. || Groveport Middle School North || 4a)advocate,model, and teach safe,legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources || Critical thinking, communication, adaptability, accountability, media literacy || Provide students the opportunity to create a presentation that communicates the safe, legal, and ethical use of digital information that can be shared with peers, parents, and staff - this could be used to support the implementation of new tech opportunities that administrators and boards are unwilling to "risk". ||
 * Scott Sabino,
 * Derek Downs Franklin Local Community School || 1b) engage students in exploring real-world issues and solving authentic problems using digital tools and resources || Processing data and reporting results, identify and define authentic problems and significant questions for investigation || Have the students collect data of an acid mine dranage watershed using digital probes to collect various data about the cite, then compare to a healthy stream. Have the students use computers to anaylze the data and collaborate with classmates. A final report will constructed of the affects of AMD on stream quality and what can be done to prevent or mitigate future AMD. ||
 * Kathy Weiser