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Shelby County Schools

Presenters Bureau

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Contents

What is the Presenter’s Bureau? ....................................................... 4 Procedures for Scheduling a Presenter.............................................. 4 Meet the Presenters .......................................................................... 5 All Grade Levels .................................................................................. 9 Student Response Devices aka “Clickers” ...................................... 9 Distance Learning with Your Students ......................................... 10 Using Voting Devices for Instant Feedback & Formative Assessment .................................................................................. 11 Turn Your Interactive Whiteboard into an IPad........................... 12 Using Containers on the Promethean Board to Engage and Assess Students ....................................................................................... 13 Sharing Video Lessons with Students – Flipping the Classroom .. 14 Document Camera Love or: How I Learned to Stop Elmo-ing and Love the HoverCam. ..................................................................... 15 Using the Document Camera and Interwrite Board .................... 16 Make a Movie: Integrating the SCOS Objectives into Something the Students Will Never Forget.................................................... 17 Graphic Organizers....................................................................... 18 Be Smart - Put Students’ Hands on the SmartBoard ................... 19 5 Excellent Ways to Use a Spreadsheet ....................................... 20 Google Docs and Forms ............................................................... 21 Think, Point, Click: Making CPS Work in Your Classroom ............ 22 Elementary ....................................................................................... 23 Teaching With Interactive Powerful Online Devices (IPODs)....... 23 Engaging Reading and Math Station PowerPoints....................... 24 End of the Year Video: The Perfect Gift for Parents .................... 25 2


Let’s Get Acquainted – An Overview Of Some Web 2.0 Tools To Apply, Extend, And Enrich Learning. ............................................ 26 Enhancing Language Arts Through Technology ........................... 27 Graph a Day .................................................................................. 28 Middle/ High ..................................................................................... 29 It’s a BYOL (Bring Your Own Legos) Party!!! ................................. 29 The Paperless Classroom .............................................................. 30 The World of Moodle and How to Apply In the Classroom ......... 31 Technology for Writers ................................................................. 32 Persuasive Writing with a Purpose ............................................... 33 Digital Presentation Upgrade ....................................................... 34 Expanding Horizons with Pen Pals................................................ 36 Student Interactives for 7-12........................................................ 37 Using Technology to Integrate Math into the English Classroom 38 Ed – Moodle: The Perfect Combination ....................................... 39 Administrative .................................................................................. 40 The 21st Century Administrator ................................................... 40

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What is the Presenter’s Bureau? The i∙am21 Presenter’s Bureau is a pool of Shelby County educators experienced in implementing 21st century teaching and learning. Their presentations have been designed to help their fellow teachers from across the District gather new ideas on how they too can make 21st century skills part of our students’ daily experience.

Procedures for Scheduling a Presenter 1. Contact Teresa Ludolf in Technology to find out how many ‘sub vouchers’ have been budgeted for you to invite Presenters to your school. These can be used as ½ days or full days. Voucher allotments were based on the size of your school. 2. Contact the Presenter directly by email to request a PD session at your school. Agree upon the date and times and then allow the Presenter to ask their principal for permission to be out of the building for that date/time. 3. Once time, date, and permission have been arranged, the Presenter will submit a sub request with Technology as the Payer. (The sub will be going to the Presenter’s school, not yours so you do not need to do anything regarding a sub.) 4. Arrange for your teacher(s) to be available to participate in the session. Sorry, but Technology does not have additional money to pay for subs for your participants. If this is needed, you might find other sources of funding. However, we intentionally asked the Presenters to plan shorter sessions that could be conducted during extended planning periods. 5. Allow for some travel time for the Presenter to get to your school, especially when planning ½ sessions. 6. Be sure to fully utilize the Presenter coming to your school. If you only have the means to have participants there for a couple hours but the Presenter will be there for 3 hours, ask him/her to share information with your TC or to assist in a live class that is using technology that day, or to meet with your media specialist or even yourself for the remainder of the time. 4


Meet the Presenters Scott Blair

PHHS

Career Technology, Business Ed.

Scott has 5 years of teaching experience at the high school level and taught 1 year as a graduate instructor at Auburn University. Scott is currently teaching Business Technology at Pelham High as well as the Future Business Leaders of America cosponsor. Scott has created a number of curriculum guides for Career Tech and the Technology departments. Most recently Scott was a leader in creating the curriculum guide for Business Technology Applications for Shelby County business teachers as well as the Computer Applications summer course curriculum. Scott also has been a leader in presenting many software applications used in the Shelby County and Jefferson County area including Career Forward, Moodle, and Edmodo. Through the use of technology, Scott has created a good variety

Katy Burnside

PHHS

Journalism, Yearbook, English

Katy has 22 years of teaching experience. In addition to teaching yearbook and newspaper, Katie was the Advisor of the Year for Alabama Scholastic Press Association, a Master Journalism Educator, a state Yearbook lecturer, and a computer trainer. Katy also served as an INOW trainer for her school this past year. Katy uses Moodle, an online learning management system, in her English classroom, and applies a variety of technology applications in all of her courses in order to help her student develop the skills they will need beyond high school.

Tracey Carter

TSGC

6th, GRC and Computer

Over the last seven years Tracey has taught students in the sixth, seventh and eighth grades. Before becoming a teacher Tracey was a T.V. news producer. She holds Bachelor's of Arts degree in Mass Communications and a Master’s in Education, both from the University of Montevallo. Her Certification in Gifted Education comes from the University of Alabama.

Leslie Cash

Tech

Resource Teacher

Leslie Cash has been a Technology Resource Teacher with Shelby County Schools since 2001. She has a BS in Mechanical Engineering from the University of Alabama and a Master’s in Secondary Math Education from UAB. Prior to becoming a Resource teacher, she taught mathematics at Shelby County and McAdory High Schools.

John Chamblee

OMHS

Math

John has been teaching at Oak Mountain for five years. He has a Bachelor’s Degree in math and a Master’s Degree in education. He enjoys integrating technology into the classroom and beyond for all learners.

Angela Clark

Tech

Resource Teacher

Angela taught 17 years at the secondary level and is currently a Technology Resource Teacher. She has a degree in Marketing from Mississippi State and earned her Master’s degree in Educational Leadership. Her classroom experience includes teaching courses in Business, Social Studies, Journalism, and Technology. Most recently, Angela taught BTA and Computer Essentials at Thompson Middle School. She holds a National Board Certificate in Social Studies and has served as a Candidate Support Provider.

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Meghan Craig

THHS

Math

Meghan has been teaching math in Shelby County Schools for 10 years. She has an extensive knowledge of technology and has presented at the District's Tech Fest summer conferences and at her own high school.

Danny DuBose

OMHS

Honors Formal Geometry

Danny DuBose has been teaching for 18 years. He is in his 13th year with Shelby County Schools. In his classroom he uses the Promethean Board, Active Expressions, and the online program Edmodo on a daily basis.

Amy C. Fineburg, PhD

OMHS

Asst. Princ.

Prior to becoming the Assistant Principal at Oak Mountain High School, Amy taught English and psychology for 16 years. She is an local and national award-winning teacher and frequent presenter at local, regional, and national conferences. She is the author of teacher’s materials for regular and AP Psychology textbooks and book chapters on teaching diversity and positive psychology. She is proficient in a wide range of instructional technology, and she has instituted several online administrative tools for Oak Mountain High School, including an administrator’s blog, virtual locker and parking registration systems, and online surveys for feedback and evaluation purposes. At Oak Mountain, Amy’s main duties include coordinating the AP Program, facilitating professional learning communities, and th managing 10 grade students.

Tami Genry

HLIS

Library Media

Tami has 14 years experience in education, nine years of which has been as a media specialist. She is a National Board Certified Teacher in the area of Library Media, Early Childhood through Adult. Tami currently serves as the Library Media Specialist and Technology Coordinator for Helena Intermediate School. Last year Tami conducted presentations as part of the District's technology professional development for administrators.

Lee Hall

Tech

Resource Teacher

Lee Hall is one of the three Technology Resource Teachers here in Shelby County. She received her BS in Secondary Education and Elementary Education from UAB and her Masters from the University of Montevallo. She has been teaching since the late 70’s and most recently spent 8 years at Wilsonville Elementary school as a classroom teacher before joining the technology department.

Kyle Henderson

OMIS

5th Grade, English

A native of Birmingham, Kyle graduated from Homewood High and then went on to college at Mississippi State University. After graduating in 1997 he spent a year at the McWane Science Center as a director of programming for the main floor. He has taught 12 years at OMMS as an English and social studies teacher and is th currently completing his first year as a 5 grade teacher at OMIS. Kyle recently attained his Masters degree in education with an emphasis in technology application.

Marlana Hodo

rd

WVES

3 Grade

This is Marla’s 8th year as a 3rd grade teacher at Wilsonville elementary. She recently completed her Master’s degree in Educational Administration. She is the lead math teacher and a member of the WVES CSI team. Marlana is an avid user of

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technology in her classrooms and has conducted many workshops at her school and district level meetings to assist other teachers with integrating technology into their curriculum.

Mary Howard

MNHS

English

Mary has been with Shelby County Schools for seven years. She has been an active supporter of technology and promotes it within her classroom and her school. During the last two years she participated in the District's federal competitive technology grant. In July of 2011 she attended the national ISTE conference in Philadelphia and presented at the Alabama Educational Technology Conference about her experience as a grant participant.

Daryl Hyde

CHIS

5th

Daryl has been teaching at Chelsea Intermediate School since 1996. He loves writing and giving his students a chance to explore what is taught using real-world applications.

Crystal Lamar

THHS

Language

Crystal has been teaching for 15 years, 14 of which have been at Thompson High School. She holds a Bachelor's of Science in Language Arts from Auburn University and a Master's in Education from the University of Montevallo.

Kathy Matthews MVES Kathy has been teaching 7 years with Shelby County. She taught kindergarten and technology at VNES helping to integrate Smartboards, Elmos, and digital cameras into every classroom. She served as technology cooridnator, webmaster, head of the technology committee, and provided teacher trainings to the staff. She currently teaches kindergarten at MVES. She enjoys integrating technology into the classroom and is working torwards obtaining a Smartboard to put more technology into the hands of her kindergarteners. Jason Mayfield CMMS Gifted, Reading Jason has been teaching for 10 years. In addition to his work at Shelby County Schools, Jason taught for two years at the Bessemer Tech Community College (Lawson State) as a speech instructor and spent three years as a teacher for six grade struggling readers. He has five years experience in gifted education.

Connie Nolen

PHHS

English

In addition to serving as the Pelham High School English Department Chairperson, Connie is the Literary Magazine Adviser, the Shelby County Journal of Literary Arts Secondary Chairperson, and the Alabama Scholastic Press Association's Vice President. Connie has been teaching and writing in Shelby County since the 1980s. She is currently a weekly columnist for The Pelham Reporter and The Shelby County Reporter.

Ava Putman

THHS

Math

Ava has been teaching at Thompson High School for 14 years. She holds a Bachelor's of Science and Math, a Minor in Computer Programming, and a Master's in Education from the University of Montevallo.

David Sheffield

nd

MVES

2

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David is in his sixth year of teaching at Meadow View Elementary School. He graduated from the University of Montevallo in 2006 with a BS and a Master’s degree in 2009. He has been accepted to the University of Alabama's Instructional Leadership PhD program with a concentration on Instructional Technology and will start with the 2012 cohort. He is a two-time recipient of a Greater Shelby County Educational Foundation Grant and has twice won the Linda McCormick Memorial Grant. David's classroom is equipped with 8 computers, response devices, a sound amplification system, Wi-Fi, 4 iPods, a document camera, and a ceiling mounted digital projector. His room will soon be equipped with a new SmartBoard.

Richard Scott

CMMS

English

After spending 25 years as a professional writer, Richard is now in his fourth year as an English teacher at Columbiana Middle School. He is one of 12 teachers selected for the Praxis Middle School English Language Arts National Advisory Committee. This committee is realigning the next Praxis exam with the new common core standards.

Mallory Swinsick

HLIS

4th

Mallory is in her fourth year of teaching at Helena Intermediate School. She received a Bachelor's degree from the University of Alabama in 2008 and is currently working on her Master’s degree in Library Media at the University of West Alabama.

Crystal Watford

HLMS

English

Crystal holds a Bachelor's degree in English and a Master's of Secondary Education from the University of Montevallo. During her seven years of teaching she has won a Shelby County Educational Foundation Grant twice, been part of Helena Middle School's Leadership Team, and has been voted Helena Middle School Teacher of the Year.

Mallory Zimmerman

INES

Kindergarten

Mallory is in her fourth year teaching kindergarten. Her father, a Senior Computer Engineer at Nissan, taught her to love computers. She enjoys learning about new technology and uses it as much as possible to help her students keep up with the times.

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All Grade Levels Student Response Devices aka “Clickers” AUDIENCE:

Grades: K-12. Subjects: All No. of Participants: 10-20

CONTENT:

Integration of student response devices into all subjects

LENGTH OF TIME:

30- 45 minute

DESCRIPTION: Participants will manipulate a student response devices and become familiar with the of the Classroom Performance System (CPS) software. They will learn how to input multiple classes and questions, use verbal questions, generate numerous reports, and analyze the data from those reports. They will discuss effective ways to integrate the response devices into their classes. I will address any questions or concerns they have about the implementation of the devices. TECHNOLOGY:

CPS Software, Laptop, and Student Response Devices Classroom, Library, or Computer Lab (with a digital projector) Hands-On/Presentation (each person in the session will have a student response device)

SETTING: FORMAT:

MAIN OUTCOME(S): The Participants Will (TPW) operate response devices and its software. TPW learn to use response devices to practice effective teaching strategies by systematically collecting and analyzing formative and summative assessment data. Based on the assessment data TPW adjust their teaching to create a classroom of motivated and engaged students.  TPW devise a brief summary of how-to implement the student response devices into their own classroom. AL QUALITY TEACHING STANDARDS 3.7 & 3.8: Participants from a Pre-Service/Beginning and Emerging teacher to an Applying and Integrating teacher. PRESENTER:

David Sheffield, Meadow View Elementary School, 2

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X X X

Remembering Understanding Applying

X X X

Ethics, Actions, Accountability Global Awareness & Diversity

X

Analyzing Evaluating

X x

Creativity and Innovation

X

Creating

X

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Distance Learning with Your Students AUDIENCE:

Any level, Any Grade No. of Participants: Any

CONTENT:

Any Grade, Any Subject

LENGTH OF TIME:

301hr

DESCRIPTION: This session will show you how to take advantage of free online resources to help extend your classroom outside of school. Learn to use online resources to keep all students on the same page. Some students may need extra time to understand concepts and if you don’t have that time in class, here is your answer. Some students may miss school frequently; this is your answer to keeping them up to date. This allows for more flexibility for students, teachers, and parents daily routine. TECHNOLOGY: Computers & Websites SETTING:

Classroom or Lab

FORMAT: Lecture, Model , Hands-on MAIN OUTCOME(S): Improved 21st C Teaching Improved 21st Student Skills Enhanced Teacher/Student/Parent Communication Opportunity for Deeper Understanding for Students and Teachers CSI CONNECTION: WORK & LIFESKILLS:

ADVANCING 21ST C TEACHING/LEARNING:

PRESENTER:

Improves level of retention for all learner levels. Communication Skills, Social Networking Skills, Research and Problem Solving Skills, Self Sufficient Skills Using these tools can take you to applying or higher. The use of Distance Learning will allow you, as well as students, to build your technology skills. This really helps students prepare for the online aspect of college. John Chamblee, Oak Mountain High, Math

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy Ethics, Actions, Accountability

X X X

Remembering Understanding Applying Analyzing

X X X X

Global Awareness & Diversity Creativity and Innovation

X X

Evaluating Creating

X X

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Using Voting Devices for Instant Feedback & Formative Assessment AUDIENCE:

Any level, Any Grade of Participants: Unlimited

CONTENT:

Any Grade, Any Subject

No.

LENGTH OF TIME:

30- 1 hr.

DESCRIPTION: Learn to take advantage of handheld technology that will formatively assess students, and provide you with instant information in order to modify lessons. Also, teachers can use this technology to summatively assess students and provide instant feedback for both students and teachers. TECHNOLOGY:

Computers & Websites

SETTING:

Classroom or Lab

FORMAT:

Lecture, Model , Hands-on

MAIN OUTCOME(S): Improved 21st C Teaching Improved 21st Student Skills Formative Assessment Enhanced Teacher/Student Communication Instant Feedback for Students and Teachers ADVANCING 21ST C TEACHING/LEARNING: Using these tools can take you to applying or higher. The use of instant feedback will allow you to manage your efforts to those who need more assistance with learning targets and allows you to extend the lesson to those students that have already mastered the learning targets. PRESENTER:

John Chamblee, Oak Mountain High, Math

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

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X X

X

Remembering Understanding Applying Analyzing

X X X X

Evaluating Creating

X X


Turn Your Interactive Whiteboard into an IPad AUDIENCE:

Any Level, Any Grade No. of Participants: Unlimited

CONTENT:

Any Grade, Any Subject

LENGTH OF TIME:

30 min 1 hr.

DESCRIPTION: This session will show you how to turn your Interactive Whiteboard into a huge Ipad. You will be able to use all the education apps you can find. Students will be able to use the apps in school and then go home and use them some more. This is a great way to engage all of your learning styles (visual, hands-on, auditory). TECHNOLOGY:

Computers & Websites

SETTING:

Classroom or Lab

FORMAT:

Lecture, Model , Hands-on

MAIN OUTCOME(S): Improved 21st C Teaching Improved 21st Student Skills Formative Assessment Enhanced Teacher/Student Communication Instant Feedback for Students and Teachers Improves the learning environment for your students. CSI CONNECTION: Actively engages all learning groups. WORK & LIFESKILLS:

Research and Problem Solving Skills, Computer Skills

ADVANCING 21ST C TEACHING/LEARNING: Using these tools can take you to applying or higher. The use of engaging your students will allow you to manage your efforts to the areas where your students can retain the most knowledge about the learning targets and allows you to extend the lesson to all students through their specific learning style. PRESENTER:

John Chamblee, Oak Mountain High, Math

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

12

X X X X

Remembering Understanding Applying Analyzing

X X X X

X

Evaluating Creating

X X


Using Containers on the Promethean Board to Engage and Assess Students AUDIENCE:

All Grades – Basic Promethean Software Background No. of Participants: 10+

CONTENT:

Cross Curriculum Any grade, any subject.

LENGTH OF TIME:

40-50 min

DESCRIPTION: Containers can be used at many levels to help students check for understanding. These containers can be used in all subject areas. The container activities help show whether or not students understand a concept. TECHNOLOGY:

Computers, Promethean Software

SETTING:

Computer lab

FORMAT:

Demo, Hands on if Computers are available with software.

MAIN OUTCOME(S): The teacher will be able to Formatively assess his/her students. Also, the students will be able to see their mistakes and correct them, thus providing immediate feedback on the student’s level of understanding. This helps provide instant feedback, so the student CSI CONNECTION: and/or teacher can assess the student’s progress. This will allow teachers to engage the students, AL QUALITY TEACHING creating interaction, as opposed to just presenting to STANDARDS 3.7 & 3.8: them. Danny DuBose, Oak Mountain High, Honors Formal PRESENTER: Geometry iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

Remembering Understanding Applying

X

Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

Analyzing Evaluating X

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Creating

X X X


Sharing Video Lessons with Students – Flipping the Classroom All Grades, All Subjects No. of LENGTH OF 40-50 Participants: 10+ TIME: min Cross Curriculum – Can be used at any grade level or subject. Probably best in Middle school/High school

AUDIENCE: CONTENT:

DESCRIPTION: Record Lessons for students to view/review at home. The idea of “Flipping the Classroom will be introduced. TECHNOLOGY:

Computers, Screen Recorder on Promethean board or other IWB.

SETTING:

Computer lab, or any venue with a computer, projector, and screen.

FORMAT:

Presentation/Demo

MAIN OUTCOME(S): The student will have access to direct instruction at home or other venues to play at their own pace, review, etc. PRESENTER:

Danny DuBose, Oak Mountain High, Honors Formal Geometry

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X X

Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

X

14

Remembering Understanding Applying

X X X

Analyzing Evaluating

X X

Creating

X


Document Camera Love or: How I Learned to Stop Elmo-ing and Love the HoverCam. AUDIENCE:

Any grade level or subject would be appropriate. No. of Participants: Any

CONTENT:

Any

LENGTH OF TIME:

1 Hr +/-

DESCRIPTION: A presentation to introduce the HoverCam document camera and its features. More than just a cheaper Elmo alternative, it can be used to easily make PDFs of notes as well as videos to upload to blogs. TECHNOLOGY:

HoverCam document camera, computer/laptop/netbook, projector

SETTING:

Any location with a projector

FORMAT:

Presentation/Demo

MAIN OUTCOME(S): Improved 21st Century Teaching PRESENTER:

Meghan Craig, Thompson High, Math

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy Ethics, Actions, Accountability

Remembering Understanding Applying Analyzing

Global Awareness & Diversity Creativity and Innovation

15

X

X

Evaluating Creating

X X X

X


Using the Document Camera and Interwrite Board AUDIENCE:

K-12 No. of Participants: Any

CONTENT:

All content areas

LENGTH OF TIME:

45 min – 1hour

DESCRIPTION: The teachers will be given a presentation on how to use the document camera along with the Interwrite board. They will be shown various examples of lessons that involve projecting documents, books, objects, etc. via the document camera while having the option of writing on, highlighting, or covering them while still having the mobility to move around the room and manage, interact, and communicate with students. Teachers will leave the presentation with the knowledge of how to use the document camera along with the Interwrite board and ideas for ways to incorporate this technology into the classroom. TECHNOLOGY:

Computer, document camera, Interwrite board

SETTING:

Classroom

FORMAT:

Presentation

MAIN OUTCOME(S):

Improved 21 Century Teaching

st

AL QUALITY TEACHING STANDARDS 3.7 & 3.8: Using the document camera and Interwrite board together will help advance teachers from a basic or emerging level of integration to an applying level because teachers will be using multiple technological resources with instruction to enhance learners’ understanding of content. The teacher will also be using technological tools for instruction and management. PRESENTER:

TH

Mallory Swinsick, Helena Intermediate, 4 Grade

iam∙21 Focus Areas Communication and Collaboration Information Literacy Technology Literacy Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

Bloom’s Taxonomy X X

X

16

Remembering Understanding Applying Analyzing

This will depend on the lessons that are

Evaluating Creating

taught with the technology.


Make a Movie: Integrating the SCOS Objectives into Something the Students Will Never Forget AUDIENCE:

Any grade with SCOS writing objectives. No. of Participants: Any

CONTENT:

Technology/Language Arts/Any grade

LENGTH OF TIME:

1 Hr

DESCRIPTION: Making a movie with your class is very rewarding for teacher and student, giving you an opportunity to work with students on the entire writing process from start to finish, and also to provide students with an end product they understand and will relate to. I’ll walk you through the beginning steps of putting together everything you need to get started right away, using free downloadable software to write a script, and I’ll show you free online assets for producing your movies! Computers; websites; digital cameras; laptops; editing TECHNOLOGY: software; writing software; royalty-free no-cost legal soundtrack music downloads PC lab would be best, but classroom with projected PC SETTING: screen would work as well. Demo (show you a sample of past movie), Q & A (make sure you get answers to your questions), model (if time, FORMAT: make a movie with your group, and begin to show how to edit) MAIN OUTCOME(S): The goal is to teach the entire writing process through making a movie. You’ll be able to monitor progress frequently along the way with finished writing pieces, and the students can learn about everything from avoiding copyright infringement to editing layers of video/audio. Plus, they’ll be able to see their work when it is a finished movie, and then decide for themselves if they have done their best. AL QUALITY TEACHING STANDARDS 3.7 & 3.8: This project in the “Innovating” level of the AQTS Continuum. It will help teachers to reach beyond a basic, emerging level of integration by providing simple-tofollow steps, with the possibilities of taking the project in their own direction at their own pace. PRESENTER:

th

Daryl Hyde, Chelsea Intermediate, 5 Grade

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X

Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

17

Remembering Understanding Applying

X X X

X

Analyzing Evaluating

X X

X

Creating

X

X


Graphic Organizers AUDIENCE:

Any Level, Any Grade No. of Participants: 25 or unlimited for lecture

CONTENT:

Any Grade, Any Subject

LENGTH OF TIME:

30 min 1 hr.

DESCRIPTION: This session will show you how to use Graphic Organizers and some web sites that will help you make them. Teachers have various options when using Graphic Organizers. They work at the beginning of a class or lesson, in the middle, as a culminating activity or for personal productivity. They can be completed as a class, used instead of note taking, or even looked at as an assessment. TECHNOLOGY:

Computers & Websites

SETTING:

Lab or Classroom

FORMAT:

Hands-on or Lecture

MAIN OUTCOME(S): Improved 21st C Teaching Improved 21st C Student Skills Improved student retention and understanding Enhanced Teacher/Student Communication Enhanced productivity Formative or Summative Assessment Actively engages all learners. Can be easily modified to fit CSI CONNECTION: differentiated instruction. WORK & LIFESKILLS:

Organization skills, Research Skills, Computer Skills

ADVANCING 21ST C TEACHING/LEARNING: Using these tools can take you to applying or higher. A teacher using graphic organizers anticipates the needs of the students and is working to increase their learning/achievement. PRESENTER:

Lee Hall, Technology Resource Teacher

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X X

Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

X

18

Remembering Understanding Applying

X X X

Analyzing Evaluating

X X

Creating

X


Be Smart - Put Students’ Hands on the SmartBoard AUDIENCE:

Any Level, Any Grade No. of Participants: variable

CONTENT:

Any Grade, Any Subject

LENGTH OF TIME:

30 min 1 hr.

DESCRIPTION: Smartboards have an abundant supply of easy-to-use interactive tools. This presentation will demonstrate numerous ways to use these tools for student interaction. Students will think they’re playing games when they’re actually learning the curriculum! TECHNOLOGY:

Smartboards or Slates

SETTING:

Classroom or Lab

FORMAT:

Lecture, Model , Hands-on

MAIN OUTCOME(S): Improved 21st C Teaching Students will become active classroom participants CSI CONNECTION:

Improves the learning environment for your students. Actively engages all learning groups.

WORK & LIFESKILLS: ADVANCING 21ST C TEACHING/LEARNING: Using these tools can take you to integrating or higher as they will cultivate the classroom as a community of engaged and motivated students PRESENTER:

Leslie Cash, Technology Resource Teacher

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

19

X

X

Remembering Understanding Applying Analyzing Evaluating Creating

X X X X


5 Excellent Ways to Use a Spreadsheet AUDIENCE:

Any Level, Any Grade of Participants: varied

No.

CONTENT:

Any Grade, Any Subject

LENGTH OF TIME:

45 min 2 hr.

DESCRIPTION: Excel is a part of the Office Suite that is frequently associated with mathematics. While it is a wonderful program to use in the math curriculum, this presentation will share ideas for use in not only math, but also science, language arts and social studies. TECHNOLOGY:

MS Excel

SETTING:

Classroom or Lab

FORMAT:

Lecture, Model , Hands-on

MAIN OUTCOME(S): Improved 21st C Teaching Improved 21st Student Skills Understanding of how advanced functions of Excel can be used in multiple curricular areas and to develop students’ higher-order thinking skills Improves the learning environment for your students. Actively engages all learning groups. Abilty to use spreadsheets for problem solving; Improved WORK & LIFESKILLS: computer skills ADVANCING 21ST C TEACHING/LEARNING: Using these tools can potentially take you to innovating since they can enhance curriculum and develop innovative instructional delivery techniques. CSI CONNECTION:

PRESENTER:

John Chamblee, Oak Mountain High, Math

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X X

Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

X

20

Remembering Understanding Applying

X X X

Analyzing Evaluating

X X

Creating

X


Google Docs and Forms AUDIENCE:

All Grade Levels No. of Participants: 1525

CONTENT:

All Subject Areas

LENGTH OF TIME:

45 min - 1 hr.

DESCRIPTION:

Create, save, edit, and share in the cloud with Google Docs. Discover how to utilize the features of Google Docs for instruction and assessment of learning. In addition to word processing and spreadsheets, Google also lets you create presentations and forms/surveys. TECHNOLOGY:

Computers & Google Docs , Internet access

SETTING:

Lab

FORMAT:

Hands-on and Demonstration

MAIN OUTCOME(S): Improved 21st C Teaching Improved 21st C Student Skills Improve technology literacy skills and increase productivity through use of cloud-based environment. CSI CONNECTION:

Actively engages all learners.

WORK & LIFESKILLS:

Using Web-based storage for editing and sharing anywhere and anytime

ADVANCING 21ST C TEACHING/LEARNING: Using this tool increases potential for reaching levels of integrating and innovating. PRESENTER:

Angela Clark, Technology Resource Teacher

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

Remembering Understanding Applying

X

Ethics, Actions, Accountability Global Awareness & Diversity

Analyzing Evaluating

X X

Creativity and Innovation

Creating

X

21

X X


Think, Point, Click: Making CPS Work in Your Classroom AUDIENCE:

All Grade Levels No. of Participants: 1025

CONTENT:

All Subject Areas

LENGTH OF TIME:

45 min - 1 hr.

DESCRIPTION:

Teachers will learn how to create quick, easy lessons with the CPS program. These lessons can make taking test or test practice more interesting to the students. Teachers will be introduced to the immediate reports given during and after students complete CPS lessons (making the grading process less stressful). Computer w/projector, Classroom Performance TECHNOLOGY: System (CPS), Interwrite Board and Mobi (not required) SETTING:

Any location with computer and projector

FORMAT:

Demo, Model Classroom, Mentor, Hands-on

MAIN OUTCOME(S): Formative assessments Standardized test prep Immediate feedback and reporting for teachers CSI CONNECTION:

Provides more meaningful student practice to help schools meet AYP goals, AHSGE standards, and ALCOS objectives. Also, the CPS can supplement Shelby County’s Reading Instruction Plan.

WORK & LIFESKILLS:

Subject knowledge

ADVANCING 21ST C TEACHING/LEARNING:

Uses various technologies and software applications to determine the individual learning needs of students are, i.e.MOBI, response devices, etc.. PRESENTER:

Marlana Hodo, Wilsonville Elementary 3rd

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

22

x

x

Remembering Understanding Applying Analyzing Evaluating Creating

x x X


Elementary Teaching With Interactive Powerful Online Devices (IPODs) LENGTH OF TIME:

AUDIENCE:

K-5 teachers – small group

CONTENT:

Grade(s): K-5 Integration of an iPod touch into Reading Centers/Stations and other subjects

30- 45 minute

DESCRIPTION: Participants will learn iPod features as well as become familiar with iTunes, and the App Store. Each participant will have the opportunity to manipulate an iPod touch. Apps such as iBooks, Pictello, Grammar Jammars, Sight Words, TumbleBooks, and Timed Reading, will be demonstrated. .Participants will use Pictello to create and share their own talking photo album. TECHNOLOGY:

iPod touches

SETTING:

Classroom, Library, or Computer Lab with wi-fi

FORMAT:

Hands-On /Presentation

MAIN OUTCOME(S): The participants will (TPW) identify some of the basic features of an iPod touch, iTunes, and the AppStore.  TPW run and operate various educational applications on the iPod.  TPW find features and applications that will benefit their own classroom.  TPW create a talking photo album with Pictello. AL QUALITY TEACHING STANDARDS 3.7 & 3.8: Participants will be able to advance from a Pre-Service/Beginning and Emerging teacher to an Applying and Integrating teacher. PRESENTER:

David Sheffield, Meadow View Elementary, 2

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy Ethics, Actions, Accountability

X X X X

Global Awareness & Diversity

23

X

Understanding

X

Applying

X

Analyzing

X

Evaluating

X

Creativity and Innovation

Remembering

Creating

X

nd


Engaging Reading and Math Station PowerPoints AUDIENCE:

K-2 Math and Reading/Knowledge of PowerPoint No. of Participants: 5 - 30

CONTENT:

Math and Reading for K (may be adapted for K-3)

LENGTH OF TIME:

2 Hr

DESCRIPTION: Teacher and student created PowerPoint’s that provide an engaging activity for students to do during their 15-20 minute math and reading stations where most of the slideshows are self-checking for students to monitor their own work independently. The slideshows scroll on the TV so that the station can be completed anywhere in the room. In addition, the activity loops during the entire math and reading block so that when each new group of students moves to this station, the teacher has easier classroom management providing fewer interruptions from students who are unsure of their answers and little to no changes to the equipment due to the slideshows restarting automatically. TECHNOLOGY:

Computers/Laptops, Television, Scan Converter, PowerPoint

SETTING:

Slideshows used in the classroom/Make-and-Take Presentation would need to take place in the lab.

FORMAT:

Presentation and/or Make-and-Take

MAIN OUTCOME(S): Improved 21st C Teaching Improved 21st Student Skills AL QUALITY TEACHING STANDARDS 3.7 & 3.8: With a basic level of creating presentations, teachers can greatly enrich their lessons integrating technology throughout the curriculum and including their student’s collaborative work. They will be able to create efficient and effective stations, whole group demonstrations, and/or individual activities that students use where the children also have ownership in their learning and connect real world uses for the technology and activities they use. PRESENTER:

Kathy Matthews, Meadow View

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X X X

Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

X

24

Remembering Understanding Applying

X X X

Analyzing Evaluating

X X

Creating

X


End of the Year Video: The Perfect Gift for Parents AUDIENCE:

K-5 No. of Participants: Any

CONTENT:

Any

LENGTH OF TIME:

30 min

DESCRIPTION: Create an ongoing “End of the Year” movie for the children to present to their parents. Children learn how to use a digital camera, flip camera, a USB cord to import pictures/video, put them in a labeled file, find the file, insert them into the Movie timeline, create visuals on the movie, and download and insert music into the Movie timeline. New pictures and movies are added once a month in the classroom. Computer, Smart board, digital camera, flip camera, USB TECHNOLOGY: cord, Windows Movie Maker, Windows Media Player SETTING:

Classroom

FORMAT: I will open with, “Do you take a lot of pictures of your class throughout the year and don’t know what to do with them? Well, today you will find an answer!” I will then discuss the steps I have taken the past 2 years to create this amazing end of the year video with my Kindergarten class. I will create a sheet with the language during the teaching process, and discuss the time that needs to be spent at the beginning to make sure the children understand completely how to use the equipment. I will show a demonstration of my class video from last year, and discuss the importance of a Smart board during this procedure MAIN OUTCOME(S): Take useful, appropriate pictures and videos, import them onto the computer, locate files, and create a class movie using Windows Movie Maker. Each child should begin to learn the basic language of computers and by creating something fun for them, they will be eager to learn and impress their parents. st 21 C TEACHING: These ideas present a less expensive and more interesting way for teachers to involve their children in something they will enjoy, and take stress off of them to have a gift at the end of the year. It’s fun and very beneficial for the children. PRESENTER:

Mallory Zimmerman, Inverness Elementary, K

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X

Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

25

Remembering Understanding Applying

X X X

X

Analyzing Evaluating

X X

X

Creating

X

X


Let’s Get Acquainted – An Overview Of Some Web 2.0 Tools To Apply, Extend, And Enrich Learning. AUDIENCE:

K-5 No. of Participants: 10-25

CONTENT:

Any

LENGTH OF TIME:

30 min

DESCRIPTION: This session will provide a brief overview of some web 2.0 tools such as Museum Box, Blabberize, Toon Doo, Go Animate etc. I will explain ways to incorporate these into the curriculum and give teacher time to explore the tools. TECHNOLOGY:

Projector, screen, computers for participants

SETTING:

Computer lab

FORMAT:

Presentation, hands on

MAIN OUTCOME(S): Educators will leave with some new tools to incorporate into projects (moving beyond PowerPoint) including step by step instructions, increasing student engagement and learning. This relates to our ethics goal as teachers will learn to help students create original work: our school CSI CONNECTION: goal is to improve technology skills so this would help teachers in this area also. Skills learned in this session could help teachers AL QUALITY TEACHING reach the “innovating” level on standards related to STANDARDS 3.7 & 3.8: technology. PRESENTER:

Tami Genry, Helena Intermediate, LMS

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X x X

Remembering Understanding Applying

X X X

Ethics, Actions, Accountability Global Awareness & Diversity

X x

Analyzing Evaluating

X X

Creativity and Innovation

X

Creating

X

26


Enhancing Language Arts Through Technology AUDIENCE:

Middle school Language Arts teachers No. of Participants: 10-20

CONTENT:

Language Arts Middle school

LENGTH OF TIME:

30- 45 minute

DESCRIPTION: Discovering technology resources to help students dig deeper into Language Arts concepts. These tools will help them better understand literature concepts and how to use and apply technology tools for those concepts. It will also bring stories more to life for student. It will show teachers how to engage their students into a piece of literature by taking them through different types of technology. We will start by using googlelit. trips to look at setting and the affect of setting on a piece of literature and its characters. We will also use edmodo to show how students can discuss ideas and share resources about a piece of literature. We will look at how students can use prezi or animoto to show an understanding of what literary concepts they have learned in a piece of literature. We will also take a look at how students can research to dig deeper into a topic based on a literary selection. We will show how they can organize their resources and show off what they have learned. These concepts can be used for a variety of literature titles. The teachers can come and begin designing any of these to be specific for the titles that they use in their classrooms. TECHNOLOGY: Computers, websites SETTING:

Computer lab

FORMAT:

Consultation, hands on, make and take

MAIN OUTCOME(S): Improved 21st C teaching and student skills, Using technology skills to enhance the understanding of literature. AL QUALITY TEACHING STANDARDS 3.7 & 3.8: This will help teachers move to applying and integrating in the AQTS continuum. Teachers will be better equipped to anticipate students’ learning needs through using these various technology tools. These tools will also help the classroom become a community of engaged and motivated students. PRESENTER:

th

Tracey Carter, Chelsea Middle, 6 GRC iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X X

Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

X

27

Remembering Understanding Applying

X X X

Analyzing Evaluating

X

Creating

X


Graph a Day AUDIENCE:

Elementary No. of Participants: 25 or unlimited for lecture

CONTENT:

K-5, Any Subject

LENGTH OF TIME:

30 min 1 hr.

DESCRIPTION: This session will show you how to use Excel to turn your Daily Data into quickly made, printed charts. Research has shown students have trouble reading charts and graphs. They need to see them constructed from basic to advanced using data they understand and then be able to review this over a longer period of time than just one day. Make the most of something you are already doing in your room. TECHNOLOGY:

Computers & Excel

SETTING:

Lab or Classroom Much better to be able to do this hands on.

FORMAT:

Hands-on or Lecture

MAIN OUTCOME(S): Improved 21st C Teaching Improved 21st C Student Skills Improved student understanding of graphs and charts CSI CONNECTION:

Actively engages all learners.

Organization skills, Research Skills, Computer Skills, Spreadsheets, Charts and Graphs ADVANCING 21ST C TEACHING/LEARNING: Using these tools can take you to applying or higher. A teacher using charts and graphs collects and uses data. WORK & LIFESKILLS:

PRESENTER:

Lee Hall, Technology Resource Teacher

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

Remembering Understanding Applying

X X X

Analyzing Evaluating

X X

Creating

X

X

Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

X

28


Middle/ High It���s a BYOL (Bring Your Own Legos) Party!!! AUDIENCE:

CONTENT:

English Grades 6-8

LENGTH OF TIME: 30- 45 minute No. of Participants: 10-20 English Language Arts 6-8 The degree of justification for creating the Lego piece will involve expository writing – and in response to the reading – so it fits the open-ended response portion of ARMT that most schools struggle most with.

DESCRIPTION: Presentation of how to use Legos and English in the 21st Century. With the block scheduling new to English, a manipulative activity is perfect for demonstrating creativity – and knowledge of content. The lesson fits with 21st century technology because the finished project can be used on glogster, podcast/blog pages as well as in videos with audio commentary (a museum commentary from the story). TECHNOLOGY: Computers/laptops, websites, digital cameras, laptops SETTING: Anywhere FORMAT: Lecture MAIN OUTCOME(S): For teachers to understand how to use 21st Century technology in their curriculum so they can improve 21st Century Student Skills (for example, something like Edmodo could be incorporated as the students discuss which pieces fit best with the literature that was read - so the student build and then discuss in lab online). AL QUALITY TEACHING STANDARDS 3.7 & 3.8: This presentation will help teachers move to an integrating level because the structure can fit into any new technologies – basically, the teacher will identify how material (in this case, Legos) can be used as a hook to show off learning in a 21st century environment – and the environment can look like so many different things (a blog, a website, a video, music) that the teacher will be creating and selecting. Jason Mayfield, Columbiana Middle, Gifted & former struggling PRESENTER: reader coach iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X

Remembering Understanding Applying

Ethics, Actions, Accountability Global Awareness & Diversity

X

Analyzing Evaluating

X X

Creativity and Innovation

X

Creating

X

29

X

X X X


The Paperless Classroom Can be adapted to any grade level but better for middle/high LENGTH OF 45 school TIME: min. No. of Participants: Unlimited Can be adapted to any grade and subject, but better for middle or high school

AUDIENCE:

CONTENT:

DESCRIPTION: Drowning in too much paper? Have you lost your desk under mounds of essays, worksheets, and homework? Let technology simplify your life. In this presentation, you will learn how to turn your room into a paperless classroom using computers, the internet, and Edmodo. TECHNOLOGY:

Computers/laptops, websites, digital cameras, laptops

SETTING:

Anywhere

FORMAT:

Lecture

MAIN OUTCOME(S): Teachers will learn how to utilize Edmodo in their classroom. They will understand how to use Edmodo to set up assignments, collect assignments, and grade them electronically. Students will learn how to post appropriate responses on a WORK & LIFESKILLS: social network. They will also learn how to save a document correctly and send it electronically. Using Edmodo will help teachers move from the Basic or AL QUALITY Applying levels to Integrating. Students in a paperless TEACHING classroom are more engaged and motivated. Teachers STANDARDS 3.7 & who use paperless classrooms integrate complex elements 3.8: of instruction in order to maximize learning. Edmodo allows teachers to work collaboratively on projects. PRESENTER:

Mary Howard, Montevallo High, English

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X X

Remembering Understanding Applying

Ethics, Actions, Accountability Global Awareness & Diversity

Analyzing Evaluating

Creativity and Innovation

Creating

30

X X


The World of Moodle and How to Apply In the Classroom AUDIENCE:

6-12 grade, all subjects No. of Participants: may vary

CONTENT:

Any academic area and grades 6-12

LENGTH OF TIME:

1-2 hrs.

DESCRIPTION: Presentation will demonstrate some of the many uses of Moodle in the classroom. Demonstrates how it can be totally integrated into the curriculum for a class or just for parts of an assignment such as private journal entries, essays, links to important and additional information, links to handouts. Shows how this can be used from year to year with only minor modifications. Encourages students to be more interactive with technology and prepares them for technology use after high school. TECHNOLOGY:

Computers; Moodle, internet

SETTING:

Lab is best to provide hands-on opportunities

FORMAT:

Lecture/demonstration based; if time allows can set up own Moodle page; can also become member of presenter’s group to practice as a student would.

MAIN OUTCOME(S): Increases student responsibility, can include parent use, and application of technology and use of technology above and beyond simple assignments. Allows teachers and students work together to apply technology in all areas of the academic curriculum Pre college introduction to electronic communication WORK & LIFESKILLS: and applications; ADVANCING 21ST C TEACHING/LEARNING: Integrating 3.7: allows for students and teachers to go beyond basic knowledge but to work together to increase the use of technology within the curriculum CSI CONNECTION:

PRESENTER:

Katy Burnside, Pelham High, Yearbook, Journalism

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X X X

Remembering Understanding Applying

X X X

Ethics, Actions, Accountability Global Awareness & Diversity

X X

Analyzing Evaluating

X X

Creativity and Innovation

X

Creating

X

31


Technology for Writers AUDIENCE:

4 – 12 Beginners to Intermediate No. of Participants: 5 - 30

CONTENT:

Language Arts/Publications/Writing

LENGTH OF TIME:

1-2 hrs.

DESCRIPTION: Technology for writers: Understand what writers are expected to know in the 21st century. Design, prepare, & export files for printing. Make sure that your photos will print in your publication by understanding what resolution those photos must have. See what writers are doing today to market and publish their work online, through traditional publication, and through self-publishing. TECHNOLOGY:

Computers, websites, digital cameras, laptops, software Classroom with computer, projector and speakers or lab with computer and projector with speakers for presenter Demo with writing and writers’ website and blog exploration, photo editing free websites and resolution skills demo. Hands-on if lab is available with make and take resource to email or save to a flashdrive.

SETTING:

FORMAT:

MAIN OUTCOME(S): Teachers will gain the expertise to prepare their students as 21st century writers by developing necessary skills to compete in the modern multimedia world of publication. ADVANCING 21ST C TEACHING/LEARNING: Basic or Emerging skill level teachers will gain the knowledge and experience to lead their students into the world of 21st century writing with confidence. AQTS addressed include teaching and learning as teachers gain a better grasp of technology pivotal to writers, literacy as students incorporate written communication with technology to create positive interaction between schools and their communities, and finally, diversity as teachers learn to offer various technological tools based on learning styles and social backgrounds. PRESENTER:

Connie Nolen, Pelham High, English

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy Ethics, Actions, Accountability

X X X X

Remembering Understanding Applying Analyzing

X X X X

Global Awareness & Diversity Creativity and Innovation

X X

Evaluating Creating

X X

32


Persuasive Writing with a Purpose Middle/High school English LENGTH OF teachers 1 Hr TIME: No. of Participants: 15 - 30 Persuasive writing, English, (focus on seventh and eighth grade.)

AUDIENCE: CONTENT:

DESCRIPTION: Students need to connect persuasive writing to their own experience. I teach it using advertising, speeches, movie scenes, debates, and Internet research. They use their research to choose and write about school-related topics in which they must take a stand and support their opinion. Projector and laptop for presentation; research websites; TECHNOLOGY: YouTube videos. SETTING:

Classroom, meeting room, or computer lab.

FORMAT:

Presentation, hands-on, make-and-take. MAIN OUTCOME(S): Improved 21st C Teaching Improved 21st Student Skills Improved literacy and writing skills This session is designed to improve reading, writing, and CSI CONNECTION: creative reasoning skills. WORK & LIFESKILLS: In addition to using Internet research, the students must produce convincing writing by researching both sides of a debate, taking a clear stand, and supporting their opinions with research. ADVANCING 21ST C TEACHING/LEARNING: Teachers must help students connect to persuasive writing in a personal way and teach them how to use persuasive writing constructively and productively. Students must learn how to conduct, summarize, and synthesize research through multiple sources. PRESENTER:

Richard Scott, Columbiana Middle, English

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy Ethics, Actions, Accountability

X X X X

Remembering Understanding Applying Analyzing

X X X X

Global Awareness & Diversity Creativity and Innovation

X X

Evaluating Creating

X X

33


Digital Presentation Upgrade

AUDIENCE:

Teachers of students 3-8; Ideal attendees are those teachers who don’t currently integrate much technology but would like to “get their toes wet.” This would also be helpful to schools where “getting in the lab” is not always an easy booking. However, frequent technology users could also gain from this brainstorming session.

LENGTH OF TIME:

1 Hr

No. of Participants: <20 CONTENT:

All academic subjects, Grades 3-8

DESCRIPTION: For students in today’s world, nothing seems more out of touch than a “poster project.” In this interactive session, teachers learn about techniques and technologies available to help transform these traditional student products into results ready for the digital age. The focus will not be on any program or project in particular. Instead teachers should be encouraged to bring a well loved project for transformation. The presenter will demonstrate how a little tweaking and basic computer savvy can help students create a much more interesting product for students. The basic steps for the project can remain tech free, but the end result will be much more interesting to today’s learner. Instead of pictures glued next to descriptions, record narrations for a set of collected pictures. Have students too nervous to present in front of the class? Have them record readers’ theatre scripts or their own writing in groups and just press “play” when ready. Have students record “on the scene” reports and easily string them together into a newscast. Instead of listening to many presentations, have students record them for others to hear over time from a blog or web page. Examples of all products will be provided. Laptop loaded with examples, Internet connection, TECHNOLOGY: basic software available to all Shelby County employees, digital voice recorders, Flip cameras A classroom with a few computers for attendees to try SETTING: using a new program or application would be best. The goals of this presentation can be achieved in a number of formats. One on one consultation, modeling, and make and take seem to be the best fit. If FORMAT: a more traditional presentation is desired, the workshop will become more about examples and possible ideas from the presenter instead of product transformation using ideas from the attendees.

34


MAIN OUTCOME(S): Help teacher gain confidence with technology through the familiarity of a well loved project. Increase a teacher’s use of technology. Assist students in creating a more appropriate 21st century product. Foster greater engagement with the material due to the use of technology. Increase the Bloom’s level of the product through greater manipulation of the material due to the product’s design. The products could possibly vary so much, this is hard to predict. However, it does account for an increase in CSI CONNECTION: technology use. Also, products could be geared towards a specific goal such as vocabulary or reading fluency. In the real world, students will constantly be asked to create products for presentations, meetings, etc. These products will ask students to manipulate information WORK & LIFESKILLS: into a really exciting format for others to view. This is very much a connection to the modern workplace in many fields or at least as students advance into the later grades. I feel this interaction will be most beneficial to the person eager to apply technology but overwhelmed by ADVANCING 21ST C coming up with a “new idea.” I am really interested in TEACHING/LEARNING: helping them see that something already in use can be more engaging and interesting to students with a small amount of effort. th Kyle Henderson, Oak Mountain Intermediate, 5 Grade, PRESENTER: English iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

35

X

X

Remembering Understanding Applying Analyzing

X X X X

Evaluating Creating

X X


Expanding Horizons with Pen Pals AUDIENCE:

Secondary Teachers/ All subject areas, especially English and Social Studies No. of Participants: 15

CONTENT:

Humanities/ English Language Arts/ Secondary Grades

LENGTH OF TIME:

30- 45 minute

DESCRIPTION: By obtaining and communicating with pen pals over the course of the school year, students can expand their knowledge of cultures around the world. Students can use this opportunity to explore who they are and realize that despite cultural differences, teenagers are essentially the same. Possible activities include realworld writing, e-mail, Edmodo conversations, virtual field trips, speaking via Skype, cross-cultural projects, and many more. Computers, digital cameras, voice software, e-mail TECHNOLOGY: program, Edmodo, internet research SETTING:

Lab or Meeting Room

FORMAT:

Lecture and Demo, with possible Hands-On work if we have access to computers

MAIN OUTCOME(S): st Improved 21 Century Learning Skills, Better Global Awareness CSI CONNECTION:

Improves writing skills through practice

WORK & LIFESKILLS:

Communication among peers

AL QUALITY TEACHING STANDARDS 3.7 & 3.8:

This would be Integrating on the AQTS Continuum. Teachers will cultivate a community of engaged and motivated students. They will also have students increase learning/achievement through this experience.

PRESENTER:

Crystal Watford, Helena Middle, English

iamâ&#x2C6;&#x2122;21 Focus Areas

Bloomâ&#x20AC;&#x2122;s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X

Remembering Understanding Applying

X X X X X X

Ethics, Actions, Accountability Global Awareness & Diversity

X

Analyzing Evaluating

Creativity and Innovation

X

Creating

36


Student Interactives for 7-12 AUDIENCE:

7-12 Grade Teachers No. of Participants: 15+

CONTENT:

All Subject Areas

LENGTH OF TIME:

45 min - 1 hr.

DESCRIPTION: The Internet is filled with sites that allow both students and teachers to interact. Whether its capturing aliens as you learn math or watching an earthquake simulation, these Web-based activities will add interest to learning. Try out a variety of sites that can be used both individually and with the whole class. TECHNOLOGY:

Computers & Internet

SETTING:

Lab or Classroom

FORMAT:

Hands-on or Lecture/demonstration

MAIN OUTCOME(S): Improved 21st C Teaching Improved 21st C Student Skills Improved knowledge and understanding of content through interactive lessons. CSI CONNECTION:

Actively engages all learners.

WORK & LIFESKILLS:

Utilizing interactive sites to increase knowledge.

ADVANCING 21ST C TEACHING/LEARNING: Using this tool increases potential for reaching levels of applying and integrating PRESENTER:

Angela Clark, Technology Resource Teacher

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy Ethics, Actions, Accountability

Remembering Understanding Applying Analyzing

X X X

Evaluating Creating

X

Global Awareness & Diversity Creativity and Innovation

37

X X X


Using Technology to Integrate Math into the English Classroom AUDIENCE:

English and Math 9-12 No. of Participants: 1020

CONTENT:

English Language Arts 9-12

LENGTH OF TIME:

30- 45 minute

DESCRIPTION: We will demonstrate five lesson plans that we have developed that integrate Mathematics concepts and skills into the English Classroom. Each lesson plan will focus on specific technological goals and utilize specific technological equipment. Each plan is easily modified to reach the curriculum of grades 9-12. Emailed: Our goal is five lesson plans incorporating five tech tools—for math and English-- that can be modified for grades 9-12. Computers, websites, digital cameras, iPad, ELMO, TECHNOLOGY: Interwrite Board SETTING:

Classroom

FORMAT:

Collaboration/ Presentation

MAIN OUTCOME(S): To facilitate movement toward the Innovating level of EDUcate Alabama goals 3.5, 3.6, 3.7, 3.8. CSI CONNECTION: This session supports THS SIP CSI efforts regarding the Goal that “All students will meet a 91% passing rate in the math section of the AHSGE” through the strategy “To provide standards-based math instruction across all grade levels in an engaging environment. This plan also reinforces math concepts cross-curricularly. AL QUALITY TEACHING STANDARDS 3.7 & 3.8: Participants have the opportunity to grow in standards 3.7 and 3.8 of the Alabama Quality Teaching Standards from a Pre-Service/Beginning and Emerging teacher to an Applying and Integrating teacher. TPW learn to apply effective teaching strategies by systematically collecting and analyzing formative and summative assessment data. Based on the assessment data, TPW adjust their teaching to create a classroom of motivated and engaged students. Ava Putman and Crystal Lamar PRESENTER: Thompson High, Math/Language iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X X X

Ethics, Actions, Accountability Global Awareness & Diversity Creativity and Innovation

X

38

Remembering Understanding Applying

X X X

Analyzing Evaluating

X x

Creating

X


Ed – Moodle: The Perfect Combination AUDIENCE:

9-12 All

LENGTH OF TIME:

CONTENT:

Technology – All Curricular Content

1-1.5 hours

DESCRIPTION: This presentation will demonstrate how to get the most out of combining the best features of Edmodo and Moodle. Edmodo provides a learning environment that is more aesthetically pleasing to the younger generation. I will show you how the communication with students and grouping of students makes it much easier to keep parents and students abreast of the latest information in a sharing style of 21st century social environment. By combing the Edmodo type of social environment with the classroom atmosphere of Moodle, you get the perfect combination of learning tools. Moodle offers a more organized and step by step method of teaching and learning. I will be presenting you with some of the basic features like posting assignments and grades, setting up due dates, creating links to podcasts or videos, and setting up online student portfolios. Using these two tools effectively is a great way to kick start your own 21st century learning classroom. TECHNOLOGY:

Computers, websites

SETTING:

lab

FORMAT:

Lecture, demo, hands-on, make and take consultation

MAIN OUTCOME(S): Teachers will be able to integrate Edmodo and Moodle into a combined online social learning environment. CSI CONNECTION: (AYP, AHSGE, Subgroups, etc.) This is not required. The session may also address fine arts or other non-tested areas. ISTE_C Standards a. Contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students PRESENTER:

Scott Blair, PHS

iam∙21 Focus Areas

Bloom’s Taxonomy

Communication and Collaboration Information Literacy Technology Literacy

X X X

Remembering Understanding Applying

X X X

Ethics, Actions, Accountability Global Awareness & Diversity

x

Analyzing Evaluating

X x

Creativity and Innovation

X

Creating

X

39


Administrative The 21st Century Administrator AUDIENCE:

Administrators of all levels No. of Participants: 4 - 50

CONTENT:

Administration â&#x20AC;&#x201C; P-12

LENGTH OF TIME:

1 hour

DESCRIPTION: I will describe how administrators can use technology to connect with students, teachers, and the community. I will demonstrate how to use blogs, social networking and media, online survey and document tools, and Office Suite programs to make administration more efficient and connected. TECHNOLOGY: SETTING: FORMAT:

Computers, websites, laptops, tablets, projector Computer lab (ideal); classroom with presentation technology at minimum Consultation, modeling, presentation, hands-on workshop, make-and-take

MAIN OUTCOME(S): Modeling of 21st century skills to teachers and students, more efficient data collection and administrative duties When administrators use technology, they model 21st century skills to their faculty, students, and community. This supports many CSI goals, including those related to CSI CONNECTION: technology. This can also support other areas as administrators use technology to collect data efficiently about all other CSI areas. ST ADVANCING 21 C TEACHING/LEARNING: This session will help administrators efficiently collect student data, use online tools to assess learner and teacher needs, and work collaboratively with colleagues to enhance student learning. Administrators would fall into the Applying level of the continuum and be able to move toward Integrating. PRESENTER:

Amy C. Fineburg, PhD, Oak Mountain High, AP

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Shelby County Schools i am 21 Presenters Bureau