A Publication of the Michigan Association for Computer Users in Learning
VOLUME 34, ISSUE 3
Ignite Learning Also In this Issue 2014 MACUL Conference Information Instructional Coaches Sparking Change App Smashing: Getting Creative Assessment Goes Mobile and MORE!
The MACUL Journal is published four times per year (Fall, Winter, Spring, Summer) by MACUL, the Michigan Association for Computer Users in Learning, Inc. MACUL OFFICE 3410 Belle Chase Way, Suite 100 Lansing, MI 48911
Telephone 517.882.1403 Fax 517.882.2362 E-mail: firstname.lastname@example.org www.macul.org
A publication of the Michigan Association for Computer Users in Learning Spring 2014 | Volume 34, Issue 3
Executive Director Ric Wiltse email@example.com
Executive Assistant Ieva Kule firstname.lastname@example.org
Business Manager Barbara Surtman email@example.com
MACUL Officers and Board of Directors............................................................ 5 Special Interest Group Directors....................................................................... 5
Member Services Associate Krystal Rogers firstname.lastname@example.org
From the Presidentâ€™s Desk................................................................................ 6
MACUL Journal Editor Judy Paxton email@example.com
From the Executive Director.............................................................................. 6 Recipe for a Successful Online Learning Experience......................................... 7
Webmaster Paul Yelensky firstname.lastname@example.org
Instructional Coaches Sparking Change............................................................ 8 App Smashing: Getting Creative With Apps..................................................... 11
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Assessment Goes Mobile................................................................................ 12
The MACUL Journal welcomes and encourages letters, articles, suggestions, and contributions from readers. Publishing guidelines are posted at: www.macul.org > MACUL Journal. All editorial items and advertising inquiries should be sent to: Judy Paxton, Editor 231.342.4801 E-mail: email@example.com
Whether You Are Going Or Not...Get Ready for the Macul 2014 Conference..... 14 Conference Lineup.......................................................................................... 16 Ric Wiltse Retirement Announcement............................................................. 17 Conference Infobytes.................................................................................18-20 Keeping the Spark in Your Professional Learning............................................. 21
Composition and design by: Jonathan Guinn Rogers Printing, Inc. 3350 Main St. Ravenna, MI 49451 Telephone 800.622.5591
Michigan Student Technology Showcase ........................................................ 22 Adding Creativity to the Classroom Using Photoshop...................................... 24
Information is available upon request.
Unraveling the Mysteries of Copyright Protection in Education........................ 27
Portions of the MACUL Journal may be reprinted with permission as long as the source is clearly acknowledged.
Moving from Consuming to Producing............................................................. 28
Opinions expressed in the Journal are those of the authors and do not necessarily represent MACUL.
REMC Association of Michigan....................................................................... 29
Publication of items in the MACUL Journal does not imply endorsement by MACUL. MACUL journal
2014 February 2014
Igniting Learning Through Meaningful Collaboration And Innovation Founded 1975 An organizational member of The International Society for Technology in Education MACUL is a 501 (c) (3) non-profit organization that exists to:
p rovide a state association for educators involved with, or seeking knowledge of, computer-related technology in learning ■ provide for the sharing and exchanging of ideas, techniques, materials, and procedures for the use of computerrelated technology through conferences, publications and support services ■ promote and encourage effective, ethical and equitable use of computerrelated technology in learning ■ encourage and support research relating to the use of computer-related technology in learning. ■
MACUL Journal 2014 Summer issue articles due: Effective Instruction
MACUL Board & SIG meeting, Ingham ISD
March 12-14 MACUL Conference, Grand Rapids, MI: Ignite Learning March 12
MACUL Board meeting, Amway Grand Plaza Hotel, Grand Rapids, MI
MACUL Board meeting, Ingham ISD
Mobile Learning Conference, Kalamazoo RESA
Upper Peninsula MACUL Conference, Houghton HS, Houghton, MI
Tech Forum Chicago 2014, Lincolnshire Marriott, Lincolnshire, IL
MACUL Leadership Retreat, Calvin College, Grand Rapids, MI
June 28 – July 1 ISTE 2014 conference, Atlanta, GA
Summer 2014: BEST OF MACUL Information: www.macul.org/otherevents/best-of-macul/ July 22
REMC 6 - Bay Arenac ISD, Bay City
REMC 10 - Tuscola ISD, Caro
REMC 12E - Calhoun ISD, Marshall
REMC 5 - Clare Gladwin ISD, Clare
REMC 22 - Eastern UP ISD, Sault St. Marie
REMC 7- Ottawa ISD, Holland
REMC 17 - Oakland Schools, Waterford
REMC 20 - Wayne RESA, Detroit
Use the online digital MACUL Journal www.macul.org/maculjournal/
Download the complete PDF, or access the online Journal from the MACUL website. These formats give the reader direct access to live resource links in the articles.
Share the MACUL Journal with your colleagues!
SPECIAL INTEREST GROUP DIRECTORS
Pam Shoemaker, President WalledLakeConsolidatedSchools firstname.lastname@example.org
Pete Mantei, Treasurer Retired email@example.com
Melinda Waffle SIG Liason Calhoun ISD firstname.lastname@example.org
Tammy Maginity, President Elect Pennfield Schools email@example.com
Kevin Clark, Secretary Berrien RESA firstname.lastname@example.org
Pamela Moore SIG Computer Science (CS) Eastern Michigan University email@example.com
MACUL BOARD OF DIRECTORS
Steve Schiller, Past President Muskegon Heights Public Schools firstname.lastname@example.org
Laura Cummings Oakland Schools Laura.Cummings@ oakland.k12.mi.us Tim Davis Charlevoix-Emmet ISD email@example.com
Julie Myrmel firstname.lastname@example.org
Steve Dickie Divine Child High School dickie@ divinechildhighschool.org
Mike Oswalt, Calhoun ISD email@example.com
Terri Gustafson Michigan State University firstname.lastname@example.org
David Prindle Byron Center Public Schools email@example.com
Susan Hardin Macomb ISD firstname.lastname@example.org
Matinga Ragatz Grand Ledge Public Schools email@example.com
Patti Harju St. Stephen Catholic School firstname.lastname@example.org
Mary Pinter Fraser Public Schools Mary.email@example.com
Ron Houtman Kent ISD firstname.lastname@example.org
Carrie Wozniak Fraser Public Schools Carrie.Wozniak@fraserk12.org
Gina Loveless Calhoun ISD email@example.com
Barbara Fardell MDE Liaison FardellB@michigan.gov
Ron Madison Flint Community Schools firstname.lastname@example.org
Sue Schwartz REMCAM Liaison email@example.com
John Phillips SIG Elementary Education (EE) Battle Creek Public Schools JPSousa@gmail.com Michael Partridge SIG Multi-Media (MM) Pinckney Community Schools firstname.lastname@example.org
SIG Media Specialists (MS) Ingham ISD email@example.com Carol Isakson SIG Online Learning (OL) Plymouth-Canton Community Schools
Jason Kalis SIG Professional Learning (PL) Kent ISD firstname.lastname@example.org Rose McKenzie SIG Special Education (SPED) Jackson ISD email@example.com Jeff Trudell SIG Technology Coordinators (TC) Wyandotte Public Schools firstname.lastname@example.org Daryl Tilley SIG Technicians (SIGTECH) email@example.com Ingham ISD Ben Rimes SIG Webmasters (WEB) Mattawan Schools firstname.lastname@example.org Go to www.macul.org > Special Interest Groups for complete listing of SIG Officers and SIG information.
FROM THE PRESIDENT’S DESK By Pam Shoemaker
MACUL JOURNAL We are excited to be able to distribute the latest printed version of the MACUL Journal to all of our 2014 MACUL Conference attendees! If you are able to attend, check your conference bag for your copy. Thank you, Judy Paxton, for your outstanding work as the MACUL Journal Editor. Through working with graphics designer, Jonathan Guinn, the look of the Journal has been transformed over the past few years with updated content, colorful graphics and easy-to-read formatting. We are proud to provide this excellent resource to our members!
RIC WILTSE IS RETIRING! After fifteen years as Executive Director of the Michigan Association for Computer Users in Learning (MACUL), Ric Wiltse has announced his retirement, effective September 1, 2014. We thank Ric for providing exemplary leadership as MACUL’s Executive Director for the past 15 years. His steady guidance has been the driving force in building MACUL to be one of the largest and most successful educational technology organizations in the nation. This will be Ric’s last conference; so be sure to stop and bid him farewell. Leading the effort to find Ric’s replacement is one of the most important tasks of my presidency. Stay tuned for news and information about our transition to a new Executive Director.
Membership to MACUL is free, and all members have access to the online version of the MACUL Journal. The Journal is posted on the MACUL website at http:// www.macul.org/maculjournal/. If you prefer the traditional printed version, you can become a “Friend of MACUL” for just $20 per year (tax deductible) at http:// membership.macul.org.
MACUL CONFERENCE 2014: IGNITE LEARNING! A big conference such as ours requires careful planning and deliberate coordination of many events and learning opportunities. Many thanks
FROM THE EXECUTIVE DIRECTOR
to Conference Chair Tammy Maginity, Executive Director Ric Wiltse, MACUL staff, MACUL Board, SIG Leaders, conference staff, conference sponsors, and all the volunteers who have made the conference possible. I look forward to seeing you at the conference! Pam Shoemaker
Pam Shoemaker, ED.S. is the 2013-14 MACUL President. She serves as the Technology Instructional Coach for the Walled Lake Consolidated School District. Contact her at pam. email@example.com. Follow her on Twitter @ shoemap
SOME COMMENTS FROM LAST YEAR’S PARTICIPANTS:
Missed it at the 2014 MACUL Conference? Catch it at the Best of MACUL!
If you checked one or more of the above, you may be in luck. Again this summer, MACUL is offering the Best of MACUL workshops across Michigan. Starting July 22 and ending August 13, many of the most popular sessions from the annual MACUL conference will be repeated in eight regions. The workshops are co-sponsored by the REMC Association of Michigan.
Do you fall into one or more of these categories?
“Thank you for providing this opportunity to obtain information in smaller pieces than the full MACUL conference.”
BY RIC WILTSE
July 22 - REMC 6 - Bay Arenac ISD, Bay City
☐ I was unable to attend a session at the MACUL conference because it was standing room only.
July 23 - REMC 10 - Tuscola ISD, Caro July 24 - REMC 12E - Calhoun ISD, Marshall July 29 - REMC 5 - Clare Gladwin ISD, Clare
☐ I was unable to attend a session at the MACUL conference because I could not clone myself and attend another great session offered at the same time.
July 31 - REMC 22 - Eastern UP ISD, Sault St. Marie August 5 - REMC 7- Ottawa ISD, Holland August 8 - REMC 17 - Oakland Schools, Waterford
☐ I liked a session at the MACUL conference so much that I’d love to hear it repeated.
August 13 - REMC 20 - Wayne RESA, Detroit Workshops are $49 and are eligible for State Continuing Education Clock Hours (SCECH’s). Registration starts in late May/ early June.
☐ I was unable to attend the MACUL conference. 6
“Thanks for the opportunity to attend Best of MACUL. I have not been able to attend the March conference for three years and I have missed them.” “Very informative day. I enjoyed all of the sessions I attended.”
“Thank you for bringing this conference so much closer to home.”
SEE YOU THIS SUMMER AT THE BEST OF MACUL! Closing Note: If you have questions about the Best of MACUL, visit www.macul. org/otherevents/best-of-macul or call the MACUL office, 517.882.1403. Advanced registration is required and there will be no onsite registration. MACUL journal
By Jamey Fitzpatrick President & CEO, Michigan Virtual University®
RECIPE FOR A SUCCESSFUL ONLINE LEARNING EXPERIENCE
the opportunities for online learning expanding and interest increasing, it is even more important to provide sound information to students who are considering taking classes online and to their parents. Making the decision is not as complicated as preparing a seven-course meal, but it’s also not as simple as choosing what frozen dinner to pop in the microwave. With teacher, mentor and/or counselor acting as chef, the recipe for a satisfying, successful outcome that ignites the online learner’s appetite is straightforward. Ingredients Self-motivated student who is technologically prepared Involved parent Knowledgeable online instructor Trained mentor Quality course content Interactive learning environment Summative and formative assessments
Preparations After careful review of syllabi of available course titles, gather parent, student, and school counselor and/or teacher to discuss learning options. Together, the learning team · Identifies which courses meet criteria for credit toward graduation. · Determines that the student has the appropriate skills and coursework for the chosen class. · Confirms that the required technology is available at home and at school. · Describes resources and support services available to student. · Determines if the student has the attributes of a successful online learner: good time management, effective communication, independent study habits, self-motivation, academic readiness, technological preparation. · Determines the need to adjust recipe to guarantee a successful learning experience. Directions for Online Teachers and Mentors 1. Acquaint student with requirements of the course, including due dates, assessment schedule and expected daily time commitment. 2. Initiate contact with student to confirm communication is open. 3. Engage student in using various features of the learning management system and course software. MACUL journal
4. Confirm with student the expectations for engagement and interaction with instructor and other students. 5. Reinforce the importance of an established study schedule or routine with the student. 6. Monitor student engagement with learning objects and completion of assignments using dashboard analytics and student, instructor and mentor feedback. 7. Maintain regular contact with student and monitor weekly progress. Variations Some students may find that a flipped course works best. Interacting with the content at home helps whet the appetite and prepare students for work in the classroom. Flavor the learning experience with the diversity of multiple perspectives available in the classroom, and encourage interest in and access to support and collaboration from other students. For those students who prefer a mix of options, blended learning may be more satisfying. The opportunity to both prepare and consume learning objects at home and at school when they are hungry for the content and activities leads to more interest in coming to the table and joining in the feast. Serving Suggestions Rigorous online courses paired with teachers and mentors who embrace the additional resources and capabilities made available online contribute to a balanced menu of academic options to enrich and fulfill students at all levels. Yield Demonstration of successfully meeting course goals and objectives, academic nourishment and an appetite for learning. About MVU
MVU® is a private, nonprofit Michigan corporation established in 1998 by the State of Michigan to serves as a champion for online learning. It is the parent organization of the Michigan Virtual School®, Michigan LearnPort® and the Michigan Virtual Learning Research Institute™. Jamey Fitzpatrick, President and CEO of MVU, has served as a catalyst for change and a champion of innovation in public education. Fitzpatrick serves on the Board of Trustees for Olivet College.
By Brad Wilson
Who supports teachers in your school during the ongoing shift to student-centered, digital classrooms? As Michigan districts are increasingly adopting technology as part of the main tool set for classrooms, a growing cadre of leaders is rising to meet the demand for curriculum integration support. A shift in focus away from the devices is leading to a variety of job descriptions that have never before existed. By hearing from experts about their local models and experiences, we’re able to get a picture of the needs, challenges, and implications for the future. A changing climate of education When Fraser Schools began planning to implement a 1:1 initiative in 2011, they convened a committee of teachers and administrators to discern what the educational environment would need to look like in order to be successful. “We met for a year and didn’t talk about the device or the technology,” recalls Kris Young, Director of Educational Technology and Information Systems. Instead, curriculum redesign, pedagogy and student engagement drove the conversation. The group determined that a strong teacher support model was critical to the success of the program. The resulting “21st Century Literacy” teaching positions combine classroom responsibilities with instructional coaching roles. These educators spend part of their week mentoring colleagues through training and modeling the possibilities that new resources have presented. Chris Stanley explains, “Our job is to show that technology creates unlimited opportunities for learning.” He is one of eleven 21st Century Literacy teachers who “spend quite a bit of time focusing on the lesson design process.” Their expertise with both pedagogy and technology integration, matched with a passion to help others and 8
drive change, is a perfect match. “ I love brainstorming with teachers to see how new tools best fit into their lessons,” Chris said. For example, he recently worked side by side with a teacher to create an online discussion board that served as an “engaging lesson opener”. No matter their job title, innovators like Chris are helping to solve a clear problem that is not isolated to Michigan. The International Society for Technology in Education (ISTE) has shown that “many teachers do not know how to design technology-rich learning environments.” It’s a blunt fact— an issue of teacher quality that needs to be addressed if schools are going to provide essential educational opportunities. Getting creative with staffing Tina Tribu, an Instructional Technologist from the Kalamazoo RESA, has seen districts in her region recognize the need for teacher coaching, and in response create or modify positions to fill those gaps. Like at Fraser, several of these assignments include teachers who are charged with providing professional development and leadership for part of the week. This could be evidence of Michigan keeping pace with a growing national trend of “Teacherpreneurs”. Defined as instructors who “lead but don’t leave,” schools are empowering them with the time and space to pursue and spread innovation both locally and beyond. Core to this concept is the belief that “the challenges facing our public schools cannot be met with all teachers serving in the same narrow roles designed for a bygone era”1. The direction of traditional library and media resources is also shifting, and utilizing educators who have adapted to the modern ecosystem can be a viable option for district-provided professional
development. Media Specialist jobs are being converted to include more educational technology support in Tribu’s area and around the state. These districts are relying on qualified staff to do training for device rollouts, lead online initiatives, and support the transition to mobile learning. Call us what you will Commonly referred to as Instructional Technologists or Technology Coaches, there are just as many names as there are variations in how districts are structuring these positions. Jeremie Coplin, an Instructional Technology Specialist for Constantine Public Schools sees his job as that of a coach. “My work is designed to help teachers intertwine best practice with technology into their daily lesson plans.” He accomplishes this through The Jackson County ISD Ed Tech Team works daily with 17 local districts as part of a technology consortium. one-on-one, small group or large group They focus on instructional best practices and student-centered learning. Here, Dan Spencer coaches a small professional development. group of teachers from Jackson. In Midland Public Schools, Chris Sabourin is a Technology and Media Curriculum Specialist who also blends together several different PD structures and offerings for the teachers he supports. He does quick online video tutorials, after school workshops, pull out trainings for “items identified as critical” and oversees a group of “Building Instructional Technology Leaders”. This group of educators meets monthly and also gets some release time to learn with Chris about new methods for promoting student achievement. While it’s difficult to get hard numbers on how many districts are adopting new instructional support positions in Michigan, there are dozens who have been discovered in researching for this article. Coaching When teachers do not effectively integrate technology into their practices, students “miss out on authentic learning experiences emphasizing collaboration, creativity, and innovation”2. This is an unacceptable outcome for our students, but it will take more than rhetoric to help educators rise to the occasion. Ron Houtman, Educational Technology Consultant for the Kent ISD, is seeing that teachers want “hands-on, experiential learning with an expert coach,” and notes that savvy tech coaches make sure these efforts are coordinated with the school improvement plan and student outcomes. But there are significant challenges to implementing a coaching model — namely time and money. “The capacity is there,” he explains, “but without the backing of time and money, it’s tough.” His area has actually seen a decrease in Ed Tech professionals due to budgetary constraints, which has left the ISD team in high demand as districts scramble to integrate the devices that have been purchased. Coplin believes that it starts with administration. “Superintendents need to see and understand how detrimental the position is to overall achievement.” It’s up to the school leaders to carve out time for the growth to happen, with some like Constantine integrating it into their Professional Learning Community (PLC) models. MACUL journal
As technology becomes a ubiquitous part of education, no longer do ‘one and done’ PD days cut it, and the ISTE Coaching white paper describes how “coaching, combined with communities of learning, is a highly effective job-embedded PD model.” Coplin, previously a Kindergarten teacher, sees a big opportunity for “teachers stepping up who aren’t afraid to change the culture, share and help others.” Using the ISTE Standards for Coaches and Teachers as a foundation for his work and trainings, the consistent presence of a coach provides both the vision and the specialized guidance to make a lasting transformation. Both innovation and survival Kris Young, MACUL’s 2013 Technology Coordinator of the Year, has seen her role shift in recent years, “from managing so ftware and systems to working hand in hand with curriculum to integrating technology into the classroom.” She believes the shift is being driven by the need to personalize education and that technology departments need to move away from an “old mindset” to one that always asks, “What’s best for teaching and learning?” Tribu would agree. “Technology and curriculum departments need to align their efforts to embed tech into teaching practices, rather than teaching the tool.” She is quick to point out that today’s classroom technology is less and less about productivity and teacher-centered classrooms. She sees coaches helping teachers use the tools for deeper understanding and construction of knowledge. Access to information, digital creation options and the ability to connect with others has spurred a new (and ever-changing) landscape for learning, one that has major implications for how effective classrooms will look. “Today’s students have different expectations for the educational experience and we need to meet those,” challenges Houtman. The realities that students will face when they leave K-12 have been driving factors for why Chris Sabourin’s job exists. “Colleges and employers expect graduates to have knowledge of tools and be able
role. No matter where people connect, participation in the growing network will help everyone involved leverage the experiences of others during this exciting time. Adapt or become obsolete As for districts that don’t follow an intentional process of visioning and teacher guidance? The ‘we’ve got our devices…now what?’ approach has led to many unfulfilled promises of technology and to very expensive ‘digital worksheets’. With increasing emphasis on creativity, STEM, Project-Based Learning and other modern educational innovations, the stand-alone technology discussion will become obsolete in successful cultures. “We will see much more that learning isn’t controlled by the teacher,” points out Houtman, “it’s facilitated and coached.” Jeremy Badiner is part of a team of 3 instructional technologists at Gull Lake Schools. They have worked Chris Sabourin predicts that “technology with K-12 staff to integrate more than 2,700 mobile devices into the classrooms. will become seamless...ed tech will become part of school leadership...it will be an expectation for everyone.” The to apply them,” he stated. His district has been trying to stay current mounting evidence seems to be that these practices will no longer be with those demands as well as keep up with changes in legislation optional. that are forcing schools to have more online learning options. The decisions that administrators have had to make in order to carve out As instructional coaching becomes embedded in curricular room in their budget for new positions have been tough, but Young delivery, devices will become invisible. Apps will become invisible. easily validates them. “Seeing students engage, learn and progress Only teachers who have learned how to blend technology, content daily makes it all worthwhile.” knowledge and pedagogy will be considered effective (see TPACK framework). Only administrators who provide ongoing support for Bringing together the vision change and are willing to model new strategies will be considered to While the field continues to mature, the voice of teacher leaders be relevant. Only technology departments who have aligned their and coaches will need to be heard in order for collaborations at efforts with teaching and learning will still be around. the regional and statewide level to flourish. The ISTE Coaching standards clearly validate this need, calling on these educators to Every year, teachers are being asked to do more with less. But “inspire and participate in the development and implementation providing less time for sustained growth of their practice should of a shared vision.” Tribu recommends that local coaches partner not an option. Lack of ongoing support for new tools and strategies with ISDs/ESAs to access resources and professional networking. should not be an option. To ensure the school environment for Taking a stance of openness and cooperation will help all Michigan Michigan students is able to successfully meet their learning needs, students, and Sabourin points out the need for “a strong network of we must embrace the role of the Coach. folks willing to share successes and issues.” FOLLOW AND PARTICIPATE IN GOOGLE+ COMMUNITIES: Michigan: bit.ly/MACULcoach Global: bit.ly/Gtechcoach FOLLOW AND PARTICIPATE IN TWITTER COMMUNITIES: #MichED #TechCoach CONNECT WITH THE FEATURED EDUCATORS ON TWITTER: Kris Young: @KrisYK12 Ron Houtman: @RonHoutman Tina Tribu: @TribuTM Jeremie Coplin: @JermCo820 Chris Sabourin: @SabourinCP
A blended approach to connecting coaches is emerging, and online platforms like Twitter and Google Plus can help individuals overcome the isolation of being the ‘one’ or ‘few’ gurus in their district. Houtman reminds us that on social media, “great conversations are happening and practical ideas are being posted every day.” In addition, events like the annual MACUL Conference can provide a face-to-face meeting for those around the state who find themselves in a coaching |
Berry, Barnett. Teacherpreneurs: Innovative Teachers Who Lead but Don’t Leave. San Francisco, CA: Jossey-Bass, 2013. 2 Beglau, M., Hare, J.C., Foltos, L., Gann, K., James, J., Jobe, H., Knight, J., and Smith, B. (2011) Technology, coaching, and community: Power partners for improved professional development in primary and secondary education. International Society for Technology in Education (ISTE): Eugene, Oregon.
Learn More: www.iste.org/learn/coaching-white-paper www.iste.org/standards/standards-for-coaches www.teachingquality.org/teacherpreneurs www.tpack.org Brad Wilson is a former 4th grade teacher who now has the privilege of supporting educators as an Ed Tech Consultant with the Jackson County Intermediate School District. He tweets at @dreambition and shares resources and thoughts at 21innovate.com
By Marilyn Western
Using Technology in the Elementary Classroom Getting Creative with Apps App Smashing: Getting Creative with Apps At last! A name for what we as teachers do on a regular basis: use a variety of tools. By definition, app smashing is using a series of apps to create a thoughtful learning project. In real life, it’s reaching into your teaching toolkit and pulling out several resources that are just perfect for introducing, learning, practicing, checking for understanding, and extension activities. In this instance, the tools are apps. Students should be familiar with each app before using them in an app smash project. In many cases, offering students a choice of several similar apps will give them more control over their learning and independence. A week or two before I want students to use a new app, I give a short (2 – 5 minute) intro and let them explore. You’d be amazed at what they will learn on their own! And the best part is that they show each other cool things they discover. After a 20 minute explore session, we shut down and share what they’ve learned. On Friday before the app project, I set up a 30-minute play session with the app. Again, they’re becoming comfortable with the app and learning from each other. Besides, it’s a fun way to spend a Friday afternoon! When introduced to the app smashing project later, students are now ready. Possible app smashing to check for understanding as part of a unit or lesson on fractions might look like this: 1. Each student used the Geoboard app (free) to create 4 examples of equivalent fraction shapes. 2. Students should take screen shots of each example, which auto-save to the Photo Gallery. 3. Once all pictures are saved, students use the Skitch app (free) to import each picture and label the fractions. Once again, screen shots of each Skitch picture save to the Photo Gallery. 4. Open the Pic Stitch or Pic Collage app (both are free), import the labeled pictures and email the final product to the teacher. Studying landforms might end with this project: 1. Each student chooses 5 different landforms to locate in the Google Earth app (free). 2. As each landform is located, the student takes a screen shot to be saved in the Photo Gallery. 3. The next step is to open the PhotoCard app (free), choose one of the landform screen shots MACUL journal
from the Camera Roll for the front of the post card and add a text label identifying the landform. Flip the postcard to write a definition or description, and add several facts about the landform. Once finished with the postcard, it can be emailed to the teacher. Homophones 1. Brainstorm a variety of homophones in the Brainstorming Canvas app (free). 2. Use Popplet Lite (free) to create 2 popples (boxes). Use the text tool to write a homophone in each box and the drawing tool to draw a picture of each word. Export to your Photo Gallery. Use the same boxes to write and illustrate two new homophones. Continue and save 4 sets of homophones. From here, you have lots of options. For example, A. Open each picture in Fotobabble (free) to add your voice. Read the homophones and define or use in a sentence. Save to Fotobabble. B. Import Popple pictures into VoiceThread (free) and add voices. C.Use as background images in Haiku Deck (free) to make a Homophone slideshow. See how easy it is to layer apps? And all the apps mentioned are free or have a free version (which I use). Think about app smashing when you plan your next lesson! Marilyn Western is the 2008 MACUL Teacher of the Year, a former member of the MACUL Board of Directors, and a retired Mt. Pleasant Public Schools 5th/6th grade computer lab teacher. Outside of the classroom, she has worked as the 1998-99 MDE Technology Using Educator on Loan, a MI Champions course designer and instructor, a technology trainer for Clare Gladwin RESD, Gratiot Isabella RESD and Bay Arenac ISD, and a national presenter for the Bureau of Education & Research. She can be reached via firstname.lastname@example.org.
Assessment Goes Mobile “What does the data tell us?” is a question teachers frequently ask as they work to use assessment data to improve learning. Teachers now have By Andy Mann an abundance of technology resources for formative and summative assessment. Let’s explore six different assessment resources which work with mobile devices. While most work for either formative or summative assessment, more frequently they are used for formative assessment. Some are free, while others use a free/premium pricing model.
QUICK KEYS AND TIPS
Socrative www.socrative.com is probably the best known mobile assessment tools with an option to use it from a browser or teacher/student app. A teacher logs in from the website or app – which allows a room to be “open.” The student launches the student app or www.socrative.com, enters as a student and types in the “room name” the teacher provided. The teacher can ask quick questions – multiple choice, true/ false, or short answer, or create a quiz in advance that is deployed. Space Race is a fun activity where students race the clock to answer quiz questions as a team or individually. Exit Ticket is another special question set where students answer, “How well did you understand today’s material?” “What did you learn in class today?” and an open-ended question the teacher asks out loud or posts on the board or screen. Try out the latest beta site: http://beta.socrative.com with its cleaner interface and other enhancements. The beta version currently does not work with the app, requiring access through a browser.
participants upload or draw their own images. Quick assessment question types are expanded to include a drawn response, sort in order, and Likert scale questions. Teachers like the program because it’s easy to use with a logical interface. However, with the solution being entirely web-based and variables including wireless saturation, users have said that on occasion, Infuse Learning will hang up or time out. GoSoapBox www.gosoapbox.com is entirely web-based, similar to Infuse Learning. The free version allows up to 30 participants at one time and supports two quiz question types: multiple choice or short answer. Teachers like the instant feedback students receive when they answer a multiple choice question. GoSoapBox also provides an option for a poll or discussion question, with results displayed or kept private. A unique feature is the confusion barometer, where students are answer if “I get it” or “I’m confused.” For discussions it filters inappropriate language. Three improvements I hope to see in future releases: 1) the “Join Event” code # is displayed once and then is difficult for a teacher to display again (it is part of the teacher’s URL if you can’t find it.) 2 & 3) the quiz does not grade short answer questions and it does not display a graph of results – results must be downloaded as a spreadsheet. Saying all this, GoSoapBox has one of the most easy-to-use interfaces which teachers and students will like using.
Infuse Learning www.infuselearning.com is entirely web-based, and works well on Safari on the iPad. Similar to Socrative, a teacher logs on first and students go to the site and enter as students with a class code provided by the teacher. Infuse Learning provides some unique features, including an option to push out URLs, have quiz questions requiring participants to add labels to an image, questions where 12
Google Forms & Flubaroo http://forms.google.com continues to get better and better. Teachers like to use Google Forms with www.flubaroo.com, a Google script which can be added to a quiz responses spreadsheet to automatically grade multiple choice and short answer quiz questions and optionally, email results to students. Google forms are ideal for collecting data on student behavior over a period of time. A teacher can create a customized form which includes student names and behavior choices listed in drop-down menus. They can input data into the form as often as needed using any online computer, iPad or smartphone. This data can be easily compiled and shared with parents or administrators. Recent updates make Google forms even easier to use with skip logic and options to rearrange answers or paste in choices. Poll Everywhere If you haven’t visited www.polleverywhere.com recently, you’re in for a nice surprise at the new features. With a free account, a poll can have up to 40 responses, with open-ended polls which can be moderated and create a Wordle type wordcloud. Poll Everywhere integrates into PowerPoint or Keynote with questions being answered via text messaging, Twitter, or a website link and results displayed in real time within the presentation or website.
eClicker eClicker is an app and one of the easiest ways for teachers to gather data. Similar to Socrative, a teacher or student may use the teacher or student app, or access it over the web. Questions can be multiple choice, true false, or agree/disagree. For quick assessment, teachers can use a live session – with questions posted to a board or screen. The easy to create quizzes support text, images, and handwritten questions or drawings. The eClicker Presenter app is purchased by the teacher for $14.99 with eClicker Audience, the student app, available for free. There is a version for OSX for $19.99. Visit http://eclicker.com for more information. With the abundance of easy to use assessment tools available, there is an app or assessment site to fit just about any need. I’d encourage you to try one of these and see how easy access to the data you need can help to improve teaching and learning for your students. Andy Mann is the REMC 4 Director and Instructional Technology Consultant for Muskegon Area ISD.
Whether You Are Going Or Not…Get Ready For The MACUL 2014 Conference Last year’s MACUL conference was a huge success with over 4000 attendees in Detroit at Cobo Hall. This year, we expect nothing less. The 2014 Conference will take place in Grand Rapids at DeVos Place and the Amway Grand Plaza Hotel from March 12-14 and feature over 250 sessions. This article will help you prepare and plan your conference experience even if you are not going to attend. First, let’s learn about the conference in general. The conference runs for three days. The first day is considered pre-conference and has many half or whole day sessions that you can attend. These are sponsored and organized by the Special Interest Groups of MACUL. This day is not considered part of the regular conference registration and does have an additional cost. You can register for these sessions when you start the registration process at https://register.macul.org/ The general conference is on Thursday the 13th and Friday the 14th, and you can register for one day or both. There are many types of sessions offered at the general conference. Below is a list and description of each: • Keynote and Featured Speaker Sessions - This year’s conference features Adam Bellow (www.edutecher.net) 14
for the opening keynote session, George Couros (http:// georgecouros.ca/blog) for the Friday morning keynote and Rushton Hurley (www.nextvista.org) for the Friday closing session. There are other awesome featured speakers as well. These run both days in the large ballrooms of DeVos and Amway.
• General Concurrent Sessions - These 60-minute sessions are offered by an individual or a team of presenters. These presentations are informative, focusing on various aspects of educational technology and curriculum integration. • BYOD (Bring Your Own Device) Sessions - These 60-minute sessions are offered by an individual or a team of presenters to a group of participants who will bring their own devices to the session and follow along with the presenter(s) in an active way. Participants are responsible for bringing their own fully-charged devices and needed software. • Panel Sessions - These 60-minute sessions highlight successful ed tech programs, projects, lessons, ideas, and concepts using an informal panel format with a main presenter guiding the interaction with co-presenter panelists. Questions from the audience are encouraged, creating an interactive, dynamic environment. • Hands-on Sessions - These two-hour sessions are offered by an individual or a team of presenters in a lab with 24 Macintosh, Windows or Chrome computers, pre-loaded with software or apps for the workshop. Participants will actively work with the software or process being explored. Please note that participants pay an additional fee for these sessions. • Spark Sessions - Spark sessions are 20-minute presentations on topics meant to spark ideas for conference participants. Presentations will take place in the MACUL Zone in the Exhibit Hall. Consider showcasing a project, lesson idea, technology tool, or other resource; something that a MACUL attendee could attend and say “I could do that!” or “I can use that to make a difference in the work that I do!” • Lightning Session - This fast-paced event will be held just prior to the closing keynote. Participants will take the stage and in five minutes deliver a dynamic and thought-provoking presentation on a topic in which he/she is passionate. Each speaker may use 20 slides, which advance automatically every 15 seconds. For more information go to http://bit.ly/macul-lightning • Exhibit Area - Visiting the Exhibit Area is a must! Here you can see all of the products, services and tools that are available for education. You will find that some vendors have quick training sessions as well as 1:1 conversations. There are many other opportunities to take advantage of as well. You can meet and network with people at the Social Media Cafe, watch a short presentation at a Spark Session, learn about being an advocate for Ed Tech, or see what MI Learning is all about in the MACUL Zone located in the Exhibit Area. Attending MACUL is not all work. Thursday evening brings a free event sponsored by HP where MACUL attendees take over the
Grand Rapids Public Museum. Take a carousel ride, have good food and drink and listen to the live band, Westside Soul Surfers (http:// westsidesoulsurfers.com), under a 76-foot Fin Whale skeleton. Want to take your support of MACUL to the next step? You can volunteer to be a worker at the conference. We need people to answer questions, direct people, take tickets at hands-on sessions and much more. If you give us a couple hours of your time, we will give you a t-shirt and a big thank you! You can volunteer at http://bit. ly/maculvol . Now that you have a good overview of what the conference offers, let’s look at how you can get the most out of the experience. If you plan to attend: If you are planning on attending the conference, there are few tips that may help you get the most out of the experience. • • • • • • • • • •
Wear layered clothing and comfortable shoes. You are in for a lot of walking and temperatures in rooms can vary. You will get a free bag at the conference. So bring a small bag with items to use once you get your bag, or take the new bag to your car or hotel room. Two bags can be cumbersome. Carry water, small snacks or some small bills for drinks or snacks. Decide which device you will be using and leave the rest at home. You don’t need a laptop, Chromebook, iPad/tablet, and a smart phone. Choose one and your phone and go with that. Only use one device on the conference WiFi. If everyone connects with multiple devices, it can really slow things down. Make sure you have a charger for the device you do use. Use the one page “at a glance” sheet that will be with your bag. This is a quick way to see the time and place for all of the sessions. Talk with people who have gone to MACUL to get suggestions on good presenters for topics of interest. Use the twitter hashtag #macul14 to get information from people at other sessions you did not attend. Don’t leave early! You may miss some great things if you leave before the last session each day.
The conference app is also a great tool for you to use to make a plan. The app is available in January and has every session with day, time, and location. Look through the sessions ahead of time and add them to your schedule. I usually have at least two presentations scheduled at each time. The trick is trusting myself and picking from those sessions when you are on the run to the next event. If you keep going through all of the sessions, you will get overwhelmed quickly. Remember to plan lunch breaks, time to go through the vendor area, and time to visit the MACUL Zone. What if you can’t attend? If you are unable to join us for the conference, there is still a lot you can learn. Did you know that there are still resources out there from last year? For example, MI Streamnet still has videos of sessions from 2013 and 2012. You can watch some keynotes and see what the Lightning session is all about. Go to http://mistreamnet.org/ and search for MACUL. The upcoming conference will post videos at MI Streamnet after the conference. These sessions are also available on MI Learning on iTunes U. Simply search using “MACUL Conference” to find the collections. MACUL journal
Find someone who is going and tell them what kind of information and resources interest you. They may be able to attend a session or collect resources for you while they are there. Start a Google Doc and share it with anyone going and ask them to take their notes so that everyone can benefit. The more the merrier! My best advice...Use Twitter! Do a search for #macul14 and follow along with what is happening. You will still find lots of resources and information that will make it worth your while. At the end of each day or after the conference go to http://topsy.com and do a search for the #macul14 hashtag. This is a great way to see all of the social media that has been posted about that topic. You can even do that now for last year’s conference. If you have not used Twitter before, you can learn some basics at MI Learning on iTunesU. Go to www. macul.org/milearning/ and click on the link that says “Visit MI Learning on iTunes U”. This will make iTunes program start on your computer. If you don’t have iTunes, you can go to Apple to download and install (http://support.apple. com/downloads/#itunes). Once you are in MI Learning, look for the collection called “Using Twitter to create a PLN.” This collection contains an article and videos that will get you going. Whether you will be going to the MACUL Conference in person or following online, there are numerous opportunities to explore. Make sure you are a part of it all.
Tammy Maginity is the 2014 Conference Chair and the President Elect for MACUL. She is the Instructional Technology Coordinator for Pennfield Schools in Battle Creek, Michigan. You can read her blog at www. tamedtech.net and follow @ tmag11 on Twitter.
he 2014 MACUL Conference is an excellent opportunity to obtain information on best practices for using technology to improve student academic achievement. You’ll leave the conference fueled with information on blending technology and curriculum in order to ignite student learning! Conference sessions are organized into strands relating to the ISTE Standards for Administrators, Teachers and Students. Educators at any level will find meaningful sessions to ignite their own learning.
ADMINISTRATORS FORUM Join Michigan Institute for Educational Management Executive Director and Michigan Association of School Administrators Associate Executive Director Dan Pappas and fellow administrators for light refreshments from 1-2pm on Thursday, March 13. Discussion time for all administrators who are interested in educational technology leadership issues.
MACUL/TECHSMITH STUDENT TECHNOLOGY SHOWCASE Visit this showcase and learn from Michigan students! Thursday, March 13, 11am - 1pm
Early registration must be completed online by February 25. Register online by credit card or purchase order. Registration for all workshops must be completed online. Visit www.macul.org for complete conference information. Join over 4,000 educators who attend each year and register NOW for the 2014 MACUL Conference…a must for educators in Michigan and the Midwest!
FOR ADMINISTRATORS Complimentary registration for superintendents and school board members. See the MACUL website for details.
CONFERENCE HIGHLIGHTS: With over 215 breakout sessions in ten session hours and more than 170 exhibitors, all educators will discover solutions, ideas and techniques to improve student learning in their districts. Over 20 pre-conference workshops will be offered on Wednesday and 20 handson workshops will be offered during the conference on a wide variety of technology subjects.
CONFERENCE APP The 2014 MACUL Conference App will maximize your conference experience! Find it at www.macul.org.
MACUL Night at the Grand Rapids Public Museum sponsored by HP. Gather on Thursday, March 13 from 7-10pm for an evening of fun, fellowship and networking. Entertainment: Westside Soul Surfers.
FRIDAY MORNING KEYNOTE
ROBOFEST COMPETITION Noon - 5pm, Wednesday, March 12
Founder, eduClipper and eduTecher www.edutecher.net
Division Principal, Innovative Teaching Learning and Leadership, Parkland School Division, Canada http://georgecouros.ca/blog
Executive Director, Next Vista for Learning www.nextvista.org
FEATURED SPEAKERS: Gary Abud Jason Beach Leslie Fisher Erin Klein Liz Kolb Nicholas Provenzano Dean Shareski Andrew Vanden Heuvel
Tell Your Story with Photos @ MACUL 2014 Play an active role in showing others our commitment to education excellence! Join with your fellow MACUL educators to share your conference experience and help weave together our collective story. Post your favorite conference photos to Twitter and/or Instagram with #macul13. We’ll share the best from the photostream at the closing ceremony. 16
Conference attendees who submit photos are eligible for prize drawings. The grand prize winner will receive a free MACUL Conference 2015 registration. The other prizes will be announced at the conference. The deadline to submit your photos is 10am on March 14. Contact Susan Hardin with any questions at sue. email@example.com.
Thank you, Ric Wiltse, for 15 years of exemplary leadership and service as MACUL’s Executive Director. You will be missed; enjoy your retirement! MACUL journal
CONFERENCE INFOBYTES The Data Journey
During my first few years as a facilitator of professional development, I held mostly “shot in the arm” PD around collecting, analyzing, and acting on data. These half to full day sessions were geared towards specific audiences: Data for Administrators, Data for Special Ed Teachers, Data for... you name it, I had a data-focused PD for it. Unfortunately, I was often discouraged with how little my PD offerings translated into actual classroom and building-level implementation.
It was not until I participated in Cognitive Coaching ™ that I discovered the impact of job-embedded coaching. According to Bruce Joyce and Beverley Showers, 95% of those whose PD focused on coaching actually implemented what they learned, compared to 5% who received practice at a “shot on the arm”, one-time PD. Needless to say, this was a wake up call to reevaluate how I delivered PD. This revelation led to the creation of the PD series known as “A Data Journey”. During Summer 2013, nearly 50 administrators began their very own Data Journey. This job-embedded coaching for administrators centered around creating, implementing, and refining a data conferencing system that would lead to embedded, authentic, sustainable, and organized data conferences. Participants identified
Tech 4 Kinders: 60 Sites in 60 Minutes
their current state of data within their district or building, worked in a blended classroom to develop goals and an implementation plan, and met with me (their Data Sherpa) to plan, implement, and reflect on the process. Penny Brockway, principal at Quincy Middle School, and Data Journey participant, had this to say about her experience. “Mitch meets with me at key times in the [data conferencing] process to drive my work with my staff and then is available in between times for my questions, concerns and frustrations. We think and plan together and then tailor the work to my circumstances specifically!” If you’re interested in learning more about this exciting professional development opportunity or bringing it to your area, please stop by my session, “Data Sherpa in Action: The True Story of a Data Journey” at the 2014 MACUL Conference to learn more! Mitch Fowler is a Data Evangelist with the Calhoun Intermediate School District. He currently works with 20 school districts in Southwest Michigan on developing system-wide approaches to collecting, analyzing, and acting on data. In addition to regional work, Mitch collaborates with ISDs around the state to develop innovative solutions to assist educators in working with data. His work on utilizing school data has been featured by Houghton Mifflin Harcourt, MI Learning, and MACUL.
The kindergarten students I have worked with LOVE working in the computer lab. They enjoy practicing new skills, learning how to manipulate new programs, and helping each other get to new levels. They are having fun and learning collateral computer hardware skills. While “playing” they are practicing reading, phonemic awareness skills, math facts, and problem solving.
“Do not confine your children to your own learning, for they were born in another time.”
We need to be able to make the best use of the limited time we have with our students. Young children need to play, the school ~ Chinese proverb administrators need us to teach, parents want the best for their Little kids have been using technology almost their whole lives, and yet when they start school too often technology is not infused into their daily learning. Computers and iPads are becoming more commonplace in the early elementary classroom, and they can be used to enhance instruction and provide individual practice with the objectives being taught. Young students are not intimidated by the hardware that is available to them in the classroom. Remote controls, smart phones, and computers are things that they are very familiar with from home, so computers and iPads are not something that we should hesitate to have them use on a daily basis in the classroom.
children. Finding the “right” activities for our students to use on computers and iPads meets all of these needs. We need to be able to direct our students to sites and apps that are educationally sound, not overwhelmingly commercial, and developmentally appropriate. Free is good too! Janie Darnell is a recently retired teacher who spent thirty years working with preschool through second grade students. She has a Masters in Library Science from Western Michigan University and a Technology Certificate from Michigan State University. She believes the best way to infuse technology into education is to start early—with the youngest learners.
CONFERENCE INFOBYTES i
“Flipping My Classroom, Flipped My Career”
I’ve been teaching for seven years. At the end of my fifth year of teaching I had reached a crossroads in my career. I had great test scores! My fifth year of teaching I had 100% passing with over 75% commended on our Texas State Exam. But that’s all I had. I didn’t have any depth of learning from my students. I knew how to teach a test and I knew how to teach test strategies so that I could get the scores my district so heavily desired.
But I hated my job. I hated the worksheets I was pushing and the test taking skills that I was teaching. It wasn’t why I became a teacher. Then my good friend, and co-worker, Stacey Huffine told me about this crazy teaching idea she heard of called “Flipped Classroom” and thought it would be right up my alley! I attended a free webinar, fell in love with the idea, and have never looked back. Now my classroom environment looks nothing like it did before. I’ve transformed my teaching into a blended model of Flipped Classroom and Project Based Learning. We learn through hands-on activities, creation, and getting messy! Gone are the
Your Online Presence
Have you Googled yourself lately? If not, your students or maybe a potential employer probably has. According to research in 2010 from the Pew Internet and American Life Project, “more than half (57%) of adult internet users say they have used a search engine to look up their name and see what information was available about them online, up from 47% who did so in 2006” (www. pewinternet.org/Reports/2010/Reputation-Management.aspx). Monitoring one’s online presence and managing social media has become an important task for all professionals, especially educators. When I discuss web presence with other educators, most indicate that they fear that their personal information is available on the internet. Individuals have control over the information, pictures and videos that they post and share on the web. However, real estate, birth, marriage, and other public records are becoming available, and searchable, online. So how do you manage your online presence? The first step is to monitor the results from a search of your name. One way to do this is with a Google Alert (http://www.
worksheets (yes we do ZERO worksheets), gone are the test formatted questions (yes we do ZERO test formatted questions)! And guess what? Scores have remained incredibly high! And even more importantly, my students are now learning at a much deeper level than ever before. And we aren’t a wealthy district, and many of my students don’t have technology or Internet at home! But we’ve figured out a way to make it work! I’m back in my element. I’m having fun, and so are my students! Why would I ever want to teach any other way again? Attend the “Flipped PBL Classroom” session at the 2014 MACUL Conference to learn more! Todd Nesloney is a 5th grade teacher at Fields Store Elementary in Waller, Texas. He was selected as one of the National School Board Association’s “20 to Watch” in education in 2013, the Center for Digital Education’s “Top 40 Innovators in Education” for 2013 and also most recently selected as a White House Champion of Change. Todd serves on the Remind101 and Sophia.org Teacher Advisory Boards and has co-authored the book “Flipping 2.0” and authored the children’s book “Spruce & Lucy”. You can learn more about Todd by visiting his website www.toddnesloney.com
google.com/alerts). For social media, tools such as Social Mention can also help keep you informed of new posts. Second, review your privacy settings for social media sites, deciding which tools you will use professionally and which you want to stay private. Be sure to set up e-mail or text alerts on these sites, so you are aware if someone mentions your name or posts information about you. Finally, you may want to create your own website or blog, keeping it updated regularly. The old sports cliche holds true here, the best defense is a good offense. To learn more and join the discussion with other educators, attend the 2014 MACUL Conference session, Managing Your Online Presence. Jason Kalis is the Director of MACUL’s Special Interest Group for Professional Learning. He enjoys working with educators to connect them with technology resources that improve teaching and learning. Jason teaches at the Kent Career Technical Center in Grand Rapids. You can reach him: @ jaykalis or firstname.lastname@example.org.
CONFERENCE INFOBYTES i
Which Mobile Device is Right for My School District?
Many school districts across Michigan are interested in purchasing mobile devices for their students. Whether their district is going one-to-one or simply wants more devices in the hands of students, every district is asking, “Which mobile device is right for my school district?” Some have tried to answer this question using a single word, like “iPads,” “Chromebooks,” or even “MacBooks.” I am writing this article to tell you that the answer to this question is more complex than just a single device-based response. While the question of, “Which mobile device?” is common, it is not necessarily the right question to be asking. Instead, school districts should start their mobile technology initiatives by asking, “What is the purpose of technology in school?” In order to properly answer this question, we need to stop focusing on devices and start focusing on learning outcomes for students. Just like a pencil or a book, a mobile device is just another tool to help students learn. As educators, we need to understand how to best utilize these tools so that we can create authentic learning experiences for students. This is what
How Two School-Wide Title I Schools Use Technology to Support At-Risk Students
Using the School Improvement cycle, your high poverty School Wide Title I school can build and develop a multi-tiered system of support where technology is used to supplement core instruction and accelerate student learning for students at risk of failing. Using Title I, Part A funds, two School Wide Title I schools have deployed over 500 iPads, 90 laptops, iPods, Chromebooks, and Apple TV’s to improve instruction and meet the needs of their Title I students. The building principals of these two very different K-5 schools will share their journey and help you start your schools’ story. Learn how to build a system within your school that enables teachers to enhance their instructional capacity through the use of technology. Discussions will be encouraged around the creation of the right structures, conditions, expectations and development of teams that have the capacity to learn from each other.
technology integration is all about, having an emphasis on teaching and learning, not the technology. This may not be the first time you have heard this spiel on technology integration. In fact, many of you are probably sick of hearing it. I think this is because the conversation normally ends here. We understand that technology is just another tool and then move forward with purchasing mobile devices. This is what inspired me to present at the MACUL conference this year. In my session, Which Mobile Device is Right for My School District?, I will take this conversation a step further by proposing a technology integration framework that can be utilized by any school district to help their next mobile device initiative a success. Andrew Steinman is an innovative educator and consultant. Formerly an IB science teacher, he now works as an educational technology consultant for Kent ISD. Additionally, he serves as an adjunct instructor for Michigan State University’s Master’s in Educational Technology (MAET) program. Andrew has extensive experience with and knowledge of various educational technologies which he has shared through several workshops and presentations across the state.
Technology has the potential to improve core instruction, provide Tier 2 interventions and diagnostics to target individual instruction for at risk learners. Start developing and talking about how your school will implement a program where technology is just not an add-on but a tool used to facilitate best practices, increase engagement, and boundless relevance. Learn more about Christie and Chris, our schools and students at our blog www.2principals.org or at the district www.phasd.us. Christie Gibson has been an administrator with the Port Huron Area School District for six years working at both the middle and elementary school levels. She is currently the principal of Howard D Crull Elementary School. Prior to moving into administration she worked as a middle school art and computer teacher. Christopher Collins has been with the Port Huron Area School District for 18 year and is in his fourth year as the principal at Cleveland Elementary School. Prior to moving into administration, Mr. Collins spent time at two buildings as an upper elementary classroom teacher.
Learn how our schools created partnerships with like-minded organizations that share each of our visions in what our schools can become. 20
Keeping the Spark in Your Professional Learning By Julia VanderMolen and Jason Kalis SIG Professional Learning
We’ve all been there. As you gather your notes and belongings at the end of a professional development day, someone hands you a page with a few questions to answer. Questions like, “What did you learn today? How likely are you to use what you learned? You are excited and anxious to get the ideas into the hands of your students. Then, you think how in the world will I stay ignited? You recall the presenter mentioning the MACUL’s Special Interest Group, Professional Learning (SIG-PL). SIG-PL has a number of efforts taking place this year to provide all of our members with more opportunities to learn and grow, and to help us support other teachers who are trying to incorporate technologies into their instruction and student learning. You recall the mission of the SIG: to support educators by providing professional learning opportunities in the effective use of technology in teaching and learning. Take a moment to reflect on the question, “How likely are you to use what you’ve learned?” Attending a conference, webinar, chat or other professional development can give us a spark, but we don’t ignite learning until those ideas become part of our professional practice. So how do we implement what we’ve learned in ways that meaningfully impact students? One method is the Plan-Do-Study-Act (PDSA) cycle championed by Deming and used by organizations to strive towards continuous improvement (Deming Institute, 2013). The first step, Plan, directs us to identify our goal or purpose. We often start this step right after we learn of a new resource. However, before we move forward and start using a new method with students, it is important to identify the metrics and what successful implementation will look like. Once our plan clearly articulated, it is time to move forward to the Do step and give the new idea a try.
Research tells us that quality professional learning is “supportive, job-embedded, instructionally-focused, collaborative, and ongoing” (Hunzicker, 2010). To support you throughout the year, MACUL and SIG-PL sponsor a number of smaller conferences and events that demonstrate the above characteristics. If you haven’t been to an EdCamp yet, we would strongly encourage you to do so. Check out the list of EdCamps all over the globe at http://edcamp.wikispaces.com/. Maybe your schedule is full and you can’t travel. No problem, join the #MichEd chat on Twitter at 8:00 p.m. on Wednesday. Technology is not only a powerful tool for teaching our students, it provides almost endless opportunities for us to connect and share with other educators. SIG-PL strives to ignite, and sustain, the passion of educators through meaningful professional learning opportunities. We hope that our conference attendees are fired-up and ready to implement a new idea or strategy in their classroom or with their staff. Hunzicker, J. (2010, June). Characteristics of Effective Professional Development: A Checklist. Retrieved December 15, 2013, from http:// files.eric.ed.gov/fulltext/ED510366.pdf The W. Edwards Deming Institute. (2013). In The Plan, Do, Study, Act (PDSA) Cycle. Retrieved December 15, 2013, from https://deming.org/ theman/theories/pdsacycle Dr. Julia VanderMolen is an Assistant Professor with Grand Valley State University. She is the Communication Director of the MACUL SIG-PL. Dr. VanderMolen serves on a number of educational technology committees and boards to help improve teacher performance and the integration of technology in the classroom. She can be reached at email@example.com. Jason Kalis is the Director of MACUL’s Special Interest Group for Professional Learning. He enjoys working with educators to connect them with technology resources that improve teaching and learning. Jason teaches at the Kent Career Technical Center in Grand Rapids. You can reach him: @jaykalis or jason. firstname.lastname@example.org.
Wednesday, March 12, 2014 Register at: www.macul.org > Conferences We hope you can join us to experience these workshops:
Step three, Study, presents more of a challenge for us as instructors. As we try to maximize instructional time and meet all of our standards, we often lack the time to reflect on instruction. Fortunately, technology embedded instruction provides many opportunities for us to collect data and analyze the impact of instruction. Finally, the forth step, Act, closes the cycle and brings us back around to evaluate the success of our initial plan and make adjustments to it for our next cycle. MACUL journal
SIGPL 2014 Pre Con Event!
• Instructional Technologists Rally, Coordinated by Brad Wilson, 1:00 - 4:30pm • Demystifying Data, Presented by Mitch Fowler, 1:00 - 4:30pm • Bloom’s Digital Taxonomy Meets Level for Understanding, Presented by Maryly Skallos and Julia Vandermolen, 8:30am - 12:00pm • Chrome Story: The Toybox is Full, Presented by David Noller, 1:00 - 4:30
Michigan Student Technology Showcase By Terri Gustafson
Christian Academy), and a student created flipped classroom wiki to help each other gain more engaging time to work with each other on math problems (South Haven). Students from Newaygo High School brought three teams of students to the Capitol showcasing work by their Emerging Technology Class using Google Drive for Project Based Learning, Google Hangout for educational purposes, the ins and outs of Twitter as a classroom tool, and classroom applications for touch screen technologies.
On October 23, 2013, twenty-four teams from schools in various legislative districts gathered at the Michigan State Capitol to showcase technology they are using in the classroom for projects and everyday learning. The Michigan Student Technology Showcase, sponsored by MACUL, AT&T, TRIG and the Michigan Department of Education is an annual event that gives teachers and students the opportunity to show legislators and state government leaders a variety of technology projects taking place daily in schools with strong technology support. Projects displayed at this year’s showcase included technology like Augmented Reality used by middle school students to analyze text (Madison Schools), Computer Aided Design (CAD) projects uploaded to a MakerBot clone 3D printer as an early introduction of students to STEM technology (Heritage Haslett Public Schools, located about 20 minutes east of the Capitol, brought a handful of fifth graders from Rayla Elementary to showcase the “School Tour” created for new students to the school. The tour utilizes web pages with images, videos, and information about teachers. Individual webpages are accessed by scanning a QR code posted outside each room on the tour. QR codes can be scanned using a variety of apps on smartphones and tablets. Lisa Wickman, a technology specialist for the district, had this to say about the project and the district’s commitment to integrating technology into the classroom, “Haslett Public Schools has a strong commitment to academic achievement. We found that teaching with technology is essential to this path. The students who participated in this project have become technology leaders in our school. They are anxious to teach their fellow students how to make webpages and QR codes (I’ll take a backseat). They have also 22
learned valuable lessons about time and project management. It is a wonderful project that has taken on a life of its own. I’m not sure where it will stop or if it will. The students have taken control of it. I’m here to offer suggestions when they get stumped.” In addition to the student showcase, the event was an opportunity to recognize two legislators that have shown strong support for technology in K-12 schools. Representative Arik Nesbitt, from the 66th District, and Senator Jim Ananich, from the 27th District, were presented with the 2013 Excellence in Education Award. Finally, several legislators that represent
districts where the showcase participants hailed from came by to say hello to the students and listen to the presentations, including Representative Jon Bumstead (District 100 Newaygo), Representative Sam Singh (District 69 - Haslett), Representative Nancy Jenkins (District 57 – Madison School) and Representative Bob Genetski (District 80 - South Haven). Terri Gustafson, M.A., is a member of the MACUL Board of Directors. She is the Assistant Director of the Center for Teaching and Technology in the College of Education at Michigan State University. Contact her at terrigus@ msu.edu. Follow her on Twitter at @tgustafson.
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Adding Creativity to the Classroom Using Photoshop
By Kelly Kermode, SIGWEB
According to Denise Grady, author of “The Vision Thing: Mainly in the Brain,” “In the brain itself, neurons devoted to visual processing number in the hundreds of millions and take up about 30 percent.” We are visual learners. Our brains naturally process imagery at fast rates. With this in mind, it is a natural fit to include visually creative projects within the classroom. Photoshop is one program wherein students and teachers alike can show their creativity and learn valuable skills while creating. It offers as much flexibility as a learner would like, and teachers can create clear expectations within the use of specific tool sets. Within just one piece of software, a user can create a multitude of outputs. This includes, but is not limited to photo montages, comics, animations, videos, visual models, annotated images, and creatively edited imagery.
fun assignment wherein older elementary students can mentor the early elementary students and help with the technical aspects of the project. Creative Photo Composition: Students are asked to search for images that can be used in their compositions. Lessons on image searching and digital responsibility are embedded into this process. Once assets have been found and saved, the students then open them in Photoshop. Through a process of selecting parts of different photos and pasting them on different layers in a single project file, students can create a multi-image composition representing an abstract concept or idea.
Sample Projects for a Variety of Grades: Here are several projects that teachers around the country have developed and use in their classroom. The Alphabetic Photowalk: Students find images that begin certain letters of the alphabet. They can spend time walking about and taking pictures and then upload them to a project folder. The images are opened up in Photoshop, where the student can add annotations or labels for which letter goes with each picture. This can be a
This assignment can be altered for students to demonstrate their understanding for a number of different subjects. The project sample (shown here) was created to demonstrate mood and atmosphere for the story, “The Scarlet Ibis” by James Hurst. Students write an explanation along with the visual as to why the images came together the way they did and how each part of the composition represents mood or atmosphere for the story. Photo Painting: This is a project where students use a digital brush to paint a picture. By choosing different brush types, including basic
learner and offer the greatest level of support, a teacher needs to build in technical teaching structures so students don’t throw in the towel when they get frustrated with new software or modalities. When teaching a lesson that requires a high amount of technical proficiency, one needs to think about how to best meet learners needs as far as technical skills are developed. Step-by-step “follow along and do what I do” instruction is NOT the best modality for teaching any workflow in Photoshop, or any technical program for that matter.
brushes, textured brushes, and pattern brushes, students can paint something realistic, impressionistic, or abstract. Embedded concepts can include line, perspective, symmetry, color, balance, and lighting. Digital Monsters/ Digital Doilies: Horizontal and Vertical lines, degrees of rotation, proportion, and angle… Why not teach math concepts with Photoshop? During lessons in Photoshop, students have to learn math vocabulary and geometric concepts in order to create certain compositions. During the digital doily lesson (http://vimeo.com/28752507), Nicole Dalesio explains how to use horizontal and vertical transformations to create a design and mirror it along axis lines. Big and Small Challenge: A picture tells a thousand words… and with the big and small project, students can tell personal stories by creating a composition using two different sized images on themselves. Using those images creatively, one can see a different perspective on how the student sees their own world. This project has many possibilities for interpretations and uses. Teaching and Demonstrating Photoshop – Tips and Tricks: Trying to change a curriculum to include more creative options can be daunting at times, especially if it throws a wrench in the typical school culture. In order to best meet the needs of the MACUL journal
Teachers should provide an initial demonstration that shows the process. This can be through a live demo or use of an online resource (i.e. Vimeo or YouTube recording). As a teaching tip, during the demonstration, have volunteer students use a collective Google doc and take notes about the project steps and relevant how-to details that are shown or illustrated. Once the demonstration is over, review the Google doc with the class and fine-tune it for accuracy and organization. This becomes a handy reference for the students; one that they all had a hand in making, reviewing, and editing. Note: during this demonstration, students should not be “doing the project” alongside the teacher. This can lead to great amounts of frustration. They are simply watching the process. After the initial demonstration, the students have now seen the entire process from start to finish. If you had students taking notes during the demo, they now even have a step-by-step guide to reference. Allow for a recording of the demonstration accessible somewhere on the web or network. The next level of support is offering supplemental resources. Get the students started, having a number of resources at their disposal. You are then free to be a facilitator of ideas and really focus on the concepts you are embedding in the Photoshop project. Walk the room, let them ask questions, encourage them to ask each other questions. Be sure to set up mini-deadlines for workflows and checkpoints to make sure they are pacing through the project okay. And remember, HAVE FUN with the process. Additional Information and Resources: http://edex.adobe.com http://photoshopessentials.com http://edex.adobe.com/resource/ba-449/ http://edex.adobe.com/resource/252d66/ http://jdockery.weebly.com/ http://brainbuffet.com/ http://tv.adobe.com/ http://paintingwithphotoshop.weebly.com/ http://vimeo.com/28752507 http://exploredigitalmedia.blogspot.com/2013/10/big-small.html Kelly Kermode teaches English and Yearbook Journalism at Forest Hills Eastern High School in Ada, Michigan. She serves on MACUL SIG WEB as the Communications Officer and enjoys graphic design, web design, photography, and making pottery. She can be reached via e-mail at: firstname.lastname@example.org.
Unraveling the Mysteries of Copyright Protection in Education By Zenia C. Bahorski and Konnie G. Kustron, MACUL SIGCS
Marshall, a middle school history teacher, required that his students create a group project of a three-minute video of a “famous person in history”. His students did a fabulous job! One group even uploaded their project to YouTube®. The video goes viral! There is even talk about making it into a movie. Now for some questions: Who owns the copyright to this video? Is it the teacher, or the school district, or the leader of the group, or the group of students? Will the controversy of the video involve the rights of the parents? These questions are at the heart of education and copyright. The integration and proliferation of technology in education has resulted in an ever-expanding new pool of copyrighted materials owned by schools, teachers and students. A small portion of these new technologies written by teachers, or by students for class assignments includes: e-books; podcasts; vodcasts; computer programs; classroom blogs; videos used as class projects; electronic sharing of documents, drawings, videos, or images; illustrations or materials resulting from the use of commercial software. Any or all of these could be restricted by copyright. Copyrighted materials, created by teachers and students alike, can have serious legal implications. Although this article is not meant to give legal advice, educators must learn the how’s and why’s of copyright, be able to model best practices in their classroom, and relate principles of ownership of copyright to their students. According to copyright law, everything fixed (tangible) in print, in a sound recording, in a digital file, in an email, in a sketch, or in a two or three-dimensional work of art, pantomimes and choreographic works, etc., can be copyrighted by the author of the work (17 U.S.C. § 102; U.S. Copyright Office, Circular 92, p. 7). Copyright 26
protection does not include: “idea, procedure, process, system, method of operation, concept, principle, or discovery, regardless of the form in which it is described, explained, illustrated, or embodied in such work” (U.S.C. § 102). Not all works are copyrightable by the person creating them. Works for hire, as defined by copyright law, include “1) a work prepared by an employee within the scope of his or her employment or 2) a work specially ordered or commissioned for use as a contribution or a collective work” (U.S. Copyright Office, Circular 9, p. 1). Therefore, minors (with a parent or guardian’s permission), as well as adults who are hired to create a copyrightable work as part of their job description relinquish their property rights to their employers. This is where teacher contracts come in to play and why it is important to clarify who owns what. Generally, a teacher owns his or her work if allowed by their contract or agreement (In fact, public school teachers are more likely than private school teachers to retain copyright of the works they produce!) Otherwise, ownership is generally with the employer. This brings us to the limitations of using student work in the classroom. What permissions, if any, are necessary to use student work? The intellectual property rights of the student are no different than those of the teacher. The major difference is that the teacher would need to obtain written permission from a parent or guardian before copying, distributing or creating derivatives of the student’s work. This is, of course, unless a parent has signed a waiver turning over all copyright to the school, the district, or other organization that would display a students’ work (Look to the MACUL Journal Student Publication Guidelines for a sample.)
If the student is over eighteen or emancipated, the student would need to provide consent before the work is used. As an example, suppose a student writes a “perfect” answer to an exam question and the teacher would like to share this with the class as a “model” answer, does the teacher need to get permission to do this? When asked, most students would be flattered by the request. However, the teacher should proceed with caution. Parental permission, for a minor, will need to be obtained. Otherwise, for nonminors, the permission given by the student is sufficient. To minimize liability, teachers must get permission before displaying student work!
So, just how long do students and teachers retain their rights to copyright?
Note that not all uses of students’ copyrighted work need the permission of the students! In a well-publicized 2009 case against iParadigms (the parent company of Turnitin®), the United States Court of Appeals for the Fourth Circuit held that the use of plagiarism detection software was appropriate in the classroom (A.V. v. iParadigms, 2008).
So, just how long do students and teachers retain their rights to copyright? All copyrightable works created on or after January 1, 1978 will enjoy copyright protection that will last as long as the copyright holder lives plus an additional 70 years (U.S. Copyright Office, Circular 38B, p. 2). Most believe that the copyright symbol is required to be affixed to a work in order for it to be protected. This is a common misnomer. On the contrary, according to the Copyright Office, “Use of the notice may be important because it informs the public that the work is protected by copyright, [and] identifies the copyright owner” (U.S. Copyright Office, Circular 1, p. 4). Since 1989 it has not been required to affix the copyright symbol to a copyrighted work. However, it is recommended that you do so if you wish to protect your copyright. In case someone does use your work without your permission and it does go to court, the symbol shows that the “borrower” couldn’t innocently believe that it wasn’t copyrighted (p. 4). Although not required, the Copyright Office recommends that a copyrightable work be registered. Certain advantages come with registration. A public copyright record is required if the holder wishes to bring suit against an infringer. For fees and requirements, go to the Copyright Office site at www.copyright. gov/forms/. What if someone doesn’t mind that others are using their work, but still wish to retain their copyright? Creative Commons was founded to help those that wished to designate a preference for their copyrighted works. They devised a set of symbols that could be used to designate various types of copyright permissions that could be affixed to a copyrighted work. The copyright designation can range from the most restrictive license (Attribution, NonCommercial, No Derivatives) which, if found online, allows
redistribution of the work with the stipulation that the work is not to be altered or used commercially, that the author or creator of the work is to be mentioned, and a link back to the original work is to be included. See Creative Commons at www. creativecommons.org for more information. Title 17 of the Copyright Act, provides the vehicle for those who create the works to retain a property interest which gives them the right to receive royalties for their works as well as decide who can and can’t reproduce the works. These rights are not bound by age. The provisions also protect minor as well as adult student intellectual property rights. Students retain property rights as provided by copyright law as do their teachers. Students who write research papers and present research are, in effect, creating tangible copyrighted works.
As educators, we retain the rights of copyright as provided by U.S. law. Teachers and students, whether they are minors or adults, should know that whatever tangible copyrightable works they create are their own. Minors have the right to retain their copyright, offer it up to the public domain, or transfer it to another. We are not given free reign to use what we want, when we want to use it. It is necessary for teachers and student alike to appreciate the protections of their creative efforts as well as the limitations of using the copyrighted works of others so that everyone’s intellectual property is respected. And to answer the original question: Who owns the video, our middle school history teacher or the students who made the film? Minors retain their rights to copyright. However, if the students are minors as recognized by their state, then to protect their legal rights, the parent(s) or legal guardian must act on their behalf. References: 1976 Copyright Act, 17 U.S.C § 101 - 810 (1978). AV v. iParadigms, LLC, 562 F. 3d 630 (4th Cir. 2009). Creative Commons (n.d.). License your work. Retrieved October 29, 2012 from http://creativecommons.org/license/ United States Copyright Office. (n.d.). Circular 1: Copyright basics. Retrieved October 29, 20012 from http://www.copyright.gov/circs/ United States Copyright Office. (n.d.). Circular 9: Works made for hire. Retrieved September 30, 2013 from http://www.copyright.gov/circs/ circ09.pdf United States Copyright Office. (n.d.). Circular 38B: Highlights of copyright amendments contained in the URA. Retrieved October 29, 2012 from http://www.copyright.gov/circs/ United States Copyright Office. (n.d.). Circular 92: Copyright law of the United States of America and related laws contained in Title 17 of the United States Code. Retrieved October 29, 2012 from http://www. copyright.gov/title17/index.html
Zenia C. Bahorski Ph.D. is an assistant professor in the Department of Computer Science at Eastern Michigan University and is currently serving as the MACUL SIGCS Communications Officer. Konnie G. Kustron J.D. is a professor in the School of Technology Studies at Eastern Michigan University.
Moving from Consuming to Producing By Tim Staal One of the best ways to ignite student passion for learning and help move students toward higher level thinking in school, is to help our students move from being consumers of information to becoming producers of information. Years ago, librarians had often been seen as simply the storekeepers of information to be consumed. Over the last thirty years or so, as information technology has been adopted by schools and embraced by librarians and media specialists, that perception of our roles has changed, as, of course, has the role of the classroom teacher. The classroom teacher has famously moved from being the “sage on the stage to the guide on the side.” In the same way, our libraries, in the classic phrase of Joyce Valenza, “...need to stop being the grocery store or candy store and become the kitchen.” http://blogs.slj.com/ neverendingsearch/2008/08/25/library-as-domestic-metaphor/
ACHIEVING LIBRARY 2.0
How do we do that? The first step of course is to create that special atmosphere that kitchens seem to have: a place where the process of creating good things and enjoying them are is savored; a place where both the ingredients and the processes live; a place where ideas and techniques are discussed, experimented with, and reflected on; a place where both relaxation and sharing happen. A second step is to recognize that most of us cook and learn better when we do so for someone besides ourselves. Having an authentic and appreciative audience and a purpose for our learning and cooking helps all of us do a better job. There are several strategies that we can adopt that will help to create that. Project Based Learning (PBL) is a good example of one of those approaches. Both the Buck Institute www.bie.org/, and Edutopia www.edutopia.org/project-based-learning , have some great resources for teachers and librarians to use when exploring and implementing project based learning approaches. In addition to providing purpose and an authentic audience for our student work, PBL can provide the structure (read “recipe”) to help us with our work. Another approach to help provide audiences for our students is within our library catalogs. We are now able to take good student works in almost any format, store them electronically, and curate them within our collections to serve as exemplars for other students. In order to create both nourishing and appetizing dishes, we need good basic ingredients, appropriate techniques, and some special touches. Staple ingredients in our library kitchens include
not only the basics of our curriculum, but also information in a variety of formats. Traditional print materials such as books and magazines are important staples, as are “traditional” electronic materials such as ebooks, magazine databases and websites. Our students need be skilled in appropriate techniques as well. We need to help them with basic work skills, digital citizenship skills, and information finding, accessing, and curating skills in order to empower them to create new information. We, as teachers and librarians, can help them acquire these skills by providing structures for them in the forms of project based learning, flipped classrooms, inquiry and research units, and chances to learn in non-traditional school environments such as MOOCs and games. Librarians are the perfect people to help teachers and students find the resources and learn the seeking and curating skills needed to succeed in these types of learning environments. They also need the fundamental skills of using technology of course, but giving them higher level opportunities that help them think, analyze, and solve problems using technology is more important than the technology alone. Finally, in order to really make tasty dishes in our kitchens, interesting ingredients and special touches need to be added to provide flavor. These could include personal interviews, private Facebook groups, Diigo bookmark collections or special twitter hashtags as well. Teachers and librarians can help with that and especially with providing structures that encourage student choice and empowerment. Tim Staal is a past-president of MACUL and formerly the Executive Director of MAME. He is currently living in Mumbai, India, where he is serving as Head Librarian at the American School of Bombay: www.asbindia.org. Tim’s Email: email@example.com.
By Sue Schwartz
DISCOVERY 2014 DATES AND LOCATIONS
w w w. r e m c . o r g The REMC Association, like this year’s MACUL Conference – Ignite Learning, offers Michigan educators many opportunities to learn, share and connect with other technology-using educators. Two of these opportunities include the Days of Discovery and the Michigan Common Core State Standards partnerships. The Association and Discovery Education are partnering to bring Michigan teachers engaging professional development sessions. These free Days of Discovery are hosted by local REMCs and are open to teachers across the state. The Day of Discovery experience includes: • Exploration of the wide variety of Discovery Education digital content • Integration strategies and learning experiences to bring digital content alive in your classroom and engage students across the curriculum. • Exposure to a wealth of professional development resources including continuous support through the Discovery Educator Network.
February 14, 2014 REMC 2N, Boyne City MI
April 29, 2014 REMC 16, Ann Arbor MI (tentative)
February 22, 2014 REMC 12E, Lakeview MI
May 8, 2014 REMC 15, Jackson MI (tentative)
One of the newest REMC projects is the Michigan Common Core State Standards (MICCSS) professional development project, a collaborative effort with the Michigan Association of Intermediate School Administrators (MAISA) along with assistance from many professional experts across the state. Responses to two statewide surveys during 2012 and 2013 indicated an overwhelming need for training materials to get all districts to the same level of understanding regarding awareness and implementation of Common Core State Standards. The MICCSS level one training was completed last fall. All professional development materials are posted at www.miccss. org for schools to use. The material is “chunked” so that it can be used by any school during regular staff meetings or in less formal settings among educators who want to work collaboratively to better understand the Michigan CCSS, align instructional materials, and share strategies/resources. Level two materials are being finalized and will focus on understanding the instructional shifts in ELA, Math, and other content areas along with formative assessment strategies. We hope that all Michigan schools will take advantage of these resources and use them with staff, especially if they were not able to attend any of the statewide sessions. Visit the REMC Booth in the MACUL Conference Exhibits to learn more about these and the other REMC Projects - $AVE Bid, Blended Learning in the Classroom, 21Things4 Students & Teachers, MI Streamnet, Connected Educators Series and Michigan Learns Online. If you have any questions about REMC Association of Michigan statewide projects, please contact me at firstname.lastname@example.org. Sue Schwartz is the Executive Director for the REMC Association of Michigan.
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Your advertisement will also appear in the MACUL Journal digital version with worldwide access. Additional information and flash files may be added to the digital advertisement. www.macul.org/maculjournal. Advertising Discounts: For MACUL sponsorship opportunities, call the MACUL office at 517.882.1403. Major sponsors receive 25% advertising discount. General sponsors receive 10% advertising discount.
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The MACUL Journal is sent to every school district in Michigan as well as to educators in nearly 40 states, and Canada. The Journal is an important source of information for teachers and administrators in elementary through college levels. The Journal is published four times a year, with a readership circulation of over 6,000. A digital version is also available online. Need help developing an ad? As a service to our advertisers, ad design and copy alterations are available for a fee. The publisher reserves the right to reject any advertising not in keeping with our standards Cancellations are not accepted after the ad reservation due date.
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