Member Profile Jason Schrage Making School a Little Less Painful through Technology

"Making School a Little Less Painful through Techology" is an ISTE member profile on social studies teacher Jason Schrage.  In preparing his middle school students for the state exams, Mr. Schrage decided to make things interesting by introducing technology.  He got in touch with his cousin, also a middle school social studies teacher, to create a game using videoconferencing technology.  The two classrooms competed against each other in real time to prep for their test, and the kids had fun getting ready for the state exams. 

Mr. Schrage enjoys experimenting with technology as a means to reach his students in new ways.  He says it keeps him "energized and it trickles down to the kids."  Schrage says that he spends a lot of time "teaching to the test" because that's the expection.  However, he uses technology to make this kind of teaching a "little less painful." 

Mr. Schrage is a fan of Twitter and has used it to find new approaches to old topics, such as the Great Depression.  He asked Twitter friends to create VoiceThreads to offer strategies and tips to help his students prepare for social studies state exams.  The result... now his students don't have just one social studies teacher but dozens from around the world.

I appreciate the way Mr. Schrage has used technology to make topics that might seem boring to kids come alive.  There is a considerable amount of reading and memorization involved in studying history.  Once students know the facts they can begin to make connections and think critically about events and people in history .  Using technology creatively, as Mr. Scharge has done, can enhance both the rote memorization and the critical thinking involved in history.

Fingal, D.  (2010).  Member Profile Jason Schrage Making School a Little Less Painful through Technology. 38(2).  Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Member_Profile_Jason_Schrage_Making_School_a_Little_Less_Painful_through_Technology.aspx 

Total Technology Immersion

In her article, Sandy Vaughn advocates for one-to-one technology immersion in K-12 schools citing the success story of the Floydada Independent School District (FISD) in rural west Texas.  FISD is a low income district serving 900 K-12 students.

Six year ago FISD began piloting technology immersion, starting at a middle school.  Since then the program has expanded to include all children in grades 6-12.  In its sixth year the district is expanding the program to elementary school students.  With local grant money, the district invested in wireless technology, lap tops, document cameras, interactive white boards, digital cameras, etc.

Teachers and staff are invested and feel like an important part of the educational process as a result of technology immersion.  Students are excited about learning,they are becoming visual and kinestic learners, test scores have improved, and high school students have access to online college courses. 

Evaluation and assessment of the program is an ongoing process of gathering data from a variety of tests and developing best practices.  NETS standards are being met in all categories for teachers and students as technology has become integral to the schools, curriculum and pedagogy.  Overall the program has been a success as teachers and students show a renewed interest in education and are invested in technology.

Learning Connections Telling Stories with Video

In their article, Carl Young and Sara Kajder, highlight some of the ways in which digital video can enhance the English language arts curriculum for students.  Research shows that "students learn best when they use multiliteracies to read and compose in new ways."  Creating digital video stories offers this opportunity by allowing students to compose, collaborate, reflect and analyze in a creative, authentic medium.  In order to be fully literate, the authors state that students must know how to use technology tools and know when to use them appropriately.  In other words, students must know which form of literacy will "best suppot their purpose for a given audience and a specific context." 

As a teacher, I would use digital video technology to enhance language arts.  Take for example the traditional book report.  I would encourage students to use digital video means for doing their book reports by creating a "trailer" as suggested by the authors or doing a video review of the book.  This would be an authentic way for students to express themselves in written form (storyboard and script) and orally, while employing technology.  Students could collaborate digitally in creating their video and share their video for other students to comment.  This project would meet NETS Standards 1 (creativity and innovation), 2 (communication and collaboration), 4 (critical thinking) and 5 (digital citizenship). 

VoiceThread Extends the Classroom with Interactive Multimedia Albums

In her article from Edutopia, Laila Weir, explores the educational value of VoiceThread, a Web 2.0 tool that she describes as an "interactive media album."  Weir looks at how one teacher, Bill Ferriter, has used VoiceThread in his sixth grade humanities class to extend his classroom and the learning process. 

Ferriter argues that students participate more actively in digital discussions than in classroom discussion, because they feel safer about making comments online and they prefer the multiple conversation format of VoiceThread.  Ferriter has used VoiceThread to encourage his students to engage in free writing and collaborative conversations. 

I agree that the education applications of Voicethread are vast.  Voicethread touches on all of the NETS standards for students.  However, the standard I find most challenging is digitial citizenship.  When using Voicethread it is critical that students understand and respect the cultural, human and social issues tied to using technology ethically, in this case digital communication and collaboration.  The same as in a face to face classroom discussions with the teacher present, students must demonstrate a positive and respectful attitude when creating and commenting on VoiceThread.

As a teacher, I would use VoiceThread both inside and outside the classroom in all subject matters.  It is a powerful tool for teaching and learning, especially in extending learning beyond the classroom.  Students will want to participate in VoiceThread learning forums because they are cutting edge, fun and creative. 

Weir, L. (2008). VoiceThread Extends the Classroom with Interactive Multimedia Albums.  Edutopia.  http://www.edutopia.org/voicethread-interactive-multimedia-albums

my voicethread

Here is the link to my voicethread.

my website

Link to my website.

My Bookr creation

This is a link to my Bookr creation.

My EDUC 422 Survey

Dear Friends,


Please take my EDUC 422 survey


Thanks,

Julie

PresentationJW

S'Cool Tools: 5 Great Tools to Perk Up Your Classroom and Engage Your Students

In her article, "S'Cool Tools," Maureen Brown Yoder shares her research and recommendations on five new learning tools for the classroom.  All of the tools she suggests meet the following criteria:  they enhance teaching, they are easy to learn and well supported, and they are new or improved. 

Of the five tools Yoder recommends, my favorite is the Lego Education's WeDo Robotics Construction Set.  I like that it has a broad age appeal.  Elementary to middle school students can use this hands on manipulative in different ways as a learning tool for mechanics and movement.  It also integrates the physical and virtual worlds by allowing students to create their own on-screen animations and stories with WeDo software.  Students can then share their models and stories with children in other countries.  The kit was developed by MIT Media Lab and costs about $300.

In an elementary school classroom, I would use the WeDo Robotics Constuction Set to help students learn about problem solving, team work (at $300/set students would work in small groups), and basic principles of physics.   Then, I would encourage them to be creative in constucting their own on-screen animations and writing about their animations.  

The WeDo Robotics Construction Set fulfills several ISTE NETS Standards, including:  NETS Standard 1 creativity and innovation (students create an original work as a means group expression); NETS Standard 2 communication and collaboration (studets interact and collaborate in a digital environment and contribute to a team to produce an original work); and NETS Standard 4 problem solving (students plan activities to develop complete a project).

In addition to the Lego learning tool, Yoder reviews Smart Table, AVer Pen, MUVEs, and Google Apps Education Community.  However, my favorite learning tool was the Lego Education's WeDo Robotics Construction Set because legos are a popular hand-on learning tool for kids of all ages.  Integrating Lego construction with motion and virtual learning is an outstanding way to introduce kids to mechanics, motion, collaboration and creativity while having fun. 



Yoder, M.B. (2009). S'Cool Tools: 5 Great Tools to Perk Up Your Classroom and Engage Your Students.  Learning and Leading with Technology (37)3. Advanced Online Publication. Retrieved from: http://www.iste.org/AM/Template.cfm? Section=November_No_3_5&Template=/MembersOnly.cfm&NavMenuID=4436&ContentID=24614&DirectListComboInd=D

Computing in the Clouds

In his article, "Computing in the Clouds," Doug Johnson makes a case for schools to adopt cloud computing.  Cloud computing relies on applications and file storage that resides on a network.  The network could be a local-area network, a district Intranet, or the Internet.   According to Johnson, the biggest advantage to cloud computing is cost savings.  For schools that are facing budget problems, cloud computing can help cut costs because applications and file storage are free.  Also, schools can invest in cheaper computers, such as Netbooks, because computers operating in the cloud do not need have large hard drives or powerful processors.  Two other advantages of cloud computing are ease in sharing documents and the ability to work anywhere on any computer.

I found the warnings against cloud computing to be fairly benign.  For example, steps have been taken by Google to ensure file security and privacy.  There are some funtions that the cloud cannot handle such as big data crunching projects, but it is unlikely that primary school students would undertake projects like these.  My biggest concern would be that providers of applications and storage may start charging for these services in the future, which would negate Johnson's main argument in favor of cloud computing. 

I found it is also important for schools to consider the following.  First, that they have in place a wireless network that is reliable, adequate and secure to support hundreds of users.  And second, schools must provide teacher training on cloud computing. 

As a teacher, I would advocate for cloud computing as a means for students and teachers to have greater flexibility and to encourage collaboration among students and teachers.  Cloud computing allows teachers to share ideas, concepts and lesson plans with other teachers in their school and within the district.  This kind of sharing and collaboration saves time and makes for better teaching.  Students can also work collaboratively on projects using the cloud.  They can work in groups at school and continue working with their group at home.  These uses of cloud computing support ISTE NETS Standards for Communication and Collaboration (2) and Digital Citizenship (5). 

Overall, cloud computing is an excellent choice for schools looking to save money and encourage communication, collaboration and digital citzenship.  Cloud computing helps schools save money by not having to buy expensive software programs or file storage.  Computers that use the cloud can be cheaper because they do not need big hard drives or powerful processors.  The ability to share files on the Internet encourages teacher and student collaboration and communication.  Finally, I believe cloud computer fosters digital citizenship as stated in the NETS Standards, "students exhibit a postive attitude toward using technology that supports collaboration, learning and productivity."

Project Tomorrow

The "Project Tomorrow" article's main premise is that students want to drive their own learning process or be "free agent learners" with the use of technology.   Students are using a variety of technology tools to communicate, create and learn, such as: online learning courses, interactive educational websites, open source software, social networking sites, educational games and online textbooks.  The ISTE standards for 3rd-6th grade complement this technology-based, student-centered learning model.  According to ISTE standards, students will use technology to create stories, do research, debate technology, conceptualize group learning projects and investigate global issues.  I believe technology-based, student-centered learning is an effective means for upper elementary school students to grow into critical thinkers, who can apply information and ideas across the curriculum.   As a elementary school teacher, I look forward to using technology to help students develop critical thinking skills and be innovative in their approach to learning.