tag:blogger.com,1999:blog-16490114171369064862024-03-18T02:47:48.298-07:00wwwatanabefuture ready learning • capacities of literate individuals • equity • relationshipsTracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.comBlogger149125tag:blogger.com,1999:blog-1649011417136906486.post-5447330618196490942019-08-21T10:44:00.001-07:002019-08-21T10:44:10.025-07:00Summer ReflectionsWhen I started the, <a href="https://wp.me/p4cW8a-2MY" target="_blank">8 Weeks of Summer Blog Challenge</a> for educators, I found myself continuously thinking of insights and inspirations. As a result, I've condensed my reflections to one post.<br />
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<b><a href="https://www.hotlunchtray.com/week-2-8weeksofsummer-blog-prompt/" target="_blank">Week 2</a>: </b>Ponder your Professional Past -- What has contributed to the educator you are today?</h3>
Listening to the students, and trying to meet their needs contributed the most to my being the educator I am today.<br />
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Each and every student has different motivators and needs. Discover what works best, and continue to evolve.<br />
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<a href="https://www.hotlunchtray.com/week-3-8weeksofsummer-blog-prompt/" target="_blank">Week 3</a>: Leader & Follower -- How are you both a leader and a follower in your career?</h3>
The best leaders are also followers, because we improve by learning from one another. We learn with our students, colleagues, administrators, staff, families, and communities. It reminds me of that quote, "The smartest person in the room, is the room."<br />
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<a href="https://www.hotlunchtray.com/week-4-8weeksofsummer-blog-prompt/" target="_blank">Week 4</a>: Lead Learner -- What are optimal conditions in which to learn, for you, and for students?</h3>
When thinking through Maslow's Hierachy of Needs, I find the optimal learning conditions. When we are healthy, safe, feel like we belong and are valued, then we are able to push forward and optimally grow -- learn.<br />
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<a href="https://1.bp.blogspot.com/-GC27ioGj0M4/XV13FvT6DeI/AAAAAAAADpE/oiQkzzFYHC00_7KH3z8HCsx_GqrTFYtDwCLcBGAs/s1600/Tracys%2BMaslow%2Binterpretation.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="890" data-original-width="1600" height="355" src="https://1.bp.blogspot.com/-GC27ioGj0M4/XV13FvT6DeI/AAAAAAAADpE/oiQkzzFYHC00_7KH3z8HCsx_GqrTFYtDwCLcBGAs/s640/Tracys%2BMaslow%2Binterpretation.png" width="640" /></a></div>
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<a href="https://www.hotlunchtray.com/week-5-8weeksofsummer-blog-prompt/" target="_blank">Week 5</a>: Big Hairy Audacious Goal -- What is your BHAG for next school year?</h3>
My BHAG is to consider employment allowing me to live up to my full potential, while building others.<br />
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<a href="https://www.hotlunchtray.com/week-6-8weeksofsummer-blog-prompt/" target="_blank">Week 6</a>: Plan to Change -- How are you planning to implement change next school year?</h3>
I think Maya Angelou says it best, "If you don’t like something, change it. If you can’t change it, change your attitude."<br />
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<a href="https://www.hotlunchtray.com/week-7-8weeksofsummer-blog-prompt/" target="_blank">Week 7</a>: Professional Learning -- Check-in on where you are in your summer learning journey and your overall professional journey.</h3>
I'm an educator. A learner. A person.<br />
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<a href="https://www.hotlunchtray.com/week-8-8weeksofsummer-blog-post/" target="_blank">Week 8</a>: Moving Forward -- What will you keep from the #8WeekofSummer Blog Challenge moving forward?</h3>
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Everyone has strengths and areas for improvement. In order to promote growth, we should take time to reflect, accept, and plan. </div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-45709397755439555292019-06-17T12:33:00.000-07:002019-06-17T12:34:36.758-07:008 Weeks of Summer Goals“This post is week 1 of 8 in the <a href="https://wp.me/p4cW8a-2MY" target="_blank">8 Weeks of Summer Blog Challenge</a> for educators.”<br />
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<a href="https://i2.wp.com/www.hotlunchtray.com/wp-content/uploads/2019/06/2019-8weeksofsummer-INSTA-1.png?w=1080&ssl=1" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="800" data-original-width="800" height="320" src="https://i2.wp.com/www.hotlunchtray.com/wp-content/uploads/2019/06/2019-8weeksofsummer-INSTA-1.png?w=1080&ssl=1" title="hotlunchtray.com" width="320" /></a></div>
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<b>Goal: Reflection through Connection</b></div>
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I've spent ample time reflecting, but haven't had the courage to connect and share. Thus, with the encouragement of <a href="http://whatelse.edublogs.org/2019/06/14/8weeksofsummer-goals/#.XQRgctDeMC4.twitter" target="_blank">Sheri Edwards</a>, I will partake in this <a href="https://www.hotlunchtray.com/join-the-8weeksofsummer-blogging-challenge/" target="_blank">summer blogging challenge</a>. </div>
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One of the topics I'm passionate about is the importance of media literacy, with a spotlight on discerning valid and reliable sources.</div>
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<b>Goal: Squashing fake news</b></div>
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The investment and value of informational literacy, such as using and teaching about <a href="https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real" target="_blank">reliable sources</a>, should be prioritized. Strive to educate our students as well as our educators about the use of "educational technologies" <i>as</i> literacy, rather than something optional.</div>
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<a href="https://mediaeducationlab.com/sites/default/files/Coiro%202018%20Building%20Digital%20Literacy%20Momentum.pdf" target="_blank">In a world of fake news and alternative facts, it is crucial that people learn to use the Internet and other digital media sources effectively and reliably.</a> -- Julie Coiro</blockquote>
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<b>Final thoughts</b></div>
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While discerning fake news is one of my passions, my summer goal is to connect and share. What might you share? What's one thing you are thinking or wondering?</div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-64138445194042152812018-08-22T08:30:00.000-07:002018-08-22T08:30:16.118-07:00Empathy is not optionalI wonder how we might treat others if one of our deep beliefs holds that empathy isn't optional.<br />
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Be humble and intent on monitoring our judgments</h3>
We might not know the narrative of others -- strangers, family, friends, colleagues, staff, and students -- and we could miss an opportunity to be kind, <a href="http://www.ascd.org/ascd-express/vol13/1306-sandles.aspx" target="_blank">serve</a>, and dignify another human being.<br />
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<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/1Evwgu369Jw?rel=0" width="560"></iframe></div>
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<a href="http://www.ascd.org/ascd-express/vol13/1301-toc.aspx" target="_blank">Empathy</a> is not an occasional event like window-shopping, with multiple options to consider. <a href="http://www.ascd.org/ascd-express/vol13/1301-hockett.aspx" target="_blank">Empathy</a> is the marrow of relationships, that comes from humility, encouragement, and taking notice of humanity.<br />
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Daily challenge</h3>
<ul>
<li>Look for inspiration of empathy in action. </li>
<li>Take advantage of opportunities to make a difference.</li>
<li>Ask, "Who might I need to be in order to treat others the way I wish to be treated?" </li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_BqFiqT4DBl3LIP_cKzdt9d4-_088lQXd99MjecVIC8ZOA5s1pGjtx2I3ztWhrjn1mI7Kmkit0Hs0WFDMECAmAnFRxH3kdGLpl-tIJOloIR-qoKj_pv74PAHPGXHnJRbz9-Zk1D93/s1600/Screen+Shot+2018-03-10+at+8.23.34+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="" border="0" data-original-height="586" data-original-width="1370" height="85" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_BqFiqT4DBl3LIP_cKzdt9d4-_088lQXd99MjecVIC8ZOA5s1pGjtx2I3ztWhrjn1mI7Kmkit0Hs0WFDMECAmAnFRxH3kdGLpl-tIJOloIR-qoKj_pv74PAHPGXHnJRbz9-Zk1D93/s200/Screen+Shot+2018-03-10+at+8.23.34+PM.png" title="Empathy required CC:by Tracy Watanabe" width="200" /></a></div>
<i>What might the world be like if we didn't approach empathy as an optional practice? </i><br />
<i>How might a commitment to empathy influence schools and classrooms?</i></div>
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Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-33287376460201038512018-03-16T08:30:00.000-07:002018-03-16T08:30:16.568-07:00Amplify Voice through Social Media #CUE18Giving students a platform to exercise their voice, and listening to learn and understand, <a href="http://quagliainstitute.org/dmsView/MyVoice_ExecSummary2014_10" target="_blank">makes an impact</a> on learning, academic discourse, class/school/district culture and climate.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibEds4xIHT-fDzNfsJTwGWsSn4ZSoEu83s8Fz4NyYavcTJDW9QMShPxpgJBIyU06FwSdnH7xY9oolLjpdhQYAZc3Ry7W4L4P10gun-xu0P3gyzMs0VxdGqCO0rowiM_EXsv2j-Kxjw/s1600/Untitled-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="1073" data-original-width="1600" height="267" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibEds4xIHT-fDzNfsJTwGWsSn4ZSoEu83s8Fz4NyYavcTJDW9QMShPxpgJBIyU06FwSdnH7xY9oolLjpdhQYAZc3Ry7W4L4P10gun-xu0P3gyzMs0VxdGqCO0rowiM_EXsv2j-Kxjw/s400/Untitled-1.jpg" title="StudentVoiceSketchNotesbyTracyWatanabe" width="400" /></a></div>
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Some of the highlights and resources gained from learning with <a href="https://twitter.com/JoeMarquez70" target="_blank">@JoeMarquez70</a> 's at <a href="https://twitter.com/search?f=tweets&vertical=default&q=%23cue18&src=typd" target="_blank">#CUE18</a>, includes:<br />
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<li>Digital Citizenship -- address this daily</li>
<li>Invite a Guest Moderator to the backchannel </li>
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Back Channel Tools</div>
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<li><a href="https://todaysmeet.com/" target="_blank">Today's Meet</a></li>
<li><a href="https://app.ziteboard.com/" target="_blank">ZiteBoard</a></li>
<li><a href="https://awwapp.com/" target="_blank">AwwApp</a></li>
<li>Class Hashtag</li>
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Collaborating, Learning Artifacts, Annotating Tools</div>
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<li><a href="https://classroom.google.com/" target="_blank">Google Classroom</a></li>
<li>in conjunction with <a href="http://qbbuzzer.com/" target="_blank">qbbuzzer</a></li>
<li><a href="https://sites.google.com/?pli=1" target="_blank">Google Sites</a></li>
<li><a href="https://info.flipgrid.com/" target="_blank">Flipgrid</a></li>
<li><a href="http://perusall.com/" target="_blank">Perusall</a></li>
<li><a href="https://edji.it/#/home" target="_blank">Edji</a></li>
<li>YouTube with <a href="https://vialogues.com/" target="_blank">Vialogues</a></li>
<li><a href="https://nearpod.com/" target="_blank">NearPod</a></li>
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Connect with the world beyond the four walls:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4ob5wSjb6SSeIC1hC1AOAJ37E7QK2UkouY0Vpgctr7937rlBmbbsqHg-VOsiIwBEG2pczy4CYdWEscDMr0HwWXvtdJrSoA5qasRwuBXNC6gQc74o-NF7uAcTj15R5RiOHWL7INLdO/s1600/Screen+Shot+2018-03-16+at+12.31.14+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="860" data-original-width="1516" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4ob5wSjb6SSeIC1hC1AOAJ37E7QK2UkouY0Vpgctr7937rlBmbbsqHg-VOsiIwBEG2pczy4CYdWEscDMr0HwWXvtdJrSoA5qasRwuBXNC6gQc74o-NF7uAcTj15R5RiOHWL7INLdO/s320/Screen+Shot+2018-03-16+at+12.31.14+AM.png" width="320" /></a></div>
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Note: I am sharing some resources and successes from Joe Marquez, and please understand that I have not vetted the privacy policies for <a href="https://www.f3law.com/downloads/Technology%20Contract%20Checklist%20w%20Sample%20AB%201584%20Contract%20Addendum.pdf" target="_blank">AB 1584 compliance</a> <i>yet</i>. </div>
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<li><b>What are some other success stories of amplifying student voice?</b></li>
<li><b>How else might we promote academic discourse? </b></li>
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Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-84964945539051689462018-03-16T07:00:00.000-07:002018-03-16T14:13:19.638-07:00Fake News and Visual Literacy #CUE18Fake news is not accidental reporting with a few mistakes, it is intentional and designed to look real. According to <a href="http://www.csulb.edu/teacher-librarian-services-credential/page/lesley-farmer" target="_blank">Dr. Lesley Farmer</a>, of California State University at Long Beach, <a href="https://csulblis.libguides.com/c.php?g=756956&p=5426989" target="_blank">the motivation behind creating fake news </a>is often to profit, gain influence, assert power, and sometimes to entertain.<br />
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<a href="https://3.bp.blogspot.com/-UfrIEenGZ7U/WqsrH0VoTfI/AAAAAAAADbs/wK2SyjbIk2AVhXFJl2rInVRLuLyXpZtFQCLcBGAs/s1600/Untitled%2B3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="940" data-original-width="1600" height="235" src="https://3.bp.blogspot.com/-UfrIEenGZ7U/WqsrH0VoTfI/AAAAAAAADbs/wK2SyjbIk2AVhXFJl2rInVRLuLyXpZtFQCLcBGAs/s400/Untitled%2B3.jpg" title="SketchNotes CC by TracyWatanabe" width="400" /></a></div>
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As critical consumers and responsible contributors, we should be skilled in <a href="http://sites.bu.edu/summerliteracyinstitute/files/2015/04/LeuD-Best-Practices.pdf" target="_blank">discerning validity</a> and disseminating reliable information. Images, like all text, communicates a message. Hence, we are to "read" the visual and glean meaning <a href="http://www.corestandards.org/other-resources/key-shifts-in-english-language-arts/" target="_blank">grounded in evidence.</a> However, we might not retain the objectivity to critically evaluate the message when strong emotions skew our perception. When a communication reinforces or challenges our core beliefs, it might blind us from objectively stepping back to ask questions such as, "What's the narrative? Who is communicating it, and why?"<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHFB3KRPjJ_JsPV62MKAdIcEAGYYRe9Z7MZggVFACwi-DnYe2Kk-lywudznx83vTJLNTa2P6uIQfAcpwMMYBtTMFhiiS-d5bA16BXg5Op22b3j87g7ozl6uEu08-1ajI1Wmu6R-kZn/s1600/Untitled+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="1105" data-original-width="1600" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHFB3KRPjJ_JsPV62MKAdIcEAGYYRe9Z7MZggVFACwi-DnYe2Kk-lywudznx83vTJLNTa2P6uIQfAcpwMMYBtTMFhiiS-d5bA16BXg5Op22b3j87g7ozl6uEu08-1ajI1Wmu6R-kZn/s400/Untitled+2.jpg" title="SketchNotes CC by @TracyWatanabe" width="400" /></a></div>
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<a href="https://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter10.pdf" target="_blank">California's ELA/ELD Framework</a> explicitly draws attention to the broader topic of information literacy and discerning validity. "As students engage with texts, they learn to consider the following: Who is privileged? Who is marginalized? Who and what is missing? Who is the author? What is the author’s objective? What are the author’s perspectives and biases? Does the author adequately support claims?" This line of thinking is our social responsibility to practice, and moral imperative to teach. We are in the business of creating <a href="https://www.cde.ca.gov/ci/rl/cf/documents/circlesofimplementateng.pdf" target="_blank">broadly literate individuals</a>, prepared for college, career, and civic life.</div>
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This <a href="https://twitter.com/hashtag/cue18?vertical=default&src=hash" target="_blank">#CUE18</a> session, presented by <a href="https://csulblis.libguides.com/c.php?g=756956&p=5426903" target="_blank">Dr. Lesley Farmer</a>, illuminated important concepts about visual literacy, and classroom / library implementation. Furthermore, her curation of <a href="https://csulblis.libguides.com/c.php?g=756956&p=5426903" target="_blank">resources</a> to help tackle this literacy are solid. Eureka! </div>
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<a href="https://4.bp.blogspot.com/-z-W5bc2SVxg/WqsrWIjHUXI/AAAAAAAADbw/AFM61s7-fHgN88Sd9n0tNzPgLsAUc-J2QCLcBGAs/s1600/Untitled%2B4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="928" data-original-width="1600" height="231" src="https://4.bp.blogspot.com/-z-W5bc2SVxg/WqsrWIjHUXI/AAAAAAAADbw/AFM61s7-fHgN88Sd9n0tNzPgLsAUc-J2QCLcBGAs/s400/Untitled%2B4.jpg" title="SketchNotes CC by TracyWatanabe at CUE18" width="400" /></a></div>
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The bottom line is visual literacy includes the skills and knowledge to recognize fictional from non-fictional discourse, and <a href="http://www.corestandards.org/ELA-Literacy/CCRA/SL/1/" target="_blank">communication with diverse partners</a>. Spotting fake news and inquiring about alternate points of view, increases access to knowledge and democratic ideals to act as informed citizens.</div>
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<ul>
<li><b>What might the implications of focusing on visual literacy be on our work? </b></li>
<li><b>What resonates with you regarding fake news or information literacy?</b></li>
<li><b>What possible resources or ideas might you add for developing visual literacy?</b></li>
</ul>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-49691644333791682382016-07-02T21:45:00.000-07:002016-07-02T21:47:29.927-07:00Global CollaborationIn order to prepare students to apply rigorous learning to new and real-world situations, educators must provide opportunities that foster critical and creative thinking, communication and collaboration.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNuebprKGhsxUdCvbKFvf76eXDb8g2rnDvTfoQaRz-ZGrXV9P8WkRJvN1EBmGKpmLxbf0vpVm77ivDDdf9my4H5XM9g9LB7h1VLawAEz7PimadzCUfL-mB3zEfSCYfTKUViiikkMpA/s1600/Screen+Shot+2016-07-01+at+10.28.28+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNuebprKGhsxUdCvbKFvf76eXDb8g2rnDvTfoQaRz-ZGrXV9P8WkRJvN1EBmGKpmLxbf0vpVm77ivDDdf9my4H5XM9g9LB7h1VLawAEz7PimadzCUfL-mB3zEfSCYfTKUViiikkMpA/s320/Screen+Shot+2016-07-01+at+10.28.28+PM.png" title="CA ELA ELD Framework Quote Ch 1. Image created by Tracy Watanabe CC:BY" width="320" /></a></div>
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<b>Importance of Global Collaborations</b><br />
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Common Core State Standards demand students to <a href="https://www.iste.org/explore/articleDetail?articleid=608&category=In-the-classroom&article=" target="_blank">collaborate with <i>diverse partners</i></a>, thereby expanding students' <a href="http://www.p21.org/about-us/p21-framework/256" target="_blank">global awareness</a>.<br />
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<a href="https://2.bp.blogspot.com/-vpFOtM2QZSk/V3ftZDq8YBI/AAAAAAAACr0/MrnugG-9dJkQfRKIWDD1zNPa28IE8F9LgCLcB/s1600/Collaboration%2BStandards.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" height="253" src="https://2.bp.blogspot.com/-vpFOtM2QZSk/V3ftZDq8YBI/AAAAAAAACr0/MrnugG-9dJkQfRKIWDD1zNPa28IE8F9LgCLcB/s640/Collaboration%2BStandards.png" title="Collaboration Standards. Image by Tracy Watanabe. CC:BY." width="512" /></a></div>
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Some of the <a href="http://www.p21.org/our-work/4cs-research-series/collaboration" target="_blank">benefits of collaboration</a> might include:<br />
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<li><a href="http://www.edutopia.org/blog/creating-meaningful-global-connections-bridget-suvansri" target="_blank">Developing interpersonal skills</a> of working together as a team.</li>
<li><a href="http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/" target="_blank">Fostering critical thinking skills</a> while working towards a collaborative goal.</li>
<li>Increasing comprehension while partaking in conversations and exploring ideas from different perspectives.</li>
<li>"Collaborative learning promotes communication among students; it is particularly beneficial for English Learners (ELs) because peer interaction contributes to the development of language," (<a href="http://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter2.pdf" target="_blank">CA ELA ELD Framework, Chapter 2</a>).</li>
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<b>New 2016 ISTE Standards for Students</b><br />
<br />
I recently attended the ISTE Conference in Denver, where they unveiled the <a href="http://www.iste.org/standards/standards/for-students-2016" target="_blank">2016 ISTE Standards for Students</a>. Besides the upgraded section on digital citizenship, I also noticed the spotlight on "<b>Global Collaborator</b>" -- "Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally."<br />
<br />
Technology should be used actively and purposefully for student learning. Digital tools should be used to:<br />
<ul>
<li>Collaborate with diverse partners, and to examine issues from multiple perspectives (2016 ISTE Standards for Students).</li>
<li>Contribute to team projects, presentations, and ideas (2016 ISTE Standards for Students).</li>
<li>Explore local and global topics, problems, and solutions (2016 ISTE Standards for Students).</li>
<li>"(Encourage) elaboration, questioning, and explanation, such as prompting students to explain information and arguments as they read," (<a href="http://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter10.pdf" target="_blank">CA ELA ELD Framework, Ch. 10</a>).</li>
<li>"(Teach) with examples and cases, such as modeling how to prepare a presentation or provide constructive feedback to a student author," (CA ELA ELD Framework, Ch. 10).</li>
</ul>
<b><br /></b>
<b>Structures that Allow Connectivity</b><br />
<br />
Global collaborations should be built into classroom learning opportunities, as students also learn about ethical and <a href="https://www.commonsensemedia.org/educators/scope-and-sequence" target="_blank">safe online interaction</a>.<br />
<br />
Each district has different infrastructure and <a href="http://ikeepsafe.org/wp-content/uploads/2016/03/Top-10-Privacy-Tips.pdf" target="_blank">policies</a> in place. Within the parameters of the district, students should benefit when teachers provide opportunities for collaboration beyond the four walls of the classroom.<br />
<br />
<b>Global Collaborations</b><br />
<br />
At #ISTE2016, I had the privilege of sharing about the <a href="http://studentchallenge.edublogs.org/" target="_blank">Student Blogging Challenge</a> with <a href="https://twitter.com/tasteach" target="_blank">Sue Wyatt</a>, the organizer of the challenge. I know I've shared ample times that I learned how to blog through the <a href="http://teacherchallenge.edublogs.org/personal-blogging/" target="_blank">Teacher Blogging Challenge</a>, and went on to understand how to blog with students while participating in the Student Blogging Challenge. Every year, I continue to participate as a mentor in the challenge.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPunYE9Ss_UOjTUd3LBa4JQkc1zAzFpTw19kjEQZCWn9g1WA7sw9GEAHjKcGpxX36WJwSbVC2Ef7M_osTENTOpDExzy6jZsi0eoElQj9KV57zSzNOGtxZ9t1AKyY6A0mWQnOTkemVq/s1600/16stubc.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="290" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPunYE9Ss_UOjTUd3LBa4JQkc1zAzFpTw19kjEQZCWn9g1WA7sw9GEAHjKcGpxX36WJwSbVC2Ef7M_osTENTOpDExzy6jZsi0eoElQj9KV57zSzNOGtxZ9t1AKyY6A0mWQnOTkemVq/s640/16stubc.png" width="512" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Our session at ISTE, with posters created by student participants. </td></tr>
</tbody></table>
Some other global collaborations that I recently learned about while at ISTE include:<br />
<br />
<ul>
<li><a href="http://www.tcge.ca/" target="_blank">Centre for Global Education</a> -- "The mission of The Centre for Global Education (TCGE) is to educate 21st Century students for a 21st Century world by providing global learning opportunities, enhanced through technology, informed by sound research and innovative teaching."</li>
<li><a href="http://encounters.tigweb.org/events/" target="_blank">Global Encounters</a> -- "Global Encounters is an international student video conference program, offered through a partnership between the <a href="http://tcge.tiged.org/" target="_blank">Centre for Global Education (CGE)</a> and <a href="https://www.tigweb.org/" target="_blank">TakingITGlobal (TIG)</a>. We've hosted dozens of events on critical global issues such as child soldiers and armed conflict, women's rights, mental health, climate change and many more."</li>
<li><a href="https://www.globalonenessproject.org/" target="_blank">Global Oneness Project</a> -- Raise global awareness about international issues such as trash in the sea.</li>
<li><a href="http://www.globalschoolnet.org/index.cfm" target="_blank">Global School Network</a> -- "Global SchoolNet's mission is to support 21st century, brain-friendly learning, and improve academic performance through content-driven collaboration."</li>
<li><a href="http://www.globalcollaborationday.org/the-great-global-project-challenge.html" target="_blank">Great Global Project / Global Collaboration Day</a> -- Resources and opportunities for educators and students. Create your own project and share to make collaborations, or join an established collaboration.</li>
<li><a href="http://myhero.com/" target="_blank">MyHero Project</a> -- Publish stories, films and artwork to celebrate the best of humanity.</li>
<li><a href="http://www.tigweb.org/" target="_blank">TakingITGlobal</a> -- "TakingITGlobal empowers youth to understand and act on the world's greatest challenges."</li>
<li><a href="http://thewonderment.com/about" target="_blank">Wonderment</a> -- "In the Wonderment, kids can join around the globe to explore, creatively collaborate and solve problems on a global level—and be supported with resources to make a real impact on their communities and the world."</li>
<li><a href="http://writeourworld.org/" target="_blank">Write Our World</a> -- Author or co-author cultural books and publish online. </li>
</ul>
<br />
<b>Final Thoughts</b><br />
<br />
Making connections beyond the four classroom walls is not optional, it's an expectation. Let's create systems that will support ethical and safe practices, and continue to share <a href="http://www.edutopia.org/article/global-education-resources" target="_blank">global collaborative opportunities</a> to support educators in this process.<br />
<br />
<ul>
<li>What are some of your favorite global collaborations? What might you add to this list?</li>
<li>What might be some other benefits of making connections beyond the four classroom walls?</li>
<li>What thoughts would you like to add to this post?</li>
</ul>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-299472434214004482016-06-04T18:50:00.000-07:002018-03-18T21:04:54.793-07:00Urgency with Coding Now for the FutureI've heard <a href="https://twitter.com/Ajay460" target="_blank">Anne Jenks</a> share numerous times the importance of teaching coding in school, especially with so many <a href="http://blog.code.org/post/144206906013/computing-occupations-are-now-the-1-source-of-new" target="_blank">STEM professions available</a>. If computer science careers are the number one source of jobs in the US, then we should have more computer science graduates, and therefore more coding/programming opportunities in K-12 classrooms.<br />
<br />
<div style="text-align: center;">
<blockquote class="twitter-tweet" data-lang="en">
<div dir="ltr" lang="en">
Urgency with coding in classrooms now for jobs in the future <a href="https://twitter.com/hashtag/cue16?src=hash">#cue16</a> <a href="https://twitter.com/hashtag/gccue?src=hash">#gccue</a> <a href="https://t.co/oDGiOX7M7d">pic.twitter.com/oDGiOX7M7d</a></div>
— Tracy Watanabe (@tracywatanabe) <a href="https://twitter.com/tracywatanabe/status/710550149655711745">March 17, 2016</a></blockquote>
<script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script></div>
<br />
<a href="https://youtu.be/xJqSu1IbcHg" target="_blank">The time is now</a> to start teaching digital fluency and coding as part of literacy. Being literate in today's world, includes computer literacy.<br />
<br />
Luckily, there are organizations, such as <a href="http://code.org/" target="_blank">Code.org</a>, dedicated to giving students opportunities to learn computer science.<br />
<br />
<b>How do you get started?</b><br />
<br />
Below are a few places for getting started:<br />
<br />
<table border="2" bordercolor="#000000" cellpadding="3" cellspacing="3" style="background-color: cornsilk; width: 100%;">
<tbody>
<tr>
<th>Device</th>
<th>Elementary</th>
<th>Secondary</th>
</tr>
<tr>
<td>iPad</td><td><a href="https://itunes.apple.com/us/app/daisy-the-dinosaur/id490514278?mt=8" target="_blank">Daisy the Dinosaur</a><br />
<a href="https://itunes.apple.com/us/app/tickle-old-version-program/id961319311?mt=8" target="_blank">Tickle</a> (older app)<br />
<a href="https://www.gethopscotch.com/" target="_blank">Hopscotch</a><br />
<a href="https://www.scratchjr.org/" target="_blank">Scratch Jr.</a><br />
<a href="https://itunes.apple.com/us/app/cargo-bot/id519690804?mt=8" target="_blank">Cargo-Bot</a></td>
<td><a href="https://tickleapp.com/" target="_blank">Tickle</a></td>
</tr>
<tr>
<td>Laptop/Desktop</td>
<td><a href="https://scratch.mit.edu/" target="_blank">Scratch</a><br />
<a href="https://groklearning.com/courses/" target="_blank">Grok</a><br />
<a href="https://blockly-games.appspot.com/" target="_blank">Blockly</a></td>
<td><a href="https://scratch.mit.edu/" target="_blank">Scratch</a><br />
<a href="http://snap.berkeley.edu/" target="_blank">Snap</a><br />
<a href="https://groklearning.com/courses/" target="_blank">Grok</a></td>
</tr>
<tr>
<td>Various</td>
<td><a href="http://code.org/" target="_blank">Code.org</a><br />
<a href="https://lightbot.com/" target="_blank">Lightbot</a></td>
<td><a href="https://www.khanacademy.org/computing/computer-programming" target="_blank">Khan Academy</a><br />
<a href="http://code.org/" target="_blank">Code.org</a></td>
</tr>
</tbody></table>
<br />
<b>Final thoughts</b><br />
<br />
There are so many more <a href="http://lifehacker.com/how-and-why-to-teach-your-kids-to-code-510588878" target="_blank">resources/sites</a> available on multiple platforms than those aforementioned.<br />
<br />
<ul>
<li>What are your favorite coding/programming sites to use with students?</li>
<li>How are you building STEM opportunities in your classroom/school/district?</li>
</ul>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com2tag:blogger.com,1999:blog-1649011417136906486.post-75812354056412419442016-02-07T18:29:00.000-08:002016-02-07T18:41:05.550-08:00Google Classroom 101<span style="font-family: "trebuchet ms" , sans-serif;">Google Classroom integrates Google Apps for Education (GAFE) tools such as</span><span style="font-family: "trebuchet ms" , sans-serif;"> Google Docs, Gmail, and Google Calendar to name a few. It then allows the teacher to distribute and collect assignments paperlessly.</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span>
<span style="font-family: "trebuchet ms" , sans-serif;"><b>Google Classroom with iPads too</b></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span>
<span style="font-family: "trebuchet ms" , sans-serif;">Google Classroom is not just for Chromebooks, it's a useful management tool for other platforms such as iPads as well. For instance, one great way to collect student creations and manage the workflow on iPads is through Google Classroom.</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span>
<b><span style="font-family: "trebuchet ms" , sans-serif;">What is Google Classroom and how does it work?</span></b><br />
<br />
<div style="text-align: center;">
<span style="font-family: "trebuchet ms" , sans-serif;"><iframe allowfullscreen="" frameborder="0" height="288" src="https://www.youtube.com/embed/K26iyyQMp_g" width="512"></iframe></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;"><br /><b>Why should I consider Google Classroom?</b><br /><br /> Here are a few reasons why Google Classroom should be considered:</span><br />
<ul>
<li><span style="font-family: "trebuchet ms" , sans-serif;">It helps organize discussions, assignments, projects, or assessments online.</span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;">Classroom helps students organize their projects, assignments, tasks, etc. and keep track of upcoming assignments, or assignments already turned in and teacher feedback or grades.</span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;">Classroom could foster communication.</span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;">Classroom saves time, especially when working with Google Apps, and it is free. NOTE: You must have a GAFE account to qualify to use it.</span></li>
</ul>
<div style="text-align: center;">
<span style="font-family: "trebuchet ms" , sans-serif;"><iframe allowfullscreen="" frameborder="0" height="288" src="https://www.youtube.com/embed/-apCIbV9YKA" width="512"></iframe></span></div>
<ul>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><a href="http://www.alicekeeler.com/teachertech/2014/09/07/20-things-you-can-do-with-google-classroom/" target="_blank">Here are 20 things you can do in Google Classroom</a> by Alice Keeler.</span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><a href="http://www.alicekeeler.com/teachertech/2015/05/11/50-things-you-can-do-with-google-classroom/" target="_blank">Here are 50 Things You Can Do With Google Classroom</a> by Alice Keeler.</span></li>
</ul>
<div>
<span style="font-family: "trebuchet ms" , sans-serif;"><b><br /></b>
<b>Using Google Classroom with iPads or Android?</b></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">
</span>
<br />
<ul>
<li><span style="font-family: "trebuchet ms" , sans-serif;">First, you'll want to download the app in <a href="https://support.google.com/edu/classroom/answer/6118412?hl=en&ref_topic=6020277" target="_blank">iTunes</a> or <a href="https://support.google.com/edu/classroom/answer/6118412?hl=en&ref_topic=6020277" target="_blank">Google Play</a>.</span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;">Below is an overview for using Google Classroom with iPads:</span></li>
</ul>
<div style="text-align: center;">
<span style="font-family: "trebuchet ms" , sans-serif;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/dm6vlj5wW-0" width="420"></iframe></span></div>
<ul>
<li><a href="http://www.alicekeeler.com/teachertech/2015/05/25/ipads-google-classroom-multi-user-device/" style="font-family: 'Trebuchet MS', sans-serif;" target="_blank">Click here</a><span style="font-family: "trebuchet ms" , sans-serif;"> for a tip on saving from the iPad to Google Classroom. </span></li>
</ul>
<br />
<b style="font-family: 'Trebuchet MS', sans-serif;">More Tutorials and Resources</b><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span>
<span style="font-family: "trebuchet ms" , sans-serif;">Where can you go to find out more about using Google Classroom? -- See below:</span><br />
<ul>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><a href="https://support.google.com/edu/classroom/?hl=en&mkt_tok=3RkMMJWWfF9wsRoluqvLcu%2FhmjTEU5z16e0oWqKwhZZ41El3fuXBP2XqjvpVQcZiM7DIRw8FHZNpywVWM8TILtQYt8FtKAzgAG0%3D#topic=6020277" target="_blank">Classroom Help</a> -- Google </span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><a href="http://www.educatorstechnology.com/2015/05/a-comprehensive-guide-of-everything-teachers-need-to-knw-about-google-classroom.html" target="_blank">More tutorials </a>-- curated by Educational Technology and Mobile Learning</span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><a href="http://www.alicekeeler.com/teachertech/google-classroom/" target="_blank">Oodles of resources</a> -- curated/created by Alice Keeler </span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><a href="http://www.bamradionetwork.com/edwords-blog/google-classroom-a-differentiation-strategy" target="_blank">Using Google Classroom as a Differentiation Strategy</a> -- by Tom Mullaney</span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;"><a href="http://googleforeducation.blogspot.ca/2015/09/get-your-students-on-same-webpage.html" target="_blank">Get your students on the same (web)page, instantly</a> -- with Chrome Extension -- post by Catherine Davis</span></li>
</ul>
<div>
<span style="font-family: "trebuchet ms" , sans-serif;"><b>Final thoughts</b></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><b><br /></b></span>
<span style="font-family: "trebuchet ms" , sans-serif;">I remember the first debut of Google Classroom, and appreciate how it has evolved and improved the e-workflow in the classroom.</span><br />
<br />
<ul>
<li><span style="font-family: "trebuchet ms" , sans-serif;">What might be some other benefits of Google Classroom?</span></li>
<li><span style="font-family: "trebuchet ms" , sans-serif;">What are some questions you still have about using Google Classroom?</span></li>
</ul>
<div>
<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span></div>
</div>
<div>
<ul>
</ul>
<div>
<i><span style="font-family: "trebuchet ms" , sans-serif;">The original draft of this post was sent as a series of emails, shared Google Docs, and an unpublished draft in 2014, which has been updated and published... finally. </span></i></div>
</div>
</div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com3tag:blogger.com,1999:blog-1649011417136906486.post-10345950670926758012016-02-06T16:06:00.001-08:002016-02-06T23:08:37.740-08:00QR Codes in the ClassroomQR (Quick Reader) Codes are like bar codes to quickly connect you to text, websites, audio clips, videos, etc.<br />
<b><br /></b>
<b>QR Code Reader</b><br />
<br />
The device will need a QR Code Reader. My current favorite is still <b><a href="https://itunes.apple.com/us/app/i-nigma-qr-code-data-matrix/id388923203?mt=8" target="_blank">i-Nigma</a> </b>because I've found that audiences typically do not need to leave their seats to scan the QR Code from the screen I'm presenting from, while other readers have not been as reliable.<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4YONrg3w-ke7wB4jn5YlnQcHqYjSBFIX5Q73DcVWXqIH3eL_tLRqEZ2GK1c9gOTHkK4T9xmkuzWMLYHjyoDDHOCkvQjF4fkCZH9CKLu-xUmPG7WgdM2mS7pj3HLOoh7uBFdctzacY/s1600/inigma.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4YONrg3w-ke7wB4jn5YlnQcHqYjSBFIX5Q73DcVWXqIH3eL_tLRqEZ2GK1c9gOTHkK4T9xmkuzWMLYHjyoDDHOCkvQjF4fkCZH9CKLu-xUmPG7WgdM2mS7pj3HLOoh7uBFdctzacY/s1600/inigma.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">i-Nigma</td></tr>
</tbody></table>
<ul>
<li><a href="https://itunes.apple.com/us/app/i-nigma-qr-code-data-matrix/id388923203?mt=8" target="_blank">Available on IOS</a></li>
<li><a href="https://play.google.com/store/apps/details?id=com.threegvision.products.inigma.Android" target="_blank">Available for Android</a></li>
<li><a href="https://appworld.blackberry.com/webstore/content/27049/?lang=en&countrycode=US" target="_blank">Available on Blackberry</a></li>
<li><a href="https://www.microsoft.com/en-us/store/apps/i-nigma/9wzdncrcwnwp" target="_blank">Available for Windows</a> </li>
</ul>
There are also QR Code Readers for Chromebooks and other devices that have cameras.<br />
<br />
<b>QR Code Generator</b><br />
<br />
There are several ways to create QR Codes, however my current favorite is <a href="http://goqr.me/">GOQR.me</a>. Below are the instructions for two different ways to use it:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMYwratumBQG4c9LsRWvZ3t59xtRwdtGtI1u1Gz0pgKK038M1LJ7DDrH7OiEgQflG1bdBD4WuK4_Scdf0NSAFJIovsZDFc40XB8rGEibAgJU9Tu27zAp2MqDz21kjmkky5uF62gzD4/s1600/GOQR+ME+by+Tracy+Watanabe.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="490" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMYwratumBQG4c9LsRWvZ3t59xtRwdtGtI1u1Gz0pgKK038M1LJ7DDrH7OiEgQflG1bdBD4WuK4_Scdf0NSAFJIovsZDFc40XB8rGEibAgJU9Tu27zAp2MqDz21kjmkky5uF62gzD4/s640/GOQR+ME+by+Tracy+Watanabe.png" width="512" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<b>Using QR Codes in the Classroom</b><br />
<br />
There are many ways QR Codes can be used in the classroom beyond quickly viewing a website. Some ideas and more resouces are listed below:<br />
<ul>
<li>From Tom Barrett's work, <a href="https://docs.google.com/presentation/d/1iPgwfcFXtInsdMtTDLdaOW7i_sBAruEAJzHA7P6sJYQ/present?slide=id.i0" target="_blank">40 Interesting Ways to use QR Codes in the Classroom</a></li>
<li>ISTE's post by Luis Perez and Kendra Grant, <a href="https://www.iste.org/explore/articleDetail?articleid=496&category=Toolbox&article=">4 AR iPad Apps and QR Codes to Build Executive Function and Engagement</a></li>
<li>The Physical Educator's skills posts for PE, <a href="http://www.thephysicaleducator.com/resources/skill-posters/">Create Skills Posters</a></li>
<li>Nancy Alvarez' work, <a href="http://www.teachingwithnancy.com/wp-content/uploads/2014/04/Rhyming-Words-QR-Code-Fun-by-Nancy-Alvarez-March-2014.pdf">Rhyming Words QR Code Fun</a></li>
<li>Tony Vincent's 2014 post, <a href="http://learninginhand.com/blog/2014/9/24/qr-codes" target="_blank">What’s Up with QR Codes: Best Tools & Some Clever Ideas</a></li>
<li>Tony Vincent's 2012 post, <a href="http://learninginhand.com/blog/learning-in-hand-25-qr-codes.html" target="_blank">Introduction to QR Codes</a></li>
</ul>
<div>
<b>Final Thoughts</b><br />
<ul>
<li>How might you use QR Codes in the classroom?</li>
<li>What questions do you still have?</li>
</ul>
<i><br /></i>
<i>This information was previously referenced in my 2012 post at blogs.goaj.org, and has since been updated.</i></div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-90885082241045011572015-11-11T13:16:00.000-08:002016-01-07T21:01:15.290-08:00Deeper Thinking and Revised DOK FlowchartAbout a year or two ago, I noticed my DOK Flowchart floating around <a href="https://www.pinterest.com/pin/441986150901553309/" target="_blank">Pinterest</a>. I didn't think much of it because the thought process behind the flowchart was documented on my post titled, <a href="http://wwwatanabe.blogspot.com/2013/11/striving-for-higher-order-thinking-and.html" target="_blank">Striving for Higher-Order Thinking and Depth of Knowledge</a>.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPGgdDjXD7k8JMFcLz6NCZqgdanMLwp-0nZQrMBe4_E0y9ad2f8K-phczBebkrgB1z7McLhVQsBX0GoxHYJVps7axURq0HDwTg_Dp54BIXQ-ipgxYmxmPjWvclcFgzXHCYcaEkQyBU/s1600/DOK+Flow+Chart.001.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPGgdDjXD7k8JMFcLz6NCZqgdanMLwp-0nZQrMBe4_E0y9ad2f8K-phczBebkrgB1z7McLhVQsBX0GoxHYJVps7axURq0HDwTg_Dp54BIXQ-ipgxYmxmPjWvclcFgzXHCYcaEkQyBU/s320/DOK+Flow+Chart.001.jpg" width="320" /></a></div>
<br />
This flowchart was created to help teachers in my former district categorize their own questions by DOK level, to look for patterns and trends, in order to set goals regarding their quest for deeper thinking. It was a flowchart that worked with many question patterns we commonly saw, but was not intended to be definitive.<br />
<br />
For example, when it came to a question in math, we knew there was a right and wrong answer -- for example, 3X4=12. However, we considered how there were multiple approaches to get to that correct answer. While, that was a discussion we had face-to-face, my original flowchart did not reflect those conversations. Therefore, I revised the flowchart to help clarify:<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-Ka8PUVcnbjQ/Vo9B-IdnXZI/AAAAAAAACjc/JVDyyek1D5o/s1600/DOK%2BV2.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="382" src="http://3.bp.blogspot.com/-Ka8PUVcnbjQ/Vo9B-IdnXZI/AAAAAAAACjc/JVDyyek1D5o/s640/DOK%2BV2.png" width="512" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://drive.google.com/file/d/0B1FFHMN4R0MAZjJmcWhKUXkyNk0/view?usp=sharing" target="_blank">Click here</a> to download as PDF.</td></tr>
</tbody></table>
<div style="text-align: center;">
<br /></div>
Below are some examples of various questions/tasks with DOK levels:<br />
<ul>
<li><a href="http://www.nciea.org/publications/CRM_ELA_KH11.pdf" target="_blank">ELA Examples</a> -- created by Karin Hess</li>
<li><a href="http://www.nciea.org/publications/CRM_math-sci_KH11.pdf" target="_blank">Math/Science Examples</a> -- created by Karin Hess</li>
<li><a href="http://robertkaplinsky.com/wp-content/uploads/2015/05/DistinguishingBetweenDepthofKnowledgeLevelsinMathematics.pdf" target="_blank">Math Examples</a> -- by Robert Kaplinsky</li>
</ul>
<div>
<br /></div>
<div>
<b>Final thoughts</b></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
While this flowchart might help identify the DOK levels for questions, it probably will not work on every single question because there is <a href="http://www.nciea.org/publications/cognitiverigorpaper_KH12.pdf" target="_blank">more to DOK</a> than a simplified guide could provide. However, if it helps promote deeper questioning, then I am happy that I've shared it with others.<br />
<br />
<ul>
<li>What might be some benefits of this flowchart? How might you improve it?</li>
<li>What are some possible examples of deeper questioning and tasks for students?</li>
</ul>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com4tag:blogger.com,1999:blog-1649011417136906486.post-86557864208494854942015-09-25T21:22:00.001-07:002015-09-25T21:26:27.845-07:00Posters, Resources, and ELD Standards<div style="text-align: left;">
I've lived in California for almost a year now, and am becoming very familiar with the <a href="http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf" target="_blank">California English Language Development Standards</a>. My goal for this post is to share a few of the big ideas I've learned about the CA ELD Standards through the use of two tools: <a href="https://www.canva.com/" target="_blank">Canva</a> and <a href="http://tackk.com/" target="_blank">Tackk</a>.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: center;">
<div style="width: 480px;">
<div style="text-align: left;">
<iframe allowtransparency="true" frameborder="0" height="400" scrolling="auto" src="https://tackk.com/4nmh4n/embed" style="border: none; min-height: 325px; min-width: 400px;" width="480"></iframe></div>
<div style="background-color: #333333; border-radius: 0 0 4px 4px; color: white; font-family: 'Lucida Grande','Lucida Sans Unicode','Lucida Sans',Geneva,Verdana,sans-serif; line-height: 16px; padding: 8px 0; text-align: center;">
<div style="text-align: left;">
<a href="https://tackk.com/4nmh4n?utm_source=tackk&utm_medium=embed&utm_campaign=share_embed" style="color: #eeeeee; font-size: 13px; margin: 0 5px; text-decoration: none;" target="_blank">View full version on Tackk</a></div>
<div style="text-align: left;">
<a href="https://tackk.com/home?utm_source=tackk&utm_medium=embed&utm_campaign=share_embed" style="color: #bbbbbb; font-size: 12px; margin: 0 5px; text-decoration: none;" target="_blank">Create your own customized Tackk page</a></div>
</div>
</div>
</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<br />
<b>Tackk</b><br />
<br />
I learned about Tackk through <a class="g-profile" href="https://plus.google.com/110633609305785841153" target="_blank">+Lisa Johnson (TechChef4u)</a> when I stumbled upon <a href="http://www.techchef4u.com/ipad/why-app-smashing-with-tackk-is-hot/" target="_blank">her post about Tackk</a>. I quickly realized that it was a useful tool to create and curate content. I think of it as an online poster or magazine article.<br />
<br />
It seems like an easy tool to use because you can just drag and drop content into it. Headlines, text, images, graphics, vidoes, audio and playlists, GIFs and media, Google Maps, PayPal, contact forms and RSVPs can be added.<br />
<br />
I've downloaded Tackk on my iPad, use it on my desktop, and can <a href="https://tackk.com/tackk-googlechrome-edu" target="_blank">install it on my Chrome Browser</a>. There are also several templates for <a href="https://tackk.com/education" target="_blank">educational use</a>.<br />
<br />
<div class="separator" style="clear: both; text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-3aKbx6s7ViJzuGy6OqWIj6PotNL324Q_dsOLoKZwJezibgqogUHa7HCYWk291-oGHHqOWnqcy1cXKBnsX_Zz1S1sb73tcJGD0mMIABgSFNA-DyWGuuph3cGficFWcLIzJP0w2-9P/s1600/tackk+ed+templates.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="309" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-3aKbx6s7ViJzuGy6OqWIj6PotNL324Q_dsOLoKZwJezibgqogUHa7HCYWk291-oGHHqOWnqcy1cXKBnsX_Zz1S1sb73tcJGD0mMIABgSFNA-DyWGuuph3cGficFWcLIzJP0w2-9P/s640/tackk+ed+templates.png" width="512" /></a></div>
<br />
<br />
<a href="https://tackk.com/faqs" target="_blank">Click here</a> for more information on Tackk.<br />
<br />
<b>Canva</b><br />
<br />
Another tool that <a href="http://www.techchef4u.com/web-2-0/how-to-achieve-ultimate-desktop-zen-with-canva/" target="_blank">Lisa Johnson introduced me</a> to is <a href="https://www.canva.com/" target="_blank">Canva</a>. I use this tool to design slides, posters, and visuals. The visuals I created in my <a href="https://tackk.com/4nmh4n" target="_blank">Tackk poster (top)</a> were created in Canva.<br />
<br />
<b>Final thoughts</b><br />
<br />
There are many other tools that I use for these same purposes, but I wanted to try something new and accessible across multiple platforms.<br />
<ul>
<li>What are some educational uses for Canva, Trackk, or other similar tools?</li>
<li>How might you use Canva or Trackk?</li>
<li>What did you learn about the California ELD Standards?</li>
</ul>
</div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-69958643914697942952015-07-20T18:53:00.000-07:002015-07-21T10:39:51.618-07:00Digital Storytelling and Stories for the Desktop<a href="http://www.edudemic.com/guide-digital-storytelling/" target="_blank">Digital storytelling</a>
is an art form conveying a message. It uses images and voice narration
to convey emotion with the message, and to ignite empathy from the
audience. It incorporates storyboarding and writing a script. It is
created with digital tools and published on the Internet.<br />
<br />
I often think of digital storytelling as something done in first person
because it creates that personal connection. Whereas, I think of a
digital story as an anecdote or story typed or narrated in third person.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijoi5Lam7xAjEXEOGOaNWh3nGyaTxNamMK34oLT47sR04P8euQnwEBpl_WCfUsjXrb_LJmuYa3mMOPeByMjPK7ZeEMMgiVDJkAkBZJhimbJgNvaPg_k6pGQBkmFy26Jcqfr62q9pkC/s1600/Screen+Shot+2014-02-03+at+1.43.54+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="381" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijoi5Lam7xAjEXEOGOaNWh3nGyaTxNamMK34oLT47sR04P8euQnwEBpl_WCfUsjXrb_LJmuYa3mMOPeByMjPK7ZeEMMgiVDJkAkBZJhimbJgNvaPg_k6pGQBkmFy26Jcqfr62q9pkC/s1600/Screen+Shot+2014-02-03+at+1.43.54+PM.png" width="512" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image attribution: <a href="http://www.slideshare.net/lhilt/digital-storytelling-27451124" target="_blank">Lyn Hilt's Slideshare</a>, used with permission.<br />
Original work: "Writing- Pen & Paper" CC-by <a href="http://www.flickr.com/photos/84060832@N06/7791363520/" target="_blank">Laurie Richie</a></td></tr>
</tbody></table>
<b>Benefits</b><br />
<br />
Here are some of the many benefits of digital storytelling and digital stories: <br />
<ul>
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<param name="movie" value="http://cdn.tagul.com/cloud.swf"/>
<param name="flashvars" value="id=http://cdn.tagul.com/clouds/38312@8"/>
<param name="allowscriptaccess" value="always"/>
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<object data="http://cdn.tagul.com/clouds/38312@8" type="image/svg+xml" width="300" height="287">
<p>
<a href="http://www.adobe.com/go/getflashplayer">
<img src="http://www.adobe.com/images/shared/download_buttons/get_flash_player.gif" alt="Get Adobe Flash player" />
</a></p>
</object>
</object>
<li>The <a href="http://www.ascd.org/research-a-topic/21st-century-skills-resources.aspx" target="_blank">21st century skills</a> and <a href="http://www.iste.org/standards/iste-standards" target="_blank">ISTE's Standards</a> applied are critical and creative thinking; written, oral, and digital communication; collaboration; authentic learning; digital fluency; informational fluency; and project management. </li>
</ul>
<ul>
<li>It is great differentiation for all students including <a href="http://www.cde.ca.gov/ci/rl/cf/documents/chapter10sbeadopted.pdf" target="_blank">ELs</a>, gifted, and special needs. </li>
</ul>
<ul>
<li>It increases student engagement in a meaningful and relevant task. </li>
</ul>
<ul>
<li>It can be used as an <a href="http://www.edutopia.org/blog/digital-storytelling-and-authentic-assessments-monica-burns" target="_blank">authentic assessment</a>.</li>
</ul>
<br />
<b>State Standards</b><br />
<br />
Many specific content standards can be addressed through digital stories. Here are <a href="http://www.schrockguide.net/digital-storytelling.html" target="_blank"><i>some</i></a> of the <a href="http://www.corestandards.org/ELA-Literacy" target="_blank">Common Core Standards</a> that digital storytelling and digital stories address:<br />
<ul>
<li><a href="http://www.corestandards.org/ELA-Literacy/CCRA/W/6/" target="_blank"><span class="diigoHighlight a_style id_5de5df5f952a654bd802b641cef51f00 type_0 yellow commented">CCSS.ELA-Literacy.CCRA.W.6</span></a><span class="diigoHighlight a_style id_5de5df5f952a654bd802b641cef51f00 type_0 yellow"> Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.</span></li>
</ul>
<ul>
<li><a href="http://www.corestandards.org/ELA-Literacy/CCRA/W/3/" target="_blank">CCSS.ELA-Literacy.CCRA.W.3</a>
Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details and well-structured event
sequences. </li>
</ul>
<ul>
</ul>
<ul>
<li><a href="http://www.corestandards.org/ELA-Literacy/CCRA/SL/4/" target="_blank">CCSS.ELA-Literacy.CCRA.SL.4</a>
Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience. </li>
</ul>
<ul>
</ul>
<ul>
<li><a href="http://www.corestandards.org/ELA-Literacy/CCRA/SL/5/" target="_blank">CCSS.ELA-Literacy.CCRA.SL.5</a>
Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations. </li>
</ul>
<ul>
<li><a href="http://www.corestandards.org/ELA-Literacy/CCRA/SL/6/" target="_blank">CCSS.ELA-Literacy.CCRA.SL.6</a>
Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate. </li>
</ul>
<ul>
<li><a href="http://www.corestandards.org/ELA-Literacy/L/language-progressive-skills" target="_blank">CCSS.ELA-Literacy Language.6.3b</a> Maintain consistency in style and tone. </li>
</ul>
<ul>
<li><a href="http://www.corestandards.org/ELA-Literacy/L/language-progressive-skills" target="_blank">CCSS.ELA-Literacy Language.3.a</a><b> </b>Choose words and phrases for effect; and, <a href="http://www.corestandards.org/ELA-Literacy/L/language-progressive-skills" target="_blank">L.4.3a.</a> Choose words and phrases to convey ideas precisely. </li>
</ul>
<ul>
<li><a href="http://www.corestandards.org/ELA-Literacy/CCRA/R/6/" target="_blank">CCSS.ELA-Literacy.CCRA.R.6</a> Assess how point of view or purpose shapes the content and style of a text. <i>Or</i> <a href="http://www.corestandards.org/ELA-Literacy/CCRA/SL/3/" target="_blank">CCSS.ELA-Literacy.CCRA.SL.3</a> Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. </li>
</ul>
<div>
Here are some of the <a href="http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf" target="_blank">ELD Standards</a>: ELD.P1.9-12</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwKpTTlCVouosg7WCamSzug4mJXNzJjbNRQL8Q808vFf6iiIXBJfgPmsPcpDbnCupWuQ7A_kw8oKBXrhM8uHNK-OOvqtdb7rjM_JHvD45o5jtsUEZL3Mwh4fi4yJfs0kynjTTjiBNZ/s1600/Screen+Shot+2015-07-20+at+3.57.32+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="106" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwKpTTlCVouosg7WCamSzug4mJXNzJjbNRQL8Q808vFf6iiIXBJfgPmsPcpDbnCupWuQ7A_kw8oKBXrhM8uHNK-OOvqtdb7rjM_JHvD45o5jtsUEZL3Mwh4fi4yJfs0kynjTTjiBNZ/s640/Screen+Shot+2015-07-20+at+3.57.32+PM.png" width="512" /></a></div>
<ul>
</ul>
<br />
<b>Types of digital stories and some prompts</b><br />
<br />
Digital storytelling and stories can take shape as a:<br />
<ul>
<li><b>Short Story</b>: This narrative shares an insight, a perspective, or an entertaining story. </li>
</ul>
<ul>
<li><b>Myth, Legend, Tall Tale, Folk Tale, or Fable</b>: While each of
these are a little different from one another, they tend to describe
origins, values, beliefs, accomplishments, or special events. </li>
</ul>
<ul>
<li><b>DocuDrama or Historical Storytelling</b>: This digital story is
told from the point of view of a person (or object) in a different era.
It requires researching a time period, then using creativity to have
those facts come to life.</li>
</ul>
<ul>
<li><b>Describe and Conclude or Reflective Storytelling</b>: Tell about something you're learning and the impact it has on you.</li>
</ul>
<ul>
<li><b>Public Service Announcement, Advertisement, or Persuasive Story</b>: This digital story has the purpose of calling others to action for or against something else.</li>
</ul>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYpr2ckOBdTte4QmV9iyMe7_sJsA_so5eGwdo5b-6zBQB-unAAfq5eZVpQj0NHd3ALFOGU2_ss0h08r8ddf_rNKWUQki6G6HnxoTgRpHxUsoe8cw9yLbGhdLMKm0RGCFnuHUF3n05X/s1600/Screen+Shot+2013-02-04+at+10.21.42+PM.png" style="margin-left: auto; margin-right: auto;"><img border="0" height="508" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYpr2ckOBdTte4QmV9iyMe7_sJsA_so5eGwdo5b-6zBQB-unAAfq5eZVpQj0NHd3ALFOGU2_ss0h08r8ddf_rNKWUQki6G6HnxoTgRpHxUsoe8cw9yLbGhdLMKm0RGCFnuHUF3n05X/s640/Screen+Shot+2013-02-04+at+10.21.42+PM.png" width="512" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">These prompts were inspired by <a href="https://twitter.com/BernajeanPorter" target="_blank">Bernajean Porter's</a> <a href="http://www.digitales.us/wp-content/uploads/2015/07/Digital_Storytelling_in_the_Classroom.pdf" target="_blank">Digital Storytelling Across the Curriculum</a></td></tr>
</tbody></table>
<br />
<b><b>The art of digital storytelling</b><br />
<br />
</b>Several years ago, I participated in an outstanding <a href="http://digitalstorytelling.iste.wikispaces.net/SIGDS+Webinars" target="_blank">webinar</a> by <a href="http://digitalstorytelling.iste.wikispaces.net/" target="_blank">ISTE's Special Interest Group for Digital Storytelling</a>, where <a href="https://twitter.com/BernajeanPorter" target="_blank">Bernajean Porter</a> shared about the "<a href="http://iste.adobeconnect.com/p59ouobwj96/" target="_blank">Art and Soul of Digital Storytelling</a>." After being inspired by the webinar, I created the following page summarizing some of my key take-aways:<b> </b><br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD5UwL5XbuTilidY_fF9J45XK_ng3V3TzABLXYV9U3Napcws5Nfwh5qq6toXcMI3mKZ9HE4xfoCP37G7OQAPKjLaoa4MQm_6GzDqQAFt9V6cRruDfZeqTrnjls0WLW-zccRsfSwmji/s1600/Digital+Storytelling.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="365" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD5UwL5XbuTilidY_fF9J45XK_ng3V3TzABLXYV9U3Napcws5Nfwh5qq6toXcMI3mKZ9HE4xfoCP37G7OQAPKjLaoa4MQm_6GzDqQAFt9V6cRruDfZeqTrnjls0WLW-zccRsfSwmji/s1600/Digital+Storytelling.png" width="512" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://docs.google.com/file/d/0B1FFHMN4R0MAdXIzTkM3YUZETVk/edit?usp=sharing" target="_blank">Click here</a> to download PDF</td></tr>
</tbody></table>
<b>Example </b><br />
<br />
Below is an example of digital storytelling by <a href="https://www.youtube.com/watch?v=NRMM1-iJ3jo#t=12" target="_blank">Siobahn Quigg</a>.<b> </b><br />
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="288" src="//www.youtube.com/embed/NRMM1-iJ3jo" width="512"></iframe><br /></div>
<div style="text-align: center;">
<br /></div>
<br />
<b>Step 1: Writing the script and planning the project</b><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0cZGou77V1F7H7UvHzhJaGGMfxeJswmzRsMGsDkFb0UlHa1g4zyqzWZ23zJyOWIS_iXnHhhMS9vVWkElxZXJNSoYsqE7HiND8mK0Y3erAJN1B2_Aco6lXZpVw2Jva4Iz3qomRET57/s1600/Screen+Shot+2013-02-05+at+3.10.52+AM.png" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0cZGou77V1F7H7UvHzhJaGGMfxeJswmzRsMGsDkFb0UlHa1g4zyqzWZ23zJyOWIS_iXnHhhMS9vVWkElxZXJNSoYsqE7HiND8mK0Y3erAJN1B2_Aco6lXZpVw2Jva4Iz3qomRET57/s200/Screen+Shot+2013-02-05+at+3.10.52+AM.png" width="151" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://docs.google.com/file/d/0B1FFHMN4R0MARWZ5WWZ4Qm5tVzA/edit?usp=sharing" target="_blank">Click to download</a></td></tr>
</tbody></table>
<ul>
<li><b>Prompt</b>: I'd choose one prompt to introduce the process of
digital storytelling to students. I might even do the first one as a
whole group with <a href="http://wwwatanabe.blogspot.com/2011/11/collaborative-writing-to-individual.html" target="_blank">parts and roles</a> shared by the students. (Here's the first try from a <a href="https://voicethread.com/?#u1448762.b1497695.i7889093" target="_blank">second grade class</a> and a <a href="http://www2.vcoe.org/blogs/ci/ArticleID/129/Tech-Tools-for-Academic-Conversation" target="_blank">Kindergarten student</a>).
As our class becomes confident with the process and media, I'd open it
up to more choices and smaller groups/individual productions. </li>
</ul>
<ul>
<li><b>Graphic organizer</b>: The type of <a href="https://docs.google.com/file/d/0B1FFHMN4R0MARWZ5WWZ4Qm5tVzA/edit?usp=sharing" target="_blank">graphic organizer (storyboard)</a> I choose depends on the prompt they'll use. </li>
</ul>
<ul>
<li><b>Teaching about the writing</b>: Teach the importance of first
person for adding spice to the story; share an interesting problem,
perspective, or insight; and use strong word choice to convey the
message.</li>
</ul>
<br />
<b>Step 2: Production and digital tools</b><br />
<ul>
<li><b><b>Choose the tool</b>: </b>When I am introducing the digital storytelling
process to classes, I choose the tool for them to use. Once the process
is established and they have a toolbox of sites (or apps) to use, I give
them a <a href="http://blogs.edweek.org/teachers/leading_from_the_classroom/2011/01/giving_students_the_choice_of_technology_in_their_learning.html" target="_blank">choice</a> in tools.<b> </b></li>
</ul>
<ul>
<li><b>Images and Creative Commons</b>: Have students create their own images, take their own photos, or find photos that have <a href="http://teacherchallenge.edublogs.org/2012/08/20/activity-7-fair-use-copyright-and-introduction-to-using-images/" target="_blank">Creative Commons Licenses</a> and have them properly <a href="http://mrsdkrebs.edublogs.org/2012/09/02/how-to-cite-a-cc-image/" target="_blank">cite the photo</a> either on the same page as the picture or at the end. </li>
</ul>
<ul>
<li><b>Background music and Creative Commons</b>: If there is not music
to choose from on the app or site, then find music that is legal to use
in your video. I select music from the <a href="https://creativecommons.org/legalmusicforvideos" target="_blank">list suggested by Creative Commons</a>, <a href="http://www.danosongs.com/" target="_blank">Dano Songs</a>, or <a href="http://www.melodyloops.com/" target="_blank">Melody Loops</a>. However, background music is not a necessity, especially if it's new to the class. </li>
</ul>
<ul>
<li><b>Production</b>: Before production, I treat this part of the
process much like I would the rough draft of a writing assignment with
editing and revising. Here's where the mini-lessons come in about voice,
word choice, etc. I like to conference with my students to make sure
they are ready for production, then I allow them to start once they've
gathered all of the photos and music (optional). </li>
</ul>
<br />
<b>Digital Story and Digital Storytelling tools</b><br />
<div>
<b><br /></b>There are some amazing products that I've taken students to in the past but are no longer feasible options due to issues with privacy, security, and/or advertising. Here's my quick test to see if I'll use the app/product:<br />
<ul>
<li>Am I concerned about student safety with using this app/site? If so, I have no qualms with finding a different app/product. </li>
<li>Does it have advertisements on the site? If so, I'm shying away from using that site.</li>
</ul>
If it passes the aforementioned questions as a safe site that doesn't advertise, then I ask myself:<br />
<div>
<ul>
<li>Can I log students on without giving away their last name, email address, or other personal information? If not, and I can't work around it by logging in as me, then I'll need to find another product.</li>
<li>How does it protect, store, and secure student data? </li>
<li>Is it compliant with <a href="http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html">FERPA</a>, <a href="http://www2.ed.gov/policy/gen/guid/fpco/ppra/parents.html">PPRA</a>, and <a href="http://www.ftc.gov/tips-advice/business-center/complying-coppa-frequently-asked-questions#Web%20sites%20and%20online">COPPA</a>, and <a href="http://www.onthelineca.org/2014/10/governor-signs-three-bills-protecting-student-data-online/">meet state legislation</a>?</li>
</ul>
Below are a few sites that can be used to create digital stories and storytelling. Some are more for narration; others for story books; and several allow digital storytelling with visual and narration.<br />
<ul><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJhy55jWPkIdEYkJY7f6DQdolpkSqmnrGd4WZ_gkZpSNyYpbu9nvJYf7SqSbPdVmDbwI_UDtsHeTU3UHMpF-a3ao24AOaNdTUbUUWOAPlsm2oa2SXkEm6bdTB2HsqY1H-OQ08iq458/s1600/Screen+Shot+2015-07-20+at+5.11.23+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJhy55jWPkIdEYkJY7f6DQdolpkSqmnrGd4WZ_gkZpSNyYpbu9nvJYf7SqSbPdVmDbwI_UDtsHeTU3UHMpF-a3ao24AOaNdTUbUUWOAPlsm2oa2SXkEm6bdTB2HsqY1H-OQ08iq458/s200/Screen+Shot+2015-07-20+at+5.11.23+PM.png" style="cursor: move;" width="196" /></a>
<li><a href="http://www.littlebirdtales.com/" target="_blank">Little Bird Tales</a></li>
<li><a href="http://storybird.com/" target="_blank">Storybird</a></li>
<li><a href="http://voicethread.com/" target="_blank">VoiceThread</a> — (See tutorial of <a href="http://teacherchallenge.edublogs.org/2011/04/07/free-tools-challenge-13-voicethreads-multimedia-slideshows-with-videoaudio-comments/" target="_blank">VoiceThread</a> if needed)</li>
<li><a href="http://www.storyjumper.com/" target="_blank">Storyjumper</a></li>
<li><a href="http://www.slidestory.com/" target="_blank">Slidestory</a></li>
<li><a href="http://www.biteslide.com/" target="_blank">Biteslide</a></li>
<li><a href="https://www.google.com/slides/about/" target="_blank">Google Slides</a> with <a href="http://www.screencast-o-matic.com/" target="_blank">Screencast-O-Matic</a> or <a href="http://www.screenr.com/" target="_blank">Screenr</a></li>
<li><a href="http://www.artofstorytelling.org/" target="_blank">Delaware Art Museum</a> has a site for creating digital stories</li>
</ul>
</div>
<div>
<br />
<b>More resources</b><br />
<ul>
<li><a href="http://www.shellyterrell.com/about-me.html" target="_blank">Shelly Sanchez Terrell</a> has <a href="http://teacherrebootcamp.com/survivaltips/digitalstorytelling/" target="_blank">oodles of resources</a> at her Teacher Reboot Camp.</li>
</ul>
<ul>
<li><a href="https://twitter.com/BernajeanPorter" target="_blank">Bernajean Porter</a> created <a href="http://storykeepers.wikispaces.com/iPad+StoryTelling+APPS" target="_blank">a list of apps</a> with more options. </li>
</ul>
<ul>
<li><a href="https://twitter.com/langwitches" target="_blank">Silvia Rosenthal Tolisano</a> created <a href="http://langwitches.wikispaces.com/Digital+Storytelling+Tools" target="_blank">a list of more resources</a> for both the iPad and desktop computer. </li>
</ul>
<ul>
<li><a href="https://twitter.com/courosa" target="_blank">Alec Couros</a> has resources and examples posted on his <a href="http://couros.wikispaces.com/Digitalstorytelling" target="_blank">Open Thinking Wiki</a>.</li>
</ul>
<br />
<b>Step 3: Publishing and connecting with an authentic audience</b><br />
<br />
Celebrate their creations by sharing with others. <br />
<br />
Building an <a href="http://www.wholechildeducation.org/blog/using-project-based-learning-to-engage-parents-in-the-school-community" target="_blank">authentic audience</a>
to view the digital stories is powerful for students. They are no
longer creating a project just for the teacher -- it's for their
families, friends, and people around the globe.<br />
<br />
Each of
the apps listed above have a description for sharing on the Internet.
Emails can be sent to parents with the URL for where the digital story
is published (or through the <a href="http://wwwatanabe.blogspot.com/2013/07/rss-through-feedly.html" target="_blank">RSS subscription</a> for the class blog). When shared on a <a href="http://theedublogger.com/2012/08/22/6-tips-for-attracting-more-comments/" target="_blank">teacher's blog</a>, a Tweet can also be sent through <a href="http://teacherchallenge.edublogs.org/2011/06/21/pln-challenge-3-using-twitter-to-build-your-pln/" target="_blank">Twitter</a> asking for comments on their work by adding the <a href="http://comments4kids.blogspot.com/p/5-smart-ways-to-get-comments4kids-on.html" target="_blank">hashtag #comments4kids</a>. If your school uses social media, you can ask to share the link there.<br />
<br />
<b>Reflection, evaluation, and rubrics</b><br />
<br />
Providing
specific feedback along the way with daily goals is part of the
process. Self-evaluations using the scoring guides or rubrics are strong
<a href="http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx" target="_blank">formatives</a> for the students to target their next steps. <br />
<br />
Formal
or informal student reflection is part of the process. It's important
that a positive class atmosphere is established for this step. <br />
<ul>
<li><b>Asking reflective questions</b>: Have partners share their work with one another and ask them, "What parts or images captured your interest or attention?" </li>
</ul>
<ul>
<li><b>Wows and Wonders Gallery Walk</b>: Have students walk around to visit peers' work and give them sticky notes to leave a <a href="http://pause2play.org/its-easy" target="_blank">specific "Wow" or a praise and a "Wonder" statement</a>.</li>
</ul>
<ul>
<li><b>Tracy's Rubric</b>: <a href="https://docs.google.com/document/d/1eTlJFmzZq4JLGXyDDngvskrJ2BcpIIDFnPS9Zf6GUd0/edit?usp=sharing" target="_blank">This rubric</a> was created as an introduction to storytelling, with the purpose of focusing on <a href="http://www.corestandards.org/ELA-Literacy/CCRA/R/6" target="_blank">Common Core Reading Standard #6</a>, "Assess how point of view or purpose shapes the content and style of a text," by applying it to digital storytelling.</li>
</ul>
<ul>
<li><b>Digital Storytelling Rubric</b>: I discovered <a href="http://www.jasonohler.com/storytelling/assessment.cfm" target="_blank">Jason Ohler's post</a> about assessing digital stories from <a href="http://leadandlearn.wikispaces.com/Digital+Storytelling" target="_blank">Lyn Hilt's wiki</a>. This is an extensive list of ideas on assessing digital storytelling. </li>
</ul>
<ul>
<li><b>Create your own rubric</b>: If you end up <a href="http://wwwatanabe.blogspot.com/2011/02/powerful-rubrics-for-21st-century.html" target="_blank">creating your own rubric</a>, remember to focus on your content standards the most with only a little emphasis (if any) on the technology piece.</li>
</ul>
<br />
<b>Final thoughts</b><br />
<br />
<a href="http://www.edutopia.org/blog/the-power-of-digital-story-bob-dillon" target="_blank">Digital storytelling</a> is fabulous for content learning, 21st century learning, and active engagement. If <a href="http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDoQFjAA&url=http%3A%2F%2Fwsascd.org%2Fdownloads%2Fcritical_questions%2F2011_04.pdf&ei=nvwPUY7mNYig8QTaxoCYAw&usg=AFQjCNEEpVN1f7OgbQJrQVAL5whIXQlpmg&sig2=1iiTapdPHzLy9etEvwgfSw&bvm=bv.41867550,d.eWU&cad=rja" target="_blank">task predicts performance</a>, then my money is on digital storytelling.<br />
<ul>
<li>What apps or digital resources would you add to this list? </li>
</ul>
<ul>
<li>What tips or questions would you add to this conversation about digital storytelling? </li>
</ul>
<ul>
<li>How else does this post connect with you? </li>
</ul>
<br />
<i>Portions of this post was <a href="http://wwwatanabe.blogspot.com/2013/02/digital-storytelling-and-stories-with.html" target="_blank">originally published in 2013</a> and as part of AJUSD professional development with <a href="http://wwwatanabe.blogspot.com/2013/04/digital-storytelling.html" target="_blank">netbooks</a>. </i></div>
</div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com1tag:blogger.com,1999:blog-1649011417136906486.post-50018768882566992392015-07-07T18:12:00.000-07:002015-07-07T18:12:00.041-07:00Readability Tech Tools for ELA Standards<b>ELA Text Complexity</b><br />
<br />
Readability levels are an <a href="http://wwwatanabe.blogspot.com/2012/09/addressing-text-complexity-through.html" target="_blank">important ingredient</a> for figuring out <a href="http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf" target="_blank">text complexity</a>. <a href="http://www.corestandards.org/ELA-Literacy/CCRA/R/10/" target="_blank">Reading Standard 10</a> specifically states that students must read complex text, "Read and comprehend complex literary and informational texts independently and proficiently." <br />
<br />
Text complexity reminds me of a s'more. It contains three main parts,
and while you can talk about each ingredient separately, it's not really
a s'more until you put them all together. <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_Wk6poH5UsiNsiU667uJPYEBE_ewK3Un7I2Ak4bSrOOzlHRWI7RuUt5eawcXVZ6Aah3V36o5JVwRl3622ekPFAHnPWj49HsIJ5Y7upWuBuhPJG2mkWyEifcULQwDnJD8WxnGIxinN/s1600/Screen+Shot+2012-09-30+at+12.27.26+AM.png" imageanchor="1"><img border="0" height="382" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_Wk6poH5UsiNsiU667uJPYEBE_ewK3Un7I2Ak4bSrOOzlHRWI7RuUt5eawcXVZ6Aah3V36o5JVwRl3622ekPFAHnPWj49HsIJ5Y7upWuBuhPJG2mkWyEifcULQwDnJD8WxnGIxinN/s1600/Screen+Shot+2012-09-30+at+12.27.26+AM.png" width="512" /></a></div>
<br />
<b>Tools for readability</b><br />
<br />
Have you ever wondered if the text on a website is the appropriate reading level for your students? Here are some tools for assessing the quantitative measures of readability:<br />
<ul>
<li><b><a href="http://www.online-utility.org/" target="_blank">Online-Utility.org</a></b>: Determines the <a href="http://en.wikipedia.org/wiki/Flesch%E2%80%93Kincaid_readability_tests" target="_blank">Flesh-Kincade Reading Level</a> by copying and pasting the text into the box. </li>
<li><b><a href="http://www.lexile.com/analyzer/" target="_blank">Lexile Analyzer</a></b>: You can scan your text (or type it in) to see the complexity of what
you've written (or text in any website). Note, you'll have to <a href="http://www.lexile.com/account/register/" target="_blank">register</a>
to use this site. </li>
<li><b><a href="http://www.renaissance.com/Products/Accelerated-Reader/ATOS/ATOS-Analyzer-for-Text" target="_blank">ATOS</a></b>: Determines the ATOS reading level by copying and pasting the text into the box.</li>
<li><b><a href="https://lexile.com/" target="_blank">Lexile</a></b>: This site helps you find the lexile range, and recommended books for that range.</li>
</ul>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2DjfukFrOhJ8THGsUwxDGJKmCkXFPr4OiuLQM2VJNbKVlN-ir9jTonsiQ50VyAV19i7g3LtD2t3yCtDhco8xqhpEw3FYoPdJPMlQd1VcjpSkgHfomNjExejVYQ9umpYTj5Vr3V4_O/s1600/Screen+Shot+2014-07-26+at+8.20.55+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="185" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2DjfukFrOhJ8THGsUwxDGJKmCkXFPr4OiuLQM2VJNbKVlN-ir9jTonsiQ50VyAV19i7g3LtD2t3yCtDhco8xqhpEw3FYoPdJPMlQd1VcjpSkgHfomNjExejVYQ9umpYTj5Vr3V4_O/s1600/Screen+Shot+2014-07-26+at+8.20.55+PM.png" width="512" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Table: <a href="http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf" target="_blank">Supplemental Information for Appendix A of the Common Core State Standards</a></td></tr>
</tbody></table>
<b><br /></b>
<b>Text with adjustable readability</b><br />
<ul>
<li><b><a href="https://www.readworks.org/" target="_blank">ReadWorks</a></b>: Reading passages, lessons, and units with comprehension questions for K-8th and by select domain or standard. </li>
<li><b><a href="https://newsela.com/" target="_blank">Newsela</a></b>: You can find current events by content area. Create student accounts and it will provide different copies of an article with various reading levels. </li>
</ul>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-isp4x_Sufvw/U9SC6q83cdI/AAAAAAAABXg/2eLJgts3LUc/s1600/Newsela.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="238" src="http://4.bp.blogspot.com/-isp4x_Sufvw/U9SC6q83cdI/AAAAAAAABXg/2eLJgts3LUc/s1600/Newsela.png" width="512" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here's an example of the <a href="https://newsela.com/" target="_blank">Newsela</a> teacher dashboard</td></tr>
</tbody></table>
<br />
<ul>
<li><b><a href="https://en.wikipedia.org/wiki/Main_Page" target="_blank">Wikipedia</a></b>: Even though some might consider Wikipedia as a site with questionable reliability, it is a site that shows current understanding of a topic by the public. Furthermore, it might be a good place to start a search because it provides a broad overview of the topic. It also allows you to adjust the vocabulary to <a href="https://simple.wikipedia.org/wiki/Main_Page" target="_blank">Simple English</a>, which may assist English Learners or other students when reading the text.</li>
</ul>
<br />
<b>Online portfolios</b><br />
<br />
There are many tools that can be used as a portfolio. The beauty of a portfolio is it shows growth over time.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD21Cmx0bM-YnI1tdG3cVGRGNlJ8F2ARcxCZ6ERc7Y5UVE6sYQa8l_XZCU6taU_XuwVKgnAv-THevJH7sXEcB-N3t7J6wRtJu5RkbmuWuqt-lV3BhsTN_QSrKSWhH5L_TNAonBPqjF/s1600/Online+Portfolio.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" height="227" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD21Cmx0bM-YnI1tdG3cVGRGNlJ8F2ARcxCZ6ERc7Y5UVE6sYQa8l_XZCU6taU_XuwVKgnAv-THevJH7sXEcB-N3t7J6wRtJu5RkbmuWuqt-lV3BhsTN_QSrKSWhH5L_TNAonBPqjF/s1600/Online+Portfolio.png" title="Online Portfolio CC licence: by Tracy Watanabe" width="320" /></a></div>
<br />
Have you considered these tools for <a href="http://list.ly/list/OXk-eportfolio-platforms" target="_blank">portfolios</a>?<br />
<ul>
<li><b><a href="http://edublogs.org/" target="_blank">Edublogs</a>, <a href="http://wordpress.com/" target="_blank">Wordpress</a>, <a href="http://www.blogger.com/" target="_blank">Blogger</a>, </b>or<b> <a href="http://kidblog.org/" target="_blank">Kidblog</a></b>: Blogging allows writers to connect with an audience beyond the four classroom walls.</li>
<li><b><a href="https://www.wevideo.com/" target="_blank">WeVideo</a> </b>or<b> <a href="http://www.youtube.com/" target="_blank">YouTube</a></b>: Vlogging (video blogging) again allows authors to connect with a global audience. Both of these have built in video editing tools. </li>
<li><a href="https://evernote.com/" target="_blank"><b>Evernote</b></a>: <a href="http://blog.evernote.com/blog/2012/02/28/how-to-create-a-portfolio-with-evernote-education-series/" target="_blank">This tool</a> is great for note taking, keeping documents organized, and annotating documents. Other tools that work with Evernote are: <a href="https://evernote.com/skitch/" target="_blank">Skitch</a>, <a href="https://evernote.com/penultimate/" target="_blank">Penultimate</a>, <a href="https://evernote.com/webclipper/" target="_blank">Web Clipper</a>, <a href="https://evernote.com/products/" target="_blank">etc</a>.</li>
<li><a href="https://www.flickr.com/" target="_blank"><b>Flickr</b></a>: Photography portfolios allow students to create <a href="https://www.flickr.com/photos/krebsclass/sets/72157627661974634/" rel="nofollow" target="_blank">personal history museums</a>, collecting photographs of artifacts and sharing the importance of those artifacts. (A special thanks to <a href="https://www.flickr.com/photos/krebsclass/sets/" rel="nofollow" target="_blank">Denise Krebs</a> for this idea.)</li>
</ul>
<b>Final thoughts</b><br />
<br />
There are many <a href="http://www.graphite.org/" target="_blank">resources</a> available for <a href="http://ell.stanford.edu/" target="_blank">learning the ELA standards</a>. <a href="https://www.commonsensemedia.org/educators/classroom-curriculum/alignment" target="_blank">Technology is included in those standards</a>. We are no longer in a day and age of putting technology off as something we didn't get to. <a href="http://commoncore.fcoe.org/sites/commoncore.fcoe.org/files/resources/SPIRAL%20FINAL.pdf" target="_blank">Technology</a> is essential for students to be prepared for college and careers, and it is <a href="http://wwwatanabe.blogspot.com/2013/05/connecting-21st-century-learning.html" target="_blank">built into today's learning standards</a>.<br />
<ul>
<li>What ELA tools and resources would you add to this list? </li>
<li>What other thoughts or ideas from this post would you like to challenge, add to, or share?</li>
</ul>
<div>
<i>Revised edition of <a href="http://wwwatanabe.blogspot.com/2014/07/core-tech-for-learning-with-ela-common.html" target="_blank">this post</a> from 2014, based on my learning from <a href="https://twitter.com/brumbaugh" target="_blank">Kyle Brumbaugh</a> and <a href="https://twitter.com/ecalhoon" target="_blank">Elizabeth Calhoon</a>.</i></div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com2tag:blogger.com,1999:blog-1649011417136906486.post-5438788159043314802015-04-28T17:19:00.001-07:002015-04-28T17:19:39.527-07:00Creating in Educreations<a href="https://www.educreations.com/features/" target="_blank">Educreations</a> received a slight makeover, and it now has a few new features that allows teachers to push lessons out to student accounts, while also being able to see published student work for those enrolled in her/his classes.<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-GKqK9SWUbOw/VT3DiSamRiI/AAAAAAAAB5Q/rS7x7qnIzDU/s1600/Screen%2BShot%2B2015-04-26%2Bat%2B10.02.18%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="http://1.bp.blogspot.com/-GKqK9SWUbOw/VT3DiSamRiI/AAAAAAAAB5Q/rS7x7qnIzDU/s1600/Screen%2BShot%2B2015-04-26%2Bat%2B10.02.18%2BPM.png" height="120" title="Educreations" width="200" /></a></div>
<br />
<b>What is Educreations?</b><br />
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Educreations is an interactive whiteboard and screencasting tool for both the iPad and desktop computer. Its features include drawing, annotation, and narration. You can insert photos straight from your camera, photo album, Dropbox, Google Drive, and from the Internet.<br />
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<br /></div>
<div>
<b>Benefits</b></div>
<div>
<ul>
<li>Students can <a href="http://blog.mrmeyer.com/2014/the-most-interesting-use-of-educreations/" target="_blank">use Educreations to investigate ideas</a>, and create videos to share their thinking and learning.</li>
<li>Teachers can use student artifacts as <a href="http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley" target="_blank">formative assessments</a> as evidence of learning or misconceptions/gaps in understanding. </li>
<li>Teachers can use Educreations to send presentations to students as well.</li>
</ul>
</div>
<div>
<b>How do you use it?</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNa6WGYfN5upKjTWsABuO4S4WwEsY7akf_BsJsb_meuH5vO8-bMwN9Rp8DuBYuQHQrJ53vvYjpfNqiE3K4AYpKcZyj0XKYvC0IbDpQCtocrOV3RwJUN9hI325iSJUVHp_WCoCAbBiu/s1600/Educreation.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNa6WGYfN5upKjTWsABuO4S4WwEsY7akf_BsJsb_meuH5vO8-bMwN9Rp8DuBYuQHQrJ53vvYjpfNqiE3K4AYpKcZyj0XKYvC0IbDpQCtocrOV3RwJUN9hI325iSJUVHp_WCoCAbBiu/s1600/Educreation.png" height="514" width="512" /></a></div>
<b><br /></b>
<b>How do Teachers sign up and create a Class account?</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLQF66nTXCeUH7XiG2iBNnWu-iD8LCL2CZrYJ6oh4HRv3HfUr0gtP7ehkLBU268Q_c6-zyHokxnhJ8l0UjBg8TM0XNaXNKaMO9y0axQTVriILU8oOGXAXq5ph5TvpdQmObBTytoplI/s1600/Educreations+Teacher+Sign+UP.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLQF66nTXCeUH7XiG2iBNnWu-iD8LCL2CZrYJ6oh4HRv3HfUr0gtP7ehkLBU268Q_c6-zyHokxnhJ8l0UjBg8TM0XNaXNKaMO9y0axQTVriILU8oOGXAXq5ph5TvpdQmObBTytoplI/s1600/Educreations+Teacher+Sign+UP.png" height="441" width="512" /></a></div>
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<b><br /></b></div>
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<b>How do students sign up and connect with the Class account?</b><br />
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<a href="http://1.bp.blogspot.com/-vesDIBsCjdU/VT3JOsiX3EI/AAAAAAAAB5w/R0akLy12a9I/s1600/Educreations%2BStudent%2BSign%2Bup.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="http://1.bp.blogspot.com/-vesDIBsCjdU/VT3JOsiX3EI/AAAAAAAAB5w/R0akLy12a9I/s1600/Educreations%2BStudent%2BSign%2Bup.png" height="448" width="512" /></a></div>
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<b>Any drawbacks?</b><br />
<b><br /></b>
Students and Teachers can only save and work on one draft at a time with the free version of the tool.<br />
<br />
One way a teacher can have multiple groups of students work on the same draft is to add a page to make it a collaborative presentation, with each student or groups of students contributing to the topic. Tip: Have students put their initials or first name on each of their slides.<br />
<b><br /></b>
<b>What are some other tools like Educreations?</b><br />
<ul>
<li>Desktop: I like using <a href="http://www.screenr.com/" target="_blank">Screenr</a> for screencasting. </li>
<li>Chromebooks and Chrome browser from desktop: <a href="http://blogs.techsmith.com/for-educators/snagit-for-chrome-and-google-classroom/" target="_blank">Snagit</a> works nicely in Chrome, Google Apps, and Google Classroom. </li>
<li>iPad: <a href="https://itunes.apple.com/us/app/seesaw-multimedia-journal/id930565184" target="_blank">Seesaw</a> has a lot of potential (<a href="http://www.freetech4teachers.com/2015/04/seesaw-gets-bunch-of-helpful-updates.html#.VT2PAa1ViwA" target="_blank">see this post by Richard Byrne</a>).</li>
<li>iPad: <a href="https://itunes.apple.com/us/app/showme-interactive-whiteboard/id445066279?mt=8" target="_blank">ShowMe</a> is another whiteboard recording tool that allows you to add multiple pages. You can save multiple drafts at a time with this app.</li>
</ul>
<br />
<b>Final thoughts</b><br />
<b><br /></b>
When choosing any app or site for students to work on, it's important to make sure they are compliant with <a href="http://ww2.kqed.org/mindshift/2015/03/24/four-student-data-privacy-issues-adults-should-be-aware-of/" target="_blank">FERPA</a>, <a href="http://www.f3law.com/newsflash.php?nf=470" target="_blank">COPPA</a>, <a href="http://www.ikeepsafe.org/privacy/ppra/" target="_blank">PPRA</a>, and meets <a href="http://www.f3law.com/newsflash.php?nf=445" target="_blank">state legislation</a>. I've been shying away from some great sites and apps until companies rethink what data they need to collect and their use of advertisements.<br />
<ul>
<li>How would you have your students use a screencasting tool? How could that benefit their learning?</li>
<li>What tips or tools would you recommend for screencasting?</li>
<li>How else did this post connect with you?</li>
</ul>
</div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-32314627231973155852015-03-30T18:00:00.000-07:002015-03-30T18:00:02.964-07:00Comments for Community to Enter a State of "Flow" #C4C15According to Mihaly Csikszentmihalyi, happiness and genuine satisfaction comes from a state of consciousness called <i>flow</i>. To achieve flow, one must be completely absorbed in an activity, a mindful challenge, involving creativity. Those mindful challenges can not be too demanding, nor too easy.<br />
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<br /></div>
<div>
This "mindful challenge" reminds me of a volleyball net. If it is set too high, it is too difficult to hit the ball over the net, resulting in giving up the game out. Likewise, if the net is too low, there's not enough challenge to keep my attention, leading to the same outcome of giving up the game. Thus, we need to set the net at the appropriate height, and then we'll start learning how to make changes to improve, which is when we'll become intrinsically motivated by the act.<br />
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<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="384" src="https://www.youtube.com/embed/GZbUDzmKvus" width="512"></iframe></div>
<blockquote class="tr_bq">
“Most enjoyable activities are not natural; they demand an effort that initially one is reluctant to make. But once the interaction starts to provide feedback to the person's skills, it usually begins to be intrinsically rewarding.” ― <a href="http://www.goodreads.com/author/show/27446.Mihaly_Csikszentmihalyi">Mihaly Csikszentmihalyi</a>, <a href="http://www.goodreads.com/work/quotes/64339">Flow: The Psychology of Optimal Experience</a></blockquote>
<b><br /></b>
<b>#C4C15 Project</b><br />
<br />
A few weeks ago, I received <a href="http://wwwatanabe.blogspot.com/2015/02/what-does-it-mean-to-be-literate-in.html" target="_blank">a quality comment on my blog post from Ben Wilkoff</a>. At the end of the comment, he shared his <a href="http://learningischange.com/blog/2014/12/27/c4c15/" target="_blank">#C4C15 Project:</a><a href="http://learningischange.com/blog/2014/12/27/c4c15/" target="_blank"> Comments for Community</a>, which is his call to create a community of writers by leaving comments for others to build connections and a culture of learning.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-oayQu9gIQlU/VReer4AzKxI/AAAAAAAAB4U/0mqmETUxm-8/s1600/Screen%2BShot%2B2015-03-28%2Bat%2B11.36.27%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-oayQu9gIQlU/VReer4AzKxI/AAAAAAAAB4U/0mqmETUxm-8/s1600/Screen%2BShot%2B2015-03-28%2Bat%2B11.36.27%2BPM.png" height="316" width="320" /></a></td></tr>
<tr><td class="tr-caption">Ben Wilkoff's <a href="http://learningischange.com/blog/2014/12/27/c4c15/" target="_blank">Launching #C4C15: Comments for Community in 2015</a></td></tr>
</tbody></table>
<br />
I'm inspired by Ben's #C4C15 Project, and fearful at the same time. I fear the time commitment. I fear being completely open and vulnerable.<br />
<br />
If I really want to grow, I need to allow for that vulnerability and trust that I'll gain critical friends rather than criticism.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-tVe7_GO8vlM/VRiWevcLaAI/AAAAAAAAB4o/el3tLEfaATo/s1600/9284253770_533a33ee69_z.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-tVe7_GO8vlM/VRiWevcLaAI/AAAAAAAAB4o/el3tLEfaATo/s1600/9284253770_533a33ee69_z.jpg" height="272" width="400" /></a></td></tr>
<tr><td class="tr-caption">Slide_CriticalFriends by Bill Ferriter, CC: BY, NC</td></tr>
</tbody></table>
<b><br /></b>
<b>Count me in</b><br />
<br />
Despite my apprehension, I am making the goal to connect and learn with others online, and leave quality comments.<br />
<blockquote class="tr_bq">
“It is when we act freely, for the sake of the action itself rather than for ulterior motives, that we learn to become more than what we were. When we choose a goal and invest ourselves in it to the limits of concentration, whatever we do will be enjoyable. And once we have tasted this joy, we will redouble our efforts to taste it again. This is the way the self grows.” ― <a href="http://www.goodreads.com/author/show/27446.Mihaly_Csikszentmihalyi">Mihaly Csikszentmihalyi</a>, <a href="http://www.goodreads.com/work/quotes/64339">Flow: The Psychology of Optimal Experience</a></blockquote>
<br />
<ul>
<li> How do you connect and learn with others?</li>
<li>What risks are you taking to grow?</li>
</ul>
</div>
</div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com1tag:blogger.com,1999:blog-1649011417136906486.post-48267319034847316302015-02-28T10:41:00.000-08:002015-02-28T14:04:12.505-08:00What does it mean to be literate in the 21st century?There's not a doubt in my mind that technology has changed our world. Information is created, shared, and evaluated differently. People connect, communicate, and go about their daily lives in new ways with the use of technology.<br />
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<br /></div>
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<div style="text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="288" src="https://www.youtube.com/embed/jottDMuLesU" width="512"></iframe></div>
<br />
<div>
Think about the impact of technology on industries like newspapers, publishers, movies, travel agencies, etc. I go online to read the news, view books, and watch movies. I plan vacations, make travel arrangements, and purchase tickets online. I find new recipes and share them with friends through social media.<br />
<br />
We are in an information revolution. It's changing and <a href="http://www.claytonchristensen.com/key-concepts/" target="_blank">disrupting</a> how things are done, and requires new skills to be successful. Therefore, it impacts what it means to be literate, moving beyond reading and writing and into information and digital literacies.<br />
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<b>New literacies</b><br />
<br />
Today, students need to be taught <a href="http://www.pewinternet.org/2012/11/01/how-teens-do-research-in-the-digital-world/" target="_blank">information and research fluency</a>, along with <a href="http://thejournal.com/Articles/2012/04/09/Rethinking-digital-citizenship.aspx?Page=1" target="_blank">digital citizenship</a> and <a href="http://www.iste.org/docs/pdfs/20-14_iste_standards-s_pdf.pdf" target="_blank">technology operations and concepts</a>.<br />
<br />
<div style="text-align: center;">
<iframe frameborder="0" height="272" src="http://www.powtoon.com/embed/dMQw5llCLvC/" width="480"></iframe></div>
<ul>
<li><a href="http://www.powtoon.com/show/dMQw5llCLvC/new-literacies-overview" target="_blank">Click here to view</a> the above video in PowToon. </li>
<li><a href="https://www.academia.edu/7775394/Leu_D.J._Forzani_E._Burlingame_C._Kulikowich_J._Sedransk_N._Coiro_J._and_Kennedy_C._2013_._The_new_literacies_of_online_research_and_comprehension_Assessing_and_preparing_students_for_the_21st_century_with_common_core_state_standards._pp._219-236_._IRA" target="_blank">Click here</a> to learn more from researchers <a href="http://education.uconn.edu/donald-leu/" target="_blank">Leu</a>, <a href="http://jlr.sagepub.com/content/43/4/352" target="_blank">Coiro</a>, et. al.</li>
</ul>
<b>Final thoughts</b><br />
<br class="Apple-interchange-newline" />
Even if students are "<a href="http://marcprensky.com/digital-native/" target="_blank">digital natives</a>" it does not mean they know online information skills such as vetting valid and reliable sources. Students must be taught the <a href="http://www.orca.uconn.edu/professional-development/understanding/tica-checklist/" target="_blank">new literacies</a>. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGTFBvAXRZ_x25RpXEtq4DT-11vHmL-yOjogo4odajAig_mvT-cGm3qS0rrQPJQOtdY1PfRFiw_MX2C7VgkxlZwCiUISLitOAvpHDJ89O-2WLD4zNTZGvn6ma7csXTVRBrlbFCHLMm/s1600/literacy+2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGTFBvAXRZ_x25RpXEtq4DT-11vHmL-yOjogo4odajAig_mvT-cGm3qS0rrQPJQOtdY1PfRFiw_MX2C7VgkxlZwCiUISLitOAvpHDJ89O-2WLD4zNTZGvn6ma7csXTVRBrlbFCHLMm/s1600/literacy+2.png" height="257" width="512" /></a></div>
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Literacy is not optional, and teaching students how to search, organize, evaluate, synthesize, and share information, is part of learning in the 21st century.<br />
<br />
<ul>
<li>What do you think it means to be literate in the 21st century?</li>
<li>How do new literacies change the learning environment?</li>
<li>How else does this post connect with you?</li>
</ul>
</div>
</div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com4tag:blogger.com,1999:blog-1649011417136906486.post-61140127673103529472015-01-20T18:00:00.000-08:002015-01-20T18:00:02.258-08:00ScreenshotsOne question I'm asked on occasion is, "How do you capture a copy of what's on your screen?"<br />
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<div>
The procedure differs a little depending on the device. The devices I most frequently use are listed below.<br />
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<br /></div>
<div>
<b>On PCs, this is often how I'd do it:</b></div>
<div>
<ul>
<li>Press the “Print Screen” key on the top right of my keyboard.</li>
<li>Then open my email, PowerPoint, or Paint.</li>
<li>Press CTRL + V to paste the image.</li>
<li>Decide if I need to save the image (or crop the image). If so, I like using Paint.</li>
</ul>
</div>
<div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-z5mFBSDcmxY/VL72XOoVjpI/AAAAAAAABvE/VzZmpJ-Grdk/s1600/pc%2Bprint%2Bscreen.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="http://3.bp.blogspot.com/-z5mFBSDcmxY/VL72XOoVjpI/AAAAAAAABvE/VzZmpJ-Grdk/s1600/pc%2Bprint%2Bscreen.png" height="173" width="400" /></a></div>
<br />
<b>On my Mac, I'll:</b><br />
<ul>
<li>Press Command, Shift, and 4 at the same time.</li>
<li>Then pull the crossbars down and around the image you want to capture.</li>
<li>You’ll find it on your desktop as a Screenshot.</li>
</ul>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAMG5St3vLZyCxrF-0qiJHo2VkYPjWb47260ZWMERMYy3l2YtgP9DuFG2C3_gYvEcAF3rVkggMVz7WPHWMzOv1PqLMg3-JzhTrshWyZ4KcYvyBcfqasSmiEMyDR-dxJ0DkhR4Iqd3k/s1600/apple+print+screen.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAMG5St3vLZyCxrF-0qiJHo2VkYPjWb47260ZWMERMYy3l2YtgP9DuFG2C3_gYvEcAF3rVkggMVz7WPHWMzOv1PqLMg3-JzhTrshWyZ4KcYvyBcfqasSmiEMyDR-dxJ0DkhR4Iqd3k/s1600/apple+print+screen.png" height="172" width="400" /></a></div>
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<div>
<b>On an iPad, I'll:</b></div>
</div>
<div>
<ul>
<li>Press the sleep button and the home button simultaneously. It will save in the Camera Roll album (see icon below).</li>
</ul>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXwrq9SmXwc5DqOzRYEQD_ItO0sa4ci2AkkqIn1lypxKBYw6QJn1MrUP1CYbrP8KFvq8Y2O7mUxU34Pa_OzHSEElnYBE5Bz2_uOxGXYw6q_7OWYKWHuck2hO3MPC9-fZYlJ6R7ZiMP/s1600/Screen+Shot+2014-09-03+at+1.40.37+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXwrq9SmXwc5DqOzRYEQD_ItO0sa4ci2AkkqIn1lypxKBYw6QJn1MrUP1CYbrP8KFvq8Y2O7mUxU34Pa_OzHSEElnYBE5Bz2_uOxGXYw6q_7OWYKWHuck2hO3MPC9-fZYlJ6R7ZiMP/s1600/Screen+Shot+2014-09-03+at+1.40.37+PM.png" height="75" title="iOS 7 Camera Roll icon" width="76" /></a></td></tr>
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<b>Final thoughts</b></div>
</div>
<div>
<br /></div>
<div>
Screenshots are valuable when creating presentations or explaining something from the screen. For example, if there is an error message, I like sending a screenshot along with my request for help to show exactly what occurred. </div>
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<br /></div>
<div>
I am also cognizant of <a href="http://commons.wikimedia.org/wiki/Commons:Screenshots" target="_blank">copyrights</a>.</div>
<div>
<ul>
<li>What questions, comments, or insights would you add to this post?</li>
</ul>
</div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-64214711944277536742014-12-31T21:30:00.001-08:002015-01-06T07:47:32.377-08:0014 Best or Worst from 2014As I reflect on 2014, I want to share 14 of the best and some of the worst from 2014.<br />
<br />
<b>1) Most acknowledged blog post</b> -- <a href="http://wwwatanabe.blogspot.com/2014/11/mystery-state-skype.html" target="_blank">Mystery State Skype</a><br />
<br />
I received the Editor's Choice Content Award from <a href="http://smartblogs.com/education/2014/11/26/editors-choice-content-award-november/" target="_blank">SmartBrief</a> for my post on the Mystery State Skype. <a href="http://www.blogtalkradio.com/edutalk/2014/12/23/award-winning-education-blogger-tracy-watanabe-on-mystery-state-skype" target="_blank">I also had the opportunity to talk with</a> by <a href="https://twitter.com/edutalkradio" target="_blank">Larry Jacobs</a> on <a href="https://educationtalkradio.wordpress.com/" target="_blank">Education Talk Radio</a> -- (<a href="http://www.blogtalkradio.com/edutalk/2014/12/23/award-winning-education-blogger-tracy-watanabe-on-mystery-state-skype" target="_blank">click here</a> to go straight to archive of radio show).<br />
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<a href="http://www2.smartbrief.com/hosted/mkt1491/badge.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://www2.smartbrief.com/hosted/mkt1491/badge.png" height="200" width="200" /></a></div>
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<b>2) Most visited blog post</b> -- <a href="http://wwwatanabe.blogspot.com/2014/02/digital-storytelling-and-stories-with.html" target="_blank">Digital Storytelling and Stories with the iPad</a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD5UwL5XbuTilidY_fF9J45XK_ng3V3TzABLXYV9U3Napcws5Nfwh5qq6toXcMI3mKZ9HE4xfoCP37G7OQAPKjLaoa4MQm_6GzDqQAFt9V6cRruDfZeqTrnjls0WLW-zccRsfSwmji/s1600/Digital+Storytelling.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD5UwL5XbuTilidY_fF9J45XK_ng3V3TzABLXYV9U3Napcws5Nfwh5qq6toXcMI3mKZ9HE4xfoCP37G7OQAPKjLaoa4MQm_6GzDqQAFt9V6cRruDfZeqTrnjls0WLW-zccRsfSwmji/s1600/Digital+Storytelling.png" height="285" width="400" /></a></div>
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<b>3 & 4) My favorite post </b>-- <a href="http://wwwatanabe.blogspot.com/2014/08/harnessing-powerful-ideas-leading-one.html" target="_blank">Harnessing Powerful Ideas: Leading One-to-One</a><br />
<br />
This post was <i>my</i> favorite to write because it helped me collect many ideas about one-to-one, and place it in one space -- my post. Furthermore, I absolutely <b>loved creating the graphics</b> for this post. It was my first experiment with using <a href="https://www.canva.com/" target="_blank">Canva</a>.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyHkWY0qaUJPlnQXdo5b3U9QCcK8K_0gzPaYvL6BWkFEKoad2s5z91GlzDXboE5-Hj7Fa7Bkf1LpbnUNehC5kKwjBH8NxQzj8e8JkFkAErMYsp9BGm5C7fOkTOSbJZgRk2ezysRvn0/s1600/What+do+you+want+to+see+students+doing+(3).png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyHkWY0qaUJPlnQXdo5b3U9QCcK8K_0gzPaYvL6BWkFEKoad2s5z91GlzDXboE5-Hj7Fa7Bkf1LpbnUNehC5kKwjBH8NxQzj8e8JkFkAErMYsp9BGm5C7fOkTOSbJZgRk2ezysRvn0/s1600/What+do+you+want+to+see+students+doing+(3).png" height="400" width="266" /></a></div>
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<b>5) Favorite new(ish) tool</b> (besides Canva) -- <a href="http://www.pinterest.com/tracywatanabe/" target="_blank">Pinterest</a><br />
<br />
While Pinterest isn't new, it so happened to be new for me. I had an account before 2014, but it was during this past year that I really recognized the power of Pinterest, and had the insight to know when to use it. I found myself diving into Pinterest for visuals, which led to resources and learning.<br />
<br />
<b>6) Epic fail </b>-- Lost many creations<br />
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Did I take the time to back it up before installing? Doh! Serves me right!<br />
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<a href="http://4.bp.blogspot.com/-_53BwJv6VJY/VKTOkt6vBEI/AAAAAAAABnY/jTof6-OxcC0/s1600/Screen%2BShot%2B2014-12-31%2Bat%2B8.34.37%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-_53BwJv6VJY/VKTOkt6vBEI/AAAAAAAABnY/jTof6-OxcC0/s1600/Screen%2BShot%2B2014-12-31%2Bat%2B8.34.37%2BPM.png" height="282" width="320" /></a></div>
<b><br /></b>
<b>7) Most difficult lesson learned</b> -- Leadership has a cost<br />
<blockquote class="tr_bq">
"Good leadership is not a popularity contest. One of the most important days in my career was the day I realized that leading well was more important than being well-liked." -- <a href="http://www.success.com/article/john-c-maxwell-a-guide-for-making-tough-decisions" target="_blank">John Maxwell</a></blockquote>
<b>8) Most challenging idea</b> -- Create my <a href="https://educationalleadership-cohort17.wikispaces.com/file/view/TPOV.pdf" target="_blank">TPOV</a><br />
<br />
<a href="https://www.linkedin.com/pub/shawn-evenson/36/56b/15b" target="_blank">Shawn Evenson</a>, a highly-valued member of my PLN and friend, challenged me to write down my Teachable Point of View (TPOV). While this was an activity to strengthen leaders, it trickled into other aspects of my life. By reflecting on my core values, it helped me make tough decisions -- decisions that I stand by -- and helped me communicate those decisions and ideas to others.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFEYXH3MTLMd3x5gwRgO1hh49gBJJ6SGkx5sitURNUFkHPtNso28gR6qDsgyPYzvtm9fDmi9WwtRl-D2xETgppXljPNLmH78Cr1kPw8zce_p75J_h36Gsfp9V4iWFoLSDmdqL0iOOK/s1600/TPOV+by+Tracy+Watanabe.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFEYXH3MTLMd3x5gwRgO1hh49gBJJ6SGkx5sitURNUFkHPtNso28gR6qDsgyPYzvtm9fDmi9WwtRl-D2xETgppXljPNLmH78Cr1kPw8zce_p75J_h36Gsfp9V4iWFoLSDmdqL0iOOK/s1600/TPOV+by+Tracy+Watanabe.png" height="531" width="504" /></a></div>
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<b>9 & 10) Most important reminder & biggest decision</b> -- family comes first<br />
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Family is always a priority. Always. We put family first and chose to move mid-school-year back to California to be closer to family.<br />
<b><br /></b>
<b>11) Best gift</b> -- <a href="http://www.amazon.com/Everyone-Communicates-Few-Connect-Differently/dp/1491522720" target="_blank">John Maxwell</a> book from <a href="http://www.ajusd.org/webpages/llaprise/" target="_blank">Larry LaPrise</a><br />
<br />
So, a gift by Tina Jada was awesome-sauce too, but Larry's note left my heart full and eyes saturated. -- Larry was the principal who first hired me in Apache Junction. He always spent time building other leaders in the organization, and invested in me, even though I didn't see myself as a leader at first. I wouldn't be where I am without his mentorship and friendship.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH6kr98ErS3ZJiJyNE9fNYqEm4Afttb4zmXVdkxRaSuviBMy2SqlzO__Gd2srX3y4rqJK9o0zc34JHfMNCnlh8PPn9t4FggMifRscBGL37vZ__c4FOck7bNboyAuzI_s3Jp-0v26Cz/s1600/IMG_3953.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH6kr98ErS3ZJiJyNE9fNYqEm4Afttb4zmXVdkxRaSuviBMy2SqlzO__Gd2srX3y4rqJK9o0zc34JHfMNCnlh8PPn9t4FggMifRscBGL37vZ__c4FOck7bNboyAuzI_s3Jp-0v26Cz/s1600/IMG_3953.JPG" /></a></div>
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<b>12) Most excited about for 2015 </b>-- Next to being closer to family is my new role at VCOE<br />
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I was hired by the <a href="https://twitter.com/VenturaCOE" target="_blank">Ventura County Office of Education</a> in the Curriculum and Instruction Department as the <a href="http://www.vcoe.org/cici/ContentSpecialists/TracyWatanabe.aspx" target="_blank">Technology Integration Specialist</a>. I am surrounded by the most innovative educators and am inspired every day!<br />
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<b>13) Bucket List for 2015</b> -- PhD<br />
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I've narrowed it down to a few programs, and have to get applications rolling.<br />
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<b>14) Bottom line</b> -- Serving, connecting, and 21st century learning<br />
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The bottom line is I'm most excited when I am serving and connecting with others, and am passionate about 21st century learning. With all the changes going on in my life, I'm relying on my PLN more and more these days. So, I thank <i>you</i> for connecting and learning with me.<br />
<div>
<ul>
<li>What are some of your best or worst from 2014?</li>
<li>What are you looking forward to in 2015?</li>
<li>How do you communicate your TPOV?</li>
<li>How else does this post connect with you?</li>
</ul>
</div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com6tag:blogger.com,1999:blog-1649011417136906486.post-196091287801102062014-11-22T10:44:00.000-08:002014-11-22T10:44:09.944-08:00Formative Assessment with Plickers<a href="http://blogs.edweek.org/edweek/teacherbeat/2011/12/how_do_we_train_teachers_to_us.html" target="_blank">Formative assessment</a> helps teachers make data-informed decisions to plan for and/or adjust instructional activities, identify potential misconceptions, monitor the pace of instruction, etc.<br />
<br />
While there are many ways to formatively assess students, I recently saw <a href="http://ericsheninger.com/contentm/easy_pages/view.php?page_id=231&sid=28&menu_id=188" target="_blank">Eric Sheninger</a> use <a href="https://www.plickers.com/" target="_blank">Plickers</a> during his workshop at the Ventura County Office of Education, and thought, what an easy and inexpensive way to quickly assess groups!<br />
<div style="text-align: center;">
<blockquote class="twitter-tweet" lang="en">
.<a href="https://twitter.com/E_Sheninger">@E_Sheninger</a> Using Plickers <a href="https://twitter.com/hashtag/l3vcoe?src=hash">#l3vcoe</a> <a href="http://t.co/rEHcTMgNKb">pic.twitter.com/rEHcTMgNKb</a><br />
— Tracy Watanabe (@tracywatanabe) <a href="https://twitter.com/tracywatanabe/status/530835237933039617">November 7, 2014</a></blockquote>
<script async="" charset="utf-8" src="//platform.twitter.com/widgets.js"></script></div>
<b>Purpose and benefits</b><br />
<ul>
<li>Collect data from multiple choice or true/false questions from a group.</li>
<li>View data as a group snapshot in a graph, or view individual data from audience.</li>
<li>Quick, low-tech tool to use, especially when you don't have the budget for clickers.</li>
</ul>
<div>
<b>Technology and prep</b></div>
<div>
<ol>
<li>Teacher/Facilitator creates an account at <a href="https://www.plickers.com/" target="_blank">Plickers</a>.</li>
<li>Download app for portable device: <a href="https://itunes.apple.com/us/app/plickers/id701184049?mt=8" target="_blank">iTunes</a> or <a href="https://play.google.com/store/apps/details?id=com.plickers.client.android" target="_blank">Google Play</a>.</li>
<li>Print out a set of reusable <a href="https://www.plickers.com/cards" target="_blank">cards</a>. </li>
<li>Add class(es).</li>
<li>Create questions.</li>
</ol>
<div>
<b>Getting started </b></div>
</div>
<div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgeTbTKuGrBDBcpWtkBcGaEZ3pxUUuVc7xtLO4dFbxwmPTOTjn7rG6RDYNqYaYJv_2eUt97hTcsr02WuK5S90Ny1V-_kSGi3b0Q3TY5IztRfxcI4pC-5dXUMAW2gothrqdC9K4t4Zq/s1600/Sign+Up+and+cards.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgeTbTKuGrBDBcpWtkBcGaEZ3pxUUuVc7xtLO4dFbxwmPTOTjn7rG6RDYNqYaYJv_2eUt97hTcsr02WuK5S90Ny1V-_kSGi3b0Q3TY5IztRfxcI4pC-5dXUMAW2gothrqdC9K4t4Zq/s1600/Sign+Up+and+cards.png" height="413" width="512" /></a></div>
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<a href="http://4.bp.blogspot.com/-SrLcwFtzYHw/VGp_Fy-Wa9I/AAAAAAAABhk/FkqaWLhhgDA/s1600/Add%2Bclass.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-SrLcwFtzYHw/VGp_Fy-Wa9I/AAAAAAAABhk/FkqaWLhhgDA/s1600/Add%2Bclass.png" height="189" width="512" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirjF-Akfe8ko-xXy0LNLm1Mq07CL3K3HlPU-MUUluo8C9PoEJAhuxZ4fdJCvCTPBHIN8s0jU5nFV0a_ADrj1HizoTGJh8P6bD3RO0Ewz1G1lA8oob6zV0VWQVrhV34sRY9AlkT4_Qf/s1600/Add+questions+to+Library.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirjF-Akfe8ko-xXy0LNLm1Mq07CL3K3HlPU-MUUluo8C9PoEJAhuxZ4fdJCvCTPBHIN8s0jU5nFV0a_ADrj1HizoTGJh8P6bD3RO0Ewz1G1lA8oob6zV0VWQVrhV34sRY9AlkT4_Qf/s1600/Add+questions+to+Library.png" height="354" width="512" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiP96bIjhHWesNNyzlfJFlKAPnChdP7YOdzKaHrtOeazJMKX3FXr-ulOaWITSbeKgWdD9K2zveUmWpiRLafl_5wRjx5lGodow82CsJ1YWgeKzku9KiKbFP8GaM9MCafkKeiC6GCzMiA/s1600/Screen+Shot+2014-11-18+at+9.08.52+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiP96bIjhHWesNNyzlfJFlKAPnChdP7YOdzKaHrtOeazJMKX3FXr-ulOaWITSbeKgWdD9K2zveUmWpiRLafl_5wRjx5lGodow82CsJ1YWgeKzku9KiKbFP8GaM9MCafkKeiC6GCzMiA/s1600/Screen+Shot+2014-11-18+at+9.08.52+AM.png" height="309" width="512" /></a></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8h422xXp88_aSbRAY-at8XOUeVyFpWbCvL4PTHxQcaQfOfmiUBDxMBRgCOLjGYeab6X9LbgrumJiW2-mghcR7tBSp7jG7PHak6T_W4WfYM5BIdbBAidarF4atB28MZsBMVwbcfbd3/s1600/Reports.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8h422xXp88_aSbRAY-at8XOUeVyFpWbCvL4PTHxQcaQfOfmiUBDxMBRgCOLjGYeab6X9LbgrumJiW2-mghcR7tBSp7jG7PHak6T_W4WfYM5BIdbBAidarF4atB28MZsBMVwbcfbd3/s1600/Reports.png" height="250" width="512" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://drive.google.com/file/d/0B1FFHMN4R0MAdzJESUgxbGV4Q2M/view?usp=sharing" target="_blank">Click here</a> to download as PDF</td></tr>
</tbody></table>
<div>
<b>Last thoughts</b></div>
<div>
<br /></div>
<div>
Multiple choice and true/false responses provide limited data of learning and understanding. However, it can be used as a quick assessment to make data-informed decisions and to spark discussions for deeper learning in the classroom, a staff meeting, or the workshop setting.<br />
<ul>
<li>How do you use technology to make you more effective, efficient, and informed?</li>
<li>What <a href="http://wwwatanabe.blogspot.com/2014/09/formative-assessment-and-google-forms.html" target="_blank">other tools</a> do you like to use to gather information from your audience?</li>
</ul>
</div>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com2tag:blogger.com,1999:blog-1649011417136906486.post-92055798569752781172014-11-11T22:23:00.000-08:002014-11-12T19:16:23.708-08:00Mystery State Skype<a href="https://education.skype.com/mysteryskype" target="_blank">Mystery State Skype</a> isn't a new idea, it's basically taking learning geography and placing it in a game format like <i><a href="http://en.wikipedia.org/wiki/Twenty_Questions" target="_blank">Twenty Questions</a></i> via Skype, by asking questions to guess the location of the other classroom. Not only does this connect students from across the country (or globe), but it also gives a context for students to apply geography with critical reasoning, collaboration, communication, digital citizenship, and information fluency -- <a href="http://www.p21.org/our-work/p21-framework" target="_blank">21st century skills</a>.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxtLdIzIir_imc7rvCMWaG-46auj0moICKNYzMdX1KKNr7MsWUTh3C0jZtY22A7Z4yl8xPCw1Pbpnrwjx5feqK-63zelNl0ntjZ2QqLHiFQd45-UnOVtyB_SXY8SS9iFbG7wHdYSf1/s1600/Screen+Shot+2014-11-11+at+8.27.56+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="62" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxtLdIzIir_imc7rvCMWaG-46auj0moICKNYzMdX1KKNr7MsWUTh3C0jZtY22A7Z4yl8xPCw1Pbpnrwjx5feqK-63zelNl0ntjZ2QqLHiFQd45-UnOVtyB_SXY8SS9iFbG7wHdYSf1/s320/Screen+Shot+2014-11-11+at+8.27.56+PM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://education.skype.com/" target="_blank">Skype in the classroom</a></td></tr>
</tbody></table>
<b>Learning standards</b><br />
<br />
What should your students research? I recommend looking at your standards to know what is expected of your students as a starting place.<br />
<ul>
<li>Geography standards -- <a href="http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf" target="_blank">History-Social Science Content Standards</a> </li>
<li>Consider the research writing standards (see <a href="http://www.corestandards.org/ELA-Literacy/CCRA/W/" target="_blank">CCSS ELA Writing Standards #7 - 9</a>)</li>
<li>Converse and collaborate with diverse partners -- <a href="http://www.corestandards.org/ELA-Literacy/CCRA/SL/1/" target="_blank">CCSS ELA Speaking and Listening #1</a></li>
<li>21st Century Skills -- <a href="http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf" target="_blank">ISTE Standards for Students</a></li>
<li>Note that your students will read <a href="http://www.corestandards.org/ELA-Literacy/CCRA/R/" target="_blank">informational text</a> for a specific purpose</li>
</ul>
Create a <a href="http://langwitches.org/blog/2010/11/20/assessment-of-learning-via-skype/" target="_blank">graphic organizer</a> to guide their research, or adapt <a href="https://docs.google.com/document/d/102PRi7VjmVku1qUYpPd32rcISk97GFQx1PwlUPLw8EY/edit?usp=sharing" target="_blank">this Google Doc</a> for your needs.<br />
<br />
<b>Preparing for the Mystery Skype</b><br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyZZwze07VHPKmqbDit5it3ciqAnEIMejhyphenhyphenZ84N-GJK7q4NY_J_vJnQ39qGCGVm2r-VnHrgBZ5rGG1wE4EHsOD7PGGyuaMW_zF6xuq4_jgO6YH6LazGtHGG81gv4BHLwnfBtRR3nQi/s1600/1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyZZwze07VHPKmqbDit5it3ciqAnEIMejhyphenhyphenZ84N-GJK7q4NY_J_vJnQ39qGCGVm2r-VnHrgBZ5rGG1wE4EHsOD7PGGyuaMW_zF6xuq4_jgO6YH6LazGtHGG81gv4BHLwnfBtRR3nQi/s400/1.png" width="400" /></a></div>
<br />
<br />
<b>Setting up the Mystery Skype</b><br />
<br />
There are many places where you can sign up for a Mystery Skype. Here's a few:<br />
<br />
<ul>
<li><a href="https://education.skype.com/mysteryskype" target="_blank">Skype in the classroom -- Mystery Skype</a></li>
<li><a href="https://docs.google.com/spreadsheet/ccc?key=0AmX4OGnL6zzudGhxMEN3Rzk4YnVkNk9iM2xzTWRiNUE#gid=1" target="_blank">Mystery Skype Sign Up Locations</a></li>
<li><a href="https://docs.google.com/spreadsheet/ccc?key=0AtEwtiTWbV5jdG1IaGNWeHl1NXhZUXh5V1htOElDNkE&usp=sharing#gid=0" target="_blank">Another Mystery Skype List</a></li>
<li><a href="http://mysterystate.wikispaces.com/" target="_blank">Mystery State/Country</a></li>
<li><a href="https://plus.google.com/u/0/communities/108872508641408401439" target="_blank">Google + Community</a></li>
</ul>
<br />
Tips:<br />
<br />
<ul>
<li>Check <a href="http://www.timetemperature.com/tzus/time_zone_boundaries.shtml" target="_blank">time zone differences</a>.</li>
<li>Set up a test call a few days before the event to make sure the technology is working, and to confirm the Mystery Skype day and time.</li>
<li>Double check how the teacher wants to do the Mystery State Skype. There are <a href="http://mrsmorgansstars.edublogs.org/skype-etiquette/" target="_blank">several variations of Mystery Skypes</a> such as using yes/no questions or clues. The questions your students create will reflect what variation of Mystery Skype you do.</li>
</ul>
<br />
<b>21st century fluencies</b><br />
<br />
What 21st century skills will students use?<br />
<ul>
<li><b>Research and Information Fluency</b>: Do students know how to <a href="http://blogs.goaj.org/blog/2014/07/20/teaching-students-correct-research-skills/" target="_blank">search for valid and reliable information</a>?</li>
<li><b>Digital Citizenship</b>: Have they been introduced to <a href="http://mrsmorgansstars.edublogs.org/skype-etiquette/" target="_blank">Skype etiquette</a>? </li>
<li><b>Critical Thinking</b>: After researching, <a href="http://pernillesripp.com/2013/05/13/great-mystery-skype-questions-to-get-you-started/" target="_blank">organize the information as questions</a> in a logical order. To add an extra element to the research, have students make a list of the states that fits the question and add it to the map. Then when they ask questions in the Skype ("Is there a NBA basketball team in your state?") they can use it to eliminate/include states. </li>
<li><b>Communication and Collaboration</b>: Have <a href="https://farm7.staticflickr.com/6132/5974107265_29988c6f65.jpg" target="_blank">collaboration norms</a> been established?</li>
</ul>
<div>
What 21st century skills might also be addressed/included in the Mystery Skype?</div>
<ul>
<li><b>Research and Information Fluency</b>: Do students know how to use <a href="http://maps.google.com/help/maps/education/" target="_blank">Google Maps</a>?</li>
<li><b>Digital Citizenship, Communication, and Collaboration</b>: Will you have students typing up questions and answers on a <a href="http://langwitches.org/blog/2013/05/09/stepping-up-the-backchannel-in-the-classroom/" target="_blank">backchannel</a>? If so, are they aware of what's expected of them as <a href="http://wwwatanabe.blogspot.com/2011/08/internet-safety-and-digital-citizenship.html" target="_blank">digital citizens</a>? </li>
<li><b>Technology Operations and Concepts</b>: Do students know how to troubleshoot if the sound doesn't work? Do they know how to check the Skype preferences and then the computer hardware preferences for the microphone?</li>
<ul>
<li><a href="https://support.skype.com/en/faq/FA10885/why-can-t-my-friend-hear-me-on-skype-for-mac-os-x" target="_blank">Troubleshooting mic/audio on a Mac</a></li>
<li><a href="https://support.skype.com/en/faq/FA897/my-friend-can-t-hear-me-windows-desktop" target="_blank">Troubleshooting mic/audio on a PC</a></li>
</ul>
</ul>
<b><br /></b>
<b>Roles</b><br />
<b><br /></b>
The <a href="http://langwitches.org/blog/2010/04/11/skype-jobs-for-students/" target="_blank">roles</a> you assign students will really depend on what <a href="http://pernillesripp.com/2011/10/25/so-you-want-to-do-mystery-skype/" target="_blank">tools you have available</a> and best fits your students' needs. It's also important to make sure all of your students are allowed to be on camera prior to the Mystery Skype (check for non-disclosures).<br />
<br />
<ul>
<li><a href="https://docs.google.com/document/d/102PRi7VjmVku1qUYpPd32rcISk97GFQx1PwlUPLw8EY/edit#" target="_blank">Click here</a> for a template with the steps as well as roles.</li>
</ul>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiA-c3CH-f64lrtJt4vcKhmUJjSmbzIVMd3osNefOWAuiUD4GnsZ9_4u60xAObzhUHJohyphenhyphenRl5p9pzh08ZXS6ekr5H7XAcQ9Vhf7BeipNcK0xvaK5Pk2eBOBoqm99pfMaZpTVCK_qdAC/s1600/2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiA-c3CH-f64lrtJt4vcKhmUJjSmbzIVMd3osNefOWAuiUD4GnsZ9_4u60xAObzhUHJohyphenhyphenRl5p9pzh08ZXS6ekr5H7XAcQ9Vhf7BeipNcK0xvaK5Pk2eBOBoqm99pfMaZpTVCK_qdAC/s400/2.png" width="400" /></a></div>
<br />
<br />
<b>Going deeper</b><br />
<br />
When the Mystery Skype is over, it's so important to go deeper by reflecting and connecting back to the learning.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgolVM4-1B4xzVvpEP07CSgOKDi-y4RDTcggQU_fh0tcSjw1Lbymy1Kk2t73WrtNpVfPBWPI43RSt_S6hPyZFndJJlO_CseJcgDwhwgF6Gji9_9EgS1LZfq9eRQjHUFIL9eyHEyZl5U/s1600/3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgolVM4-1B4xzVvpEP07CSgOKDi-y4RDTcggQU_fh0tcSjw1Lbymy1Kk2t73WrtNpVfPBWPI43RSt_S6hPyZFndJJlO_CseJcgDwhwgF6Gji9_9EgS1LZfq9eRQjHUFIL9eyHEyZl5U/s400/3.png" width="400" /></a></div>
<br />
<a href="http://langwitches.org/blog/2010/11/20/assessment-of-learning-via-skype/" target="_blank">Silvia Rosenthal Tolisano</a> created this assessment of learning graphic organizer for a Mystery Skype.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://langwitches.org/blog/wp-content/uploads/2010/11/We-skyped-today.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://langwitches.org/blog/wp-content/uploads/2010/11/We-skyped-today.jpg" height="300" width="400" /></a></div>
<br />
<b><br /></b>
<b>Final thoughts</b><br />
<br />
Focus on the critical thinking and the learning. Help students think through their reasoning while not giving them the answers.<br />
<br />
Mystery Skypes should be a fun and engaging way to apply their learning for a real purpose and audience.<br />
<br />
<ul>
<li>What questions do you have about Mystery Skyping? </li>
<li>What insight or resources will you add to this conversation?</li>
<li>How else does this post connect with you?</li>
</ul>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-40735734105926499982014-09-16T13:41:00.000-07:002014-09-16T13:53:37.650-07:00Formative Assessment and Google Forms<a href="http://www.learnnc.org/lp/pages/5212" target="_blank">Formative assessment</a> informs educators about student learning, and <a href="http://www.ascd.org/publications/books/110017/chapters/The-Fundamentals-of-Formative-Assessment.aspx" target="_blank">when done correctly</a>, it
also informs the students how to improve and move forward with their
next goal. Teachers must know <a href="http://wwwatanabe.blogspot.com/2012/02/instructional-practices-with-huge.html" target="_blank">how to use the data</a> to drive their instruction. <br />
<br />
<div style="text-align: center;">
<iframe frameborder="0" height="433" marginheight="0" marginwidth="0" src="https://www.haikudeck.com/e/Q06bgh7kpg/?isUrlHashEnabled=false&isPreviewEnabled=false&isHeaderVisible=false" width="512"></iframe><br />
<span style="font-family: arial, sans-serif; font-size: 8pt;"><a href="https://www.haikudeck.com/p/Q06bgh7kpg/formative-data-by-tracy-watanabe?utm_campaign=embed&utm_source=webapp&utm_medium=text-link" title="Formative Data by Tracy Watanabe Presentation">Formative Data by Tracy Watanabe</a> - Created with Haiku Deck, presentation software that inspires</span></div>
<br />
<a href="http://blogs.edweek.org/edweek/teacherbeat/2011/12/how_do_we_train_teachers_to_us.html" target="_blank">Gleaning results from the data</a> and providing specific feedback must be timely, which is why I like using Google Forms (along with other tools).<br />
<br />
<b>Why Google Forms</b><br />
<br />
While there's a plethora of tools that can be used to collect formative data, I am going to focus on Google Forms.<br />
<br />
Google Forms is an awesome time saver for collecting data in surveys, assignments, mindsets, exit tickets, etc. It aggregates the data collected into a Google Spreadsheet, and gives me a summary of the data in nice graphs as well.<br />
<br />
For example, below is a Google Form used by a high school teacher. He told me that this tool is a time saver because he can quickly see which questions his classes have mastered and which questions need more attention. Question #6 below is an example of a question that merits more time.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeFkZP6K9B-j4ANVDkiEUtUqtO4klZl2vEybMXU40iauoo2KAhUGlqfSx9zowFrlRyG1TEiwlIM3BAX9kN23khmbq4ZKzBwPsXddQCCXxhY-l7X_zqMFKPLtWBBvsQk_4TXnPVNyWV/s1600/Formative+Assessment+and+Google+Forms(12).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeFkZP6K9B-j4ANVDkiEUtUqtO4klZl2vEybMXU40iauoo2KAhUGlqfSx9zowFrlRyG1TEiwlIM3BAX9kN23khmbq4ZKzBwPsXddQCCXxhY-l7X_zqMFKPLtWBBvsQk_4TXnPVNyWV/s1600/Formative+Assessment+and+Google+Forms(12).jpg" height="384" width="512" /></a></div>
<span id="goog_510073929"></span><span id="goog_510073930"></span><br />
<b>Examples</b><br />
<br />
Below are a plethora of examples of formatives through Google Forms. You can choose which content area you'd like to look at. There is also an area that isn't content specific. <br />
<br />
<div style="text-align: center;">
<iframe frameborder="0" height="525" marginheight="0" marginwidth="0" src="https://docs.google.com/forms/d/1yW-cx7dKZJg2-b1KuiGKcz72NiZsbQuXMPX9tkMVuu0/viewform?embedded=true" width="512">Loading...</iframe></div>
<br />
<div style="text-align: center;">
<a href="https://docs.google.com/forms/d/1yW-cx7dKZJg2-b1KuiGKcz72NiZsbQuXMPX9tkMVuu0/viewform" target="_blank">Click here</a> to view the examples.<b><br /></b></div>
<br />
<b>Differentiated Google Forms Tutorial</b><br />
<br />
Below is a tutorial for creating Google Forms. It is differentiated for your experience and comfort level.<br />
<br />
<div style="text-align: center;">
<iframe frameborder="0" height="529" marginheight="0" marginwidth="0" src="https://docs.google.com/forms/d/1UOO0ultRS71WNoQfd5kNGrIJ_VrtM6MkfdGGShhuTEY/viewform?embedded=true" width="518">Loading...</iframe></div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
<a href="https://docs.google.com/forms/d/1UOO0ultRS71WNoQfd5kNGrIJ_VrtM6MkfdGGShhuTEY/viewform" target="_blank">Click here</a> to view the tutorial.</div>
<br />
<b>Final thoughts</b><br />
<br />
It took me a little time to learn how to use Google Forms because change takes time. However, it was well worth it because it helps me easily and quickly collect data.<br />
<br />
After data is collected and organized, I can decide what the next appropriate steps are. It might mean I change my lesson plans and add more pre-teaching and reteaching opportunities along with enriching because that's what the data reveals. It helps me to quickly address students' needs and provide them with specific feedback.<br />
<ul>
<li>What data do you collect? Why do you collect that data? How does it drive instruction? </li>
<li>What are some new ideas you gained from this post?</li>
<li>What ideas would you add or challenge?</li>
</ul>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com4tag:blogger.com,1999:blog-1649011417136906486.post-69003622496567924672014-09-03T14:01:00.000-07:002014-09-03T19:25:41.266-07:00Introduction to iPads iOS 7: Part 1--HardwareHow does a teacher start to use iPads in the classroom? This post will include the basics for getting started. Part 1 focuses on the hardware fundamentals with iOS 7, while <a href="http://wwwatanabe.blogspot.com/2013/01/introduction-to-ipads-part-2-ipad.html" target="_blank">Part 2</a> focuses on iPad integration in the classroom.<br />
<br />
<b>Hardware basics</b><br />
<ul>
<li><b>Turning on / off the iPad</b>: Hold the <i>sleep button</i> for five seconds until you see the apple appear on the screen to turn it on. To power down, hold the <i>sleep button</i> for five seconds, then "slide to power off." </li>
</ul>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfTDNbU98BMxhmN_J7nsyYCB0p4xzRHW_5d8dUMmv6Jp71CHN-0_KcGCBapf53DaKzw84n-kXA4pRmr_X28M8LOJqGBL37U29dpoptuuBBBw1VxBflVs6PDgpAPRIYBsI-VPCuJecp/s1600/Screen+Shot+2014-09-03+at+2.58.58+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfTDNbU98BMxhmN_J7nsyYCB0p4xzRHW_5d8dUMmv6Jp71CHN-0_KcGCBapf53DaKzw84n-kXA4pRmr_X28M8LOJqGBL37U29dpoptuuBBBw1VxBflVs6PDgpAPRIYBsI-VPCuJecp/s1600/Screen+Shot+2014-09-03+at+2.58.58+PM.png" height="320" width="297" /></a></div>
<br />
<ul>
<li><b>Putting the iPad to sleep</b>: Press the <i>sleep button</i>. To wake it up, press either the <i>sleep button</i> or the <i>home button</i>. Use this feature to save the battery or to have students' full attention.</li>
</ul>
<ul>
<li><b>Open an app</b>: Tap once on the app you would like to open. If it is not on the first page, you can swipe through the pages with your finger to look for it. If you have many apps/pages, then you can find it with the <b>Spotlight search</b>. Just go to your Home screen by pressing the <i>home button</i>, and swipe down from the middle of the screen, then the search field will appear.</li>
</ul>
<ul>
<li><b>Typing</b>: The onscreen keyboard appears when a blinking cursor is observable. Place your finger where you want to type to move the cursor to that spot. Double-tap the spacebar to insert a period (including the space and the shift for the capital letter of the next sentence). To insert numbers, go to the <i>number and symbol keyboard</i> by pressing the <i>number and symbol keyboard key</i>.</li>
</ul>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-m-fbZb2WrFs/UP9QDSKF_PI/AAAAAAAAAvw/jh0OWeUlDxI/s1600/Screen+Shot+2013-01-22+at+7.49.07+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="http://1.bp.blogspot.com/-m-fbZb2WrFs/UP9QDSKF_PI/AAAAAAAAAvw/jh0OWeUlDxI/s400/Screen+Shot+2013-01-22+at+7.49.07+PM.png" height="328" title="iPad keyboards. Created by Tracy Watanabe. Creative Commons License BY NC SA." width="400" /></a></div>
<br />
<ul>
<li><b>Scrolling:</b> To scroll up or down a page, drag two fingers up or down the iPad.</li>
</ul>
<ul>
<li><b>Zooming and shrinking</b>: To zoom in, place two fingers on the iPad and stretch them apart. To shrink what is on the iPad, place two fingers on it, then pinch or pull them together.</li>
</ul>
<ul>
<li><b>Cut, copy, or paste</b>: To cut or copy text, highlight the word or words first. To highlight, double-tap a word, then use the blue circle bracket to pull to the beginning of the desired text to highlight, and the ending circle bracket to the end of the text. Then tap <i>copy</i> or <i>cut</i>. Tap finger at desired placement to paste text. Hold finger in place to see text under a magnifying glass. In case of mistake, simply shake iPad to <i>undo</i>.</li>
</ul>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiYbUMjt4DahjFICD2GDcRhr6ux9FpF-hcS0frsamGMY1dndco6Y4wHYWBnzZebY_cWHwQ_NQ_Q_ZXcchhktOiX2znWZvctuwbBIjf-5JAe6eZvuBJbVA-1J_C67s93N3qxEiD2_1g/s1600/Screen+Shot+2013-01-22+at+8.05.25+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiYbUMjt4DahjFICD2GDcRhr6ux9FpF-hcS0frsamGMY1dndco6Y4wHYWBnzZebY_cWHwQ_NQ_Q_ZXcchhktOiX2znWZvctuwbBIjf-5JAe6eZvuBJbVA-1J_C67s93N3qxEiD2_1g/s400/Screen+Shot+2013-01-22+at+8.05.25+PM.png" height="143" title="iPad highlight. Created by Tracy Watanabe. Creative Commons License BY NC SA." width="400" /></a></div>
<ul>
<li><b>Screenshot</b>: To create a screenshot, press the <i>sleep button</i> and the <i>home button</i> simultaneously. It will save in the <i>Camera Roll album </i>(see icon below).</li>
</ul>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXwrq9SmXwc5DqOzRYEQD_ItO0sa4ci2AkkqIn1lypxKBYw6QJn1MrUP1CYbrP8KFvq8Y2O7mUxU34Pa_OzHSEElnYBE5Bz2_uOxGXYw6q_7OWYKWHuck2hO3MPC9-fZYlJ6R7ZiMP/s1600/Screen+Shot+2014-09-03+at+1.40.37+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXwrq9SmXwc5DqOzRYEQD_ItO0sa4ci2AkkqIn1lypxKBYw6QJn1MrUP1CYbrP8KFvq8Y2O7mUxU34Pa_OzHSEElnYBE5Bz2_uOxGXYw6q_7OWYKWHuck2hO3MPC9-fZYlJ6R7ZiMP/s1600/Screen+Shot+2014-09-03+at+1.40.37+PM.png" height="75" title="iOS 7 Camera Roll icon" width="76" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Camera Roll icon</td></tr>
</tbody></table>
<div style="text-align: center;">
</div>
<ul>
</ul>
<div class="separator" style="clear: both; text-align: center;">
</div>
<ul>
<li><b>Saving images</b>: To save an image, hold finger on image until "Save Image" or "Copy" choices appear. Then select "Save Image" to store it in the <i>Camera Roll album</i>.</li>
</ul>
<ul>
<li><b>Exiting apps</b>: To minimize an app, tap the <i>home button.</i> To completely exit the app, double-tap the <i>home button</i> to view opened apps. Flick the app up to close it. Scroll through the list of running apps by swiping to the next page.</li>
</ul>
<ul>
<li><b>Basic care for iPad</b>: Use dry microfiber cloth to clean the iPad. Don't use cleaning products or compressed air. <a href="http://wwwatanabe.blogspot.com/2012/08/tips-for-ipads-in-classroom.html" target="_blank">See Tip #9</a> for more information. Keep iPad (especially the charging doc) dry. </li>
</ul>
<ul>
<li><b>Troubleshooting tips</b>: If the iPad does not respond correctly, 1) check battery to see if it needs to be charged; 2) close apps that are minimized and running in the background (see "exiting apps" above); 3) shut down iPad normally, then restart it; 4) check how much <a href="http://applesliced.com/ask/how-can-i-find-my-total-available-storage-space-on-my-ipad" target="_blank">available storage </a>is left and if it's getting close to running out, take off some apps, pictures, video, or songs; or 5) if all else fails, try a hard reboot by holding the <i>sleep button</i> and the <i>home button</i> simultaneously for approximately ten seconds, let go once the Apple logo appears.</li>
</ul>
<br />
<b>Final thoughts</b> <br />
<br />
There are more tips for using the hardware, but the above includes the basics for getting started.<b> </b>For more details, <a href="http://manuals.info.apple.com/MANUALS/1000/MA1595/en_US/ipad_user_guide.pdf" target="_blank">click here</a> to download a PDF of the iPad iOS 7 User Guide, or see <a href="http://wwwatanabe.blogspot.com/2012/08/tips-for-ipads-in-classroom.html" target="_blank">Tips for iPads in Classroom</a>.<br />
<br />
In my experience, learning how to use an iPad is easier than other devices I've introduced to teachers and students. I'd like to hear about your experiences with it.<br />
<ul>
<li>How easy/difficult was it for you or your students to learn how to use an iPad? </li>
<li>What would you add to this list? </li>
<li>What questions do you still have?</li>
</ul>
<i>Note: This post was <a href="http://wwwatanabe.blogspot.com/2013/01/introduction-to-ipads-part-1-hardware.html" target="_blank">originally published in January of 2013</a>, and has been updated with iOS 7 information.</i><br />
<ul>
</ul>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-88420479371104186022014-08-16T12:42:00.001-07:002014-08-16T12:42:17.918-07:00Harnessing Powerful Ideas: Leading One-to-OneHow you set up and lead <a href="https://www.flickr.com/photos/124752697@N02/14929029105/" target="_blank">one-to-one</a> is based on your vision for one-to-one. So, what's your vision?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyHkWY0qaUJPlnQXdo5b3U9QCcK8K_0gzPaYvL6BWkFEKoad2s5z91GlzDXboE5-Hj7Fa7Bkf1LpbnUNehC5kKwjBH8NxQzj8e8JkFkAErMYsp9BGm5C7fOkTOSbJZgRk2ezysRvn0/s1600/What+do+you+want+to+see+students+doing+(3).png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyHkWY0qaUJPlnQXdo5b3U9QCcK8K_0gzPaYvL6BWkFEKoad2s5z91GlzDXboE5-Hj7Fa7Bkf1LpbnUNehC5kKwjBH8NxQzj8e8JkFkAErMYsp9BGm5C7fOkTOSbJZgRk2ezysRvn0/s1600/What+do+you+want+to+see+students+doing+(3).png" height="640" title="Leading 1:1 CC:BY Tracy Watanabe" width="425" /></a></div>
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<b>Why 1:1? How will students use the tech? For what?</b><br />
<br />
The <a href="https://www.flickr.com/photos/124752697@N02/14929029165/in/photostream/" target="_blank">purpose of one-to-one</a> is to give the students ubiquitous access to learning. The device itself is not the purpose of one-to-one -- augmenting students' learning is. Therefore, it's essential to know what change you want to see in your district/school that one-to-one can support.<br />
<ul>
<li>What learning do you want to see, and how will technology make that possible?</li>
<li>What does that look like? </li>
<li>How will the students use the technology to accomplish those goals?</li>
</ul>
For me, it's simple, I want to see students using their critical thinking to create, collaborate, communicate, and contribute as digital citizens.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlovCGx6EK5KJqKjPj9xyxL8S50tfuhrMp2QmcYj8_fp7FXIDDweWUkAuOLt_hH0vRJu3lte-1S3e9v4p5tWGmijcuHDzKxvf86YHYszCSwAX2Qgxi4ymGgry5wpeTCIi-VG5DI5uj/s1600/Vision+(2).png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlovCGx6EK5KJqKjPj9xyxL8S50tfuhrMp2QmcYj8_fp7FXIDDweWUkAuOLt_hH0vRJu3lte-1S3e9v4p5tWGmijcuHDzKxvf86YHYszCSwAX2Qgxi4ymGgry5wpeTCIi-VG5DI5uj/s1600/Vision+(2).png" height="640" title="Why 1:1 CC:BY Tracy Watanabe" width="425" /></a></div>
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<b>How does 1:1 connect to and support other district or site initiatives?</b><br />
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One-to-one is a learning initiative, and not a technology program. It should not be treated as something separate or as an <a href="http://dangerouslyirrelevant.org/2014/01/tech-integration-fails-when-it-is-an-add-on.html" target="_blank">add-on</a>. It needs to directly connect to the district's/school's mission and vision statement, especially regarding how it will enhance the educational goals.<br />
<br />
One-to-one must also connect to and support other district/site initiatives. For example, our district is also implementing the Arizona College and Career Ready Standards (known in other states as the Common Core State Standards); therefore, it's imperative that <a href="http://wwwatanabe.blogspot.com/2013/08/how-are-we-using-technology-in.html" target="_blank">we connect and communicate</a> how <a href="http://wwwatanabe.blogspot.com/2013/05/connecting-21st-century-learning.html" target="_blank">technology is built into the standards</a>. <br />
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<b>What percentage of the tech budget goes towards educator PD?</b><br />
<br />
<a href="http://www.one-to-oneinstitute.org/docs/6_PRbrochure_040611%281%29.pdf" target="_blank">One-to-one can make a difference</a> when there is <a href="http://schooltechleadership.org/wordpress/wp-content/uploads/2012/06/CASTLEBrief01_LaptopPrograms.pdf" target="_blank">ongoing, job-embedded professional learning</a>. Yet, I hear about some of the <a href="http://hechingerreport.org/content/new-jersey-school-district-decided-giving-laptops-students-terrible-idea_16866/" target="_blank">epic failures</a>, and one of the <a href="http://betanews.com/2013/07/22/7-big-mistakes-k-12-education-needs-to-avoid-in-11-computing-plans/" target="_blank">lacking ingredients</a> is the allocation of budget, time, and energy regarding professional development.<br />
<br />
<a href="http://1to1schools.net/2013/03/implementing-a-11-program/" target="_blank">Professional development for one-to-one</a> must be more than a few workshops before the beginning of the school year. Administrators need training to lead a one-to-one learning initiative, and so will the teachers. Consider investing in <a href="http://linkis.com/www.iste.org/explore/tvqga" target="_blank">technology peer coaches</a> that "<a href="http://dangerouslyirrelevant.org/2014/01/visioning-for-desired-awesomeness-activity.html" target="_blank">get it</a>" and have <a href="http://learningforward.org/docs/default-source/JSD-June-2014/the-secret-to-great-coaching.pdf" target="_blank">great people skills</a>.<br />
<br />
Set <a href="https://docs.google.com/presentation/d/1BRaEZA0aAoRohAZJGviEiqNxr5exj52U0szpP2tHAB8/edit?usp=sharing" target="_blank">realistic goals</a> for each year of implementation; focus on the pedagogy; help them gain quick wins; and support the educators. Change is difficult, and it takes time, which is why having ongoing professional learning is important for one-to-one success.<br />
<br />
<b>What feedback do you collect from students and parents? How often do you collect it?</b><br />
<br />
In addition to communicating with staff, include students and parents in the feedback loop. There is a lot to <a href="http://www.schoolcio.com/Default.aspx?tabid=136&entryid=6564" target="_blank">learn from students and parents</a> by collecting feedback and listening. Use their responses to improve the one-to-one initiative. Furthermore, this needs to be done throughout the year.<br />
<br />
I like asking questions based on <a href="http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.html" target="_blank">Kirkpatrick's levels of evaluation</a>.<br />
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<a href="http://1.bp.blogspot.com/-ayG9N-GaxfU/U--s7RpnkCI/AAAAAAAABbA/oJIDDdZ1GyY/s1600/1-1%2BFeedback%2B(3).png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="http://1.bp.blogspot.com/-ayG9N-GaxfU/U--s7RpnkCI/AAAAAAAABbA/oJIDDdZ1GyY/s1600/1-1%2BFeedback%2B(3).png" height="640" title="1:1 Feedback based on Levels of Kirkpatrick by Don Clark CC:BY Tracy Watanabe" width="426" /></a></div>
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<b>Final thoughts</b><br />
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First and foremost, <a href="http://1to1schools.net/2012/03/common-pitfalls-of-11/" target="_blank">create clear goals for one-to-one and communicate those goals</a>.<br />
<br />
When those goals can clearly be communicated, it will help with:<br />
<ul>
<li>decisions about <a href="http://1to1schools.net/2011/01/choosing-the-right-device/" target="_blank">devices to purchase</a>; </li>
<li>the programs/apps to load on those devices; </li>
<li>other 1:1 campuses to observe or interview to learn from and with; </li>
<li>and how to prioritize educator training.</li>
</ul>
<br />
Beyond the infrastructure that needs to be established, the leadership must be ready to drive the initiative by:<br />
<ul>
<li>creating, communicating, and implementing the vision; </li>
<li>connecting the initiative to other initiatives; </li>
<li>provide educators with ongoing, job-embedded professional learning; </li>
<li>and collecting feedback from all stakeholders, including students and parents.</li>
</ul>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMQ71S5VVXwAiHExgSRYXOCuQWdSbhwqaxq0HG9N_uNGw6K1_5OKDAhyphenhyphenahgcuHmvy18r6iel3f4Nz013qQ-vJ4IsTzVnIsXCfpaO06hJZPuvE9sL67Kn-8_Hqe0M4COtXmaAYDCbGf/s1600/leadershipday2014_01-300x240.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMQ71S5VVXwAiHExgSRYXOCuQWdSbhwqaxq0HG9N_uNGw6K1_5OKDAhyphenhyphenahgcuHmvy18r6iel3f4Nz013qQ-vJ4IsTzVnIsXCfpaO06hJZPuvE9sL67Kn-8_Hqe0M4COtXmaAYDCbGf/s1600/leadershipday2014_01-300x240.png" title="Leadership Day 2014 Image by Scott McLeod" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image by <a href="http://dangerouslyirrelevant.org/2014/08/calling-all-bloggers-leadership-day-2014.html" target="_blank">Scott McLeod</a></td></tr>
</tbody></table>
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<i>This post was written in honor of <a href="http://dangerouslyirrelevant.org/2014/08/calling-all-bloggers-leadership-day-2014.html" target="_blank">Leadership Day 2014</a>, a call from <a href="https://twitter.com/mcleod" target="_blank">Scott McLeod</a> to share powerful ideas with education leaders. </i> <br />
<ul>
<li>What powerful ideas would you add to this post about leading one-to-one?</li>
<li>What questions do you have?</li>
<li>What insights can you share?</li>
<li>How else did this post connect with you? </li>
</ul>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-88584419786464600122014-08-10T09:00:00.000-07:002014-08-11T11:48:23.175-07:00Core Tech for Math Common Core Standards #ISTE2014In this post, my focus is sharing some of the math <a href="https://docs.google.com/presentation/d/1tUsYl3ECfa8tu6wP6De8SRnqLlzzQNY-PxsljDFy3Oo/pub?start=false&loop=false&delayms=3000#slide=id.gc3155873_120" target="_blank">resources</a> that I heard about during "Core technologies for the Common Core" by <a href="https://www.isteconference.org/2014/program/search_detail.php?stars=0&speakerstars=1&id=87979910#"> </a><a href="https://twitter.com/brumbaugh" target="_blank">Kyle Brumbaugh</a> and <a href="https://twitter.com/ecalhoon" target="_blank">Elizabeth Calhoon</a> at <a href="https://www.isteconference.org/2014/" target="_blank">#ISTE2014</a>. I'll also add a few ideas of my own.<br />
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<b>Math in the real world </b><br />
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Students should be able to <a href="http://gettingsmart.com/2013/12/4-tools-connect-students-real-world-math/" target="_blank">apply mathematical concepts</a> to <a href="https://www.teachingchannel.org/videos/real-world-math-examples" target="_blank">real world issues</a>. In the <a href="http://www.educationworld.com/a_curr/mathchat/mathchat019.shtml" target="_blank">real world</a>, math doesn't come in a box labeled, "Today you will only use your multiplying with fractions skill." In the real world, students must use critical thinking to solve problems. <br />
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<a href="http://1.bp.blogspot.com/-b6Pu1NKkZzE/U-PCtQ34iyI/AAAAAAAABYQ/uOkX31PAm7I/s1600/CCSS+math+quote+Image+by+Tracy+Watanabe.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="http://1.bp.blogspot.com/-b6Pu1NKkZzE/U-PCtQ34iyI/AAAAAAAABYQ/uOkX31PAm7I/s1600/CCSS+math+quote+Image+by+Tracy+Watanabe.png" height="298" title="CCSS Math Quote Image CC:by Tracy Watanabe" width="400" /></a></div>
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<span id="goog_1562715698"></span><span id="goog_1562715699"></span><span id="goog_2034311474"></span><span id="goog_2034311475"></span><br />
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As math is taught, it must be <a href="http://mgleeson.edublogs.org/2012/10/06/what-are-you-doing-to-make-maths-real-in-the-classroom/" target="_blank">relevant</a> to our students by connecting to the real world. Technology can assist in relevancy by giving students access to real-time data, current information, interactive tools, and audiences beyond the four classroom walls.</div>
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<b>Use appropriate tools strategically </b><br />
<br />
Students are asked to choose appropriate tools strategically when solving math problems. Appropriate tools include <a href="http://www.corestandards.org/Math/Practice/MP5/" target="_blank">traditional tools such as rulers, protractors, etc., and it also includes online tools</a>.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYpaqfugqp8fk-gu1BbDyS4alWgeTvtaHbVjrz-BBkp1LSdlcjWqhDULmyAa4iWoN71ROV_NP5bHgg24wodQHbSBZ7PKnrnojL07Rwfl4fB2SnhQhKfsSkbG3megOvgY9Ps4MgrPCx/s1600/MP%235(1).png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYpaqfugqp8fk-gu1BbDyS4alWgeTvtaHbVjrz-BBkp1LSdlcjWqhDULmyAa4iWoN71ROV_NP5bHgg24wodQHbSBZ7PKnrnojL07Rwfl4fB2SnhQhKfsSkbG3megOvgY9Ps4MgrPCx/s1600/MP%235(1).png" height="400" title="CCSS Math Practice 5 Created w Canva CC:by Tracy Watanabe" width="400" /></a></div>
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<span id="goog_27071001"></span><span id="goog_27071002"></span><br />
<span id="goog_27071001">There are a number of online tools for mathematical learning. </span><br />
<ul>
<li><a href="https://www.desmos.com/" target="_blank"><b>Desmos</b></a>: Graph functions; plot tables of data; evaluate equations; explore transformations; and <a href="https://desmos.s3.amazonaws.com/desmos_quickstart.pdf" target="_blank">much more</a>. Students can create models that can be manipulated by changing variables. This <a href="https://s3.amazonaws.com/desmos/Desmos_Calculator_User_Guide.pdf" target="_blank">tool</a> is powerful enough to be used in trigonometry and calculus.</li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiETkDZxVj3SbPztt9YC2em5WlP8lGgn6jMHrctEXOdpFu9tk-6n8qu7Llvtsxj46kntX9ZhTDwInCJNQipy-6hDSRQY7gRJK9i41D9hJFXl1xZ2FcWFDcMEFdtAjfQ_ndeStkhMjVr/s1600/Desmos.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiETkDZxVj3SbPztt9YC2em5WlP8lGgn6jMHrctEXOdpFu9tk-6n8qu7Llvtsxj46kntX9ZhTDwInCJNQipy-6hDSRQY7gRJK9i41D9hJFXl1xZ2FcWFDcMEFdtAjfQ_ndeStkhMjVr/s1600/Desmos.png" height="136" title="Desmos" width="400" /></a></div>
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<ul>
<li><a href="https://support.google.com/websearch/answer/3284611?hl=en" target="_blank"><b>Google Calculator</b></a>: This tool can be used as a "scientific calculator" or <a href="https://support.google.com/websearch/answer/4572089?hl=en&ref_topic=4386094" target="_blank">geometry calculator</a>. It can convert from one measure to another for temperature, length, mass, speed, volume, area, fuel consumption, time, and digital storage. To use this calculator, you can either type your equation directly into the Google (or Chrome) search box or do a search for <a href="https://www.google.com/search?q=calculator&oq=calculator&aqs=chrome.0.69i57j69i60j69i65j69i61l2.1044j0&sourceid=chrome&ie=UTF-8&brd=1" target="_blank">calculator</a>.</li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUVTfMmSQG2slGQGKcxG73nFwPo0tyW46tXquRQHjnXrm0wXLULoaLqsrmKh6zH3dF1ZTnSKiKSVD7_aqAfzp-m3y2DwpAlNS_vYN-JcI1S4B2c_YLGyuV8xrIEjsi6hoQQKR6iEsK/s1600/Google+Calculator.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUVTfMmSQG2slGQGKcxG73nFwPo0tyW46tXquRQHjnXrm0wXLULoaLqsrmKh6zH3dF1ZTnSKiKSVD7_aqAfzp-m3y2DwpAlNS_vYN-JcI1S4B2c_YLGyuV8xrIEjsi6hoQQKR6iEsK/s1600/Google+Calculator.png" height="248" title="Google Calculator" width="400" /></a></div>
<ul>
<li><b><a href="http://www.wolframalpha.com/" target="_blank">Wolfram Alpha</a></b>: This is an online computational engine that will solve any math problem step-by-step (<a href="http://www.wolframalpha.com/termsofuse/" target="_blank">free when used in education</a>), including simple to complex algebraic, geometric, trigonometry and calculus calculations. While Wolfram Alpha solves problems, I would want to ask questions like, "Is there another way to solve it?" or "Why does it work?" (<a href="http://www.corestandards.org/Math/Practice/" target="_blank">Math Practices #2 and #3</a>). <b><a href="http://www.wolframalpha.com/educators/" target="_blank">Wolfram Alpha for Educators</a></b> lists other ways this tool can be incorporated in the classroom. You could also use the <a href="http://www.wolframalpha.com/pro/problem-generator/" target="_blank">Random Problem Generator</a>. </li>
</ul>
<ul>
<li><a href="http://www.geogebra.org/cms/en/" target="_blank"><b>GeoGebra</b></a>: Online site that allows students from all levels of education to build models and test them using a variety of mathematical concepts. It joins geometry, algebra, tables, graphing, statistics and calculus in <a href="http://tube.geogebra.org/?lang=en" target="_blank">one site</a>.</li>
</ul>
<br />
<b>Information and data tools</b><br />
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Students must be able to <a href="http://www.corestandards.org/Math/Content/MD/" target="_blank">collect data</a>, <a href="http://www.corestandards.org/Math/Content/HSS/introduction/" target="_blank">synthesize the data</a>, <a href="http://www.corestandards.org/ELA-Literacy/CCRA/R/7/" target="_blank">evaluate data</a>, and <a href="http://www.corestandards.org/ELA-Literacy/CCRA/SL/5/" target="_blank">present data in strategic</a> and <a href="http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf" target="_blank">creative ways</a>. <a href="http://www.corestandards.org/Math/Content/HSS/introduction/" target="_blank">Technology can also greatly increase productivity</a> for students and teachers.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWR6TyA3sV7rRd3NEP3HoklAKRE5Plg4qS221w84Wo2RReab9ZST3fT3uAMwc0wl_kZzD1lFe48hqC0UXmAaKHV8sgxemCA80linW_VZO2gZS053wUf59XQ8qrm5EMzA2rNGoZ-q6Y/s1600/CCSS+HS+Stat+Intro+quote.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWR6TyA3sV7rRd3NEP3HoklAKRE5Plg4qS221w84Wo2RReab9ZST3fT3uAMwc0wl_kZzD1lFe48hqC0UXmAaKHV8sgxemCA80linW_VZO2gZS053wUf59XQ8qrm5EMzA2rNGoZ-q6Y/s1600/CCSS+HS+Stat+Intro+quote.png" height="183" title="Image: CCSS HS Stat Intro quote CC:by Tracy Watanabe" width="400" /></a></div>
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Technology also helps us to tap into the plethora of data and resources available on the Internet. <br />
<ul>
<li><a href="http://www.google.com/trends/" target="_blank"><b>Google Trends</b></a>: Use the statistics and analytics from Google searches. Each spike on a graph connects us to specific events going on in the world. This allows students to research statistical information to use in <a href="http://www.corestandards.org/ELA-Literacy/CCRA/SL/5/" target="_blank">data visual displays</a> and <a href="http://www.corestandards.org/ELA-Literacy/CCRA/SL/2/" target="_blank">other projects</a>.</li>
</ul>
<ul>
<li><a href="https://www.google.com/publicdata/directory" target="_blank"><b>Google Public Data</b></a>: Statistics of topic you search, with the ability to hone in on certain data such as age, gender, economic status, or location.</li>
</ul>
<ul>
<li><b><a href="http://www.infographicsarchive.com/" target="_blank">Infographics Archive</a></b>: Search the archive of infographics, <a href="http://www.infographicsarchive.com/create-infographics-and-data-visualization/" target="_blank">create</a> an infographic or data display using their suggested tools, and <a href="http://www.infographicsarchive.com/submit-infographics/" target="_blank">submit</a> your infographic to their archive. </li>
</ul>
<ul>
<li><a href="http://piktochart.com/" target="_blank"><b>Piktochart</b></a>: Create an infographic or data visualization with this tool. This is a great way to take data and synthesize it to present in a
creative way. </li>
</ul>
<ul>
<li><b><a href="https://www.canva.com/" target="_blank">Canva</a></b>: Create infographics, presentations, etc. with this simple and beautiful free tool. (Thanks <a href="https://twitter.com/TechChef4u" target="_blank">Lisa Johnson</a> for introducing me to this tool!)</li>
</ul>
<b>More resources</b><br />
<ul>
<li><a href="https://www.khanacademy.org/" target="_blank"><b>Khan Academy</b></a>: There are online tutorial videos as well as skill and drill exercises that provides students with feedback. </li>
</ul>
<ul>
<li><a href="http://ccssmath.org/?page_id=2" target="_blank"><b>CCSS Math</b></a>: Sort the standards and find more resources for each standard. </li>
</ul>
<ul>
<li><a href="https://learnzillion.com/" target="_blank"><b>Learn Zillion</b></a>: More video tutorials that really focus on conceptual understanding along with the skills. </li>
</ul>
<ul>
<li><a href="http://www.ck12.org/student/" target="_blank"><b>Ck-12</b></a>: Online math textbook. There is a <a href="http://www.ck12.org/teacher/" target="_blank">teacher version</a> in addition to the student version. You can set it to your state standards and grade level (6th-12th). </li>
</ul>
<ul>
<li><a href="http://www.goorulearning.org/#discover" target="_blank"><b>Gooru</b></a>: More online resources for various content areas. </li>
</ul>
<ul>
<li><a href="http://www.realworldmath.org/" target="_blank"><b>Real World Math</b></a>: This is a collection of free math activities for Google Earth designed for students and educators. These activities help connect mathematics to the real world. </li>
</ul>
<ul>
<li><a href="http://ed.ted.com/series/math-in-real-life" target="_blank"><b>TedEd -- Math in Real Life</b></a>: Here's a series of TED talks (or You Tube videos) for Education connecting math in the real world. It has videos, lessons, and the ability to create your own lessons.</li>
</ul>
<br />
<b>Final thoughts </b><br />
<br />
Technology can enhance learning. It's a tool to gather information, organize, synthesize, analyze and draw conclusions. It gives students access to quality and current information/data. Students can use it to understand abstract concepts, and construct their own understanding of a concept. They can use it to create, collaborate, and share with others inside and outside of the classroom.<br />
<br />
The bottom line is technology is part of our world; part of preparing students to be college and career ready; and is <a href="http://wwwatanabe.blogspot.com/2013/05/connecting-21st-century-learning.html" target="_blank">built into the standards</a>. It needs to be part of how we "do school."<br />
<ul>
<li>How do you incorporate technology in math?</li>
<li>What resources or tools would you recommend?</li>
<li>How does this post connect with you?</li>
</ul>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com0tag:blogger.com,1999:blog-1649011417136906486.post-38622371953905542742014-07-27T15:43:00.000-07:002014-07-27T20:48:40.558-07:00Core Tech for Learning with ELA Common Core #ISTE2014One of the <a href="https://www.isteconference.org/2014/" target="_blank">#ISTE2014</a> sessions I attended was "Core technologies for the Common Core" by <a href="https://www.isteconference.org/2014/program/search_detail.php?stars=0&speakerstars=1&id=87979910#"> </a><a href="https://twitter.com/brumbaugh" target="_blank">Kyle Brumbaugh</a> and <a href="https://twitter.com/ecalhoon" target="_blank">Elizabeth Calhoon</a>. They had a great introduction to the Common Core and a plethora of helpful tools.<br />
<br />
In this post, I will share some of <a href="https://docs.google.com/presentation/d/1tUsYl3ECfa8tu6wP6De8SRnqLlzzQNY-PxsljDFy3Oo/pub?start=false&loop=false&delayms=3000#slide=id.p" target="_blank">what I learned from them</a>, and add in a few more resources, ideas, and tools. <br />
<br />
<b>ELA Text Complexity</b><br />
<br />
Readability levels are an <a href="http://wwwatanabe.blogspot.com/2012/09/addressing-text-complexity-through.html" target="_blank">important ingredient</a> for figuring out <a href="http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf" target="_blank">text complexity</a>. <a href="http://www.corestandards.org/ELA-Literacy/CCRA/R/10/" target="_blank">Reading Standard 10</a> specifically states that students must read complex text, "Read and comprehend complex literary and informational texts independently and proficiently." <br />
<br />
Text complexity reminds me of a s'more. It contains three main parts,
and while you can talk about each ingredient separately, it's not really
a s'more until you put them all together. <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_Wk6poH5UsiNsiU667uJPYEBE_ewK3Un7I2Ak4bSrOOzlHRWI7RuUt5eawcXVZ6Aah3V36o5JVwRl3622ekPFAHnPWj49HsIJ5Y7upWuBuhPJG2mkWyEifcULQwDnJD8WxnGIxinN/s1600/Screen+Shot+2012-09-30+at+12.27.26+AM.png" imageanchor="1"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_Wk6poH5UsiNsiU667uJPYEBE_ewK3Un7I2Ak4bSrOOzlHRWI7RuUt5eawcXVZ6Aah3V36o5JVwRl3622ekPFAHnPWj49HsIJ5Y7upWuBuhPJG2mkWyEifcULQwDnJD8WxnGIxinN/s1600/Screen+Shot+2012-09-30+at+12.27.26+AM.png" height="382" width="512" /></a></div>
<br />
<b>Tools for readability</b><br />
<br />
Have you ever wondered if the text on a website is the appropriate reading level for your students? Here are some tools for assessing the quantitative measures of readability:<br />
<ul>
<li><b><a href="http://www.online-utility.org/" target="_blank">Online-Utility.org</a></b>: Determines the <a href="http://en.wikipedia.org/wiki/Flesch%E2%80%93Kincaid_readability_tests" target="_blank">Flesh-Kincade Reading Level</a> by copying and pasting the text into the box. </li>
<li><b><a href="http://www.lexile.com/analyzer/" target="_blank">Lexile Analyzer</a></b>: You can scan your text (or type it in) to see the complexity of what
you've written (or text in any website). Note, you'll have to <a href="http://www.lexile.com/account/register/" target="_blank">register</a>
to use this site. </li>
<li><b><a href="http://www.renaissance.com/Products/Accelerated-Reader/ATOS/ATOS-Analyzer-for-Text" target="_blank">ATOS</a></b>: Determines the ATOS reading level by copying and pasting the text into the box.</li>
<li><b><a href="https://lexile.com/" target="_blank">Lexile</a></b>: This site helps you find the lexile range, and recommended books for that range.</li>
</ul>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2DjfukFrOhJ8THGsUwxDGJKmCkXFPr4OiuLQM2VJNbKVlN-ir9jTonsiQ50VyAV19i7g3LtD2t3yCtDhco8xqhpEw3FYoPdJPMlQd1VcjpSkgHfomNjExejVYQ9umpYTj5Vr3V4_O/s1600/Screen+Shot+2014-07-26+at+8.20.55+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2DjfukFrOhJ8THGsUwxDGJKmCkXFPr4OiuLQM2VJNbKVlN-ir9jTonsiQ50VyAV19i7g3LtD2t3yCtDhco8xqhpEw3FYoPdJPMlQd1VcjpSkgHfomNjExejVYQ9umpYTj5Vr3V4_O/s1600/Screen+Shot+2014-07-26+at+8.20.55+PM.png" height="185" width="512" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Table: <a href="http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf" target="_blank">Supplemental Information for Appendix A of the Common Core State Standards</a></td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<b>Writing readability and editor </b><br />
<b><br /></b>
Sure, you can use the tools mentioned above to assess the readability of a student's writing, but the following tool also includes editing.<br />
<ul>
<li><b><a href="http://www.hemingwayapp.com/" target="_blank">Hemingway app</a></b>: This tool color codes sentences with editing suggestions for lengthy sentences, passive voice, etc. Note: This app currently costs $4.99.</li>
</ul>
<br />
<b>Text with adjustable readability</b><br />
<ul>
<li><b><a href="http://www.google.com/advanced_search" target="_blank">Google advanced search</a></b>: Set the readability levels in the advanced search.</li>
<li><b><a href="https://www.readworks.org/" target="_blank">ReadWorks</a></b>: Reading passages, lessons, and units with comprehension questions for K-8th and by select domain or standard. </li>
<li><b><a href="https://newsela.com/" target="_blank">Newsela</a></b>: You can find current events by content area. Create student accounts and it will provide different copies of an article with various reading levels. </li>
</ul>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-isp4x_Sufvw/U9SC6q83cdI/AAAAAAAABXg/2eLJgts3LUc/s1600/Newsela.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-isp4x_Sufvw/U9SC6q83cdI/AAAAAAAABXg/2eLJgts3LUc/s1600/Newsela.png" height="238" width="512" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here's an example of the <a href="https://newsela.com/" target="_blank">Newsela</a> teacher dashboard</td></tr>
</tbody></table>
<br />
<b>Online books</b><br />
<ul>
<li><b><a href="http://www.gutenberg.org/" target="_blank">Project Gutenberg</a></b>: Free ebooks that are available for free
download (in the USA). They can be read online or through the <b><a href="http://www.amazon.com/gp/feature.html?docId=1000493771" target="_blank">Kindle App</a></b>. (The Kindle App is a free app, and it allows you to read texts in a variety of formats on a variety of devices -- not just on a Kindle. You can highlight and annotate with this app, and the selections can be saved using a student's free account at <a href="http://www.amazon.com/gp/feature.html?docId=1000493771" target="_blank">Amazon</a>.)</li>
<li><b><a href="http://www.oxfordowl.co.uk/" target="_blank">Oxford Owl</a></b>: Free ebooks that are tablet friendly. </li>
<li><b><a href="http://books.google.com/" target="_blank">Google books</a></b>: This is a great research tool for online books. I recommend looking at <a href="http://www.freetech4teachers.com/2013/10/a-short-guide-to-using-google-books-for.html#.U9SIS0jNDow" target="_blank">this tutorial on Free Tech for Teachers</a> by Richard Byrne.</li>
<li><b><a href="https://openlibrary.org/" target="_blank">Open Library</a></b>: Borrow and read books. </li>
<li><b><a href="https://www.bookshare.org/" target="_blank">Bookshare</a></b>: An accessible online library of books with large print, great for people with print disabilities.</li>
<li><b><a href="http://www.metmuseum.org/research/metpublications/titles-with-full-text-online?searchtype=F" target="_blank">Metropolitan Museum of Art</a></b> and <b><a href="http://www.getty.edu/publications/virtuallibrary/index.html" target="_blank">Getty Publications</a></b>: Read, download, or search online art history books for free.</li>
</ul>
<b> </b> <br />
<b>Online portfolios</b><br />
<br />
There are many tools that can be used as a portfolio. The beauty of a portfolio is it shows growth over time.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD21Cmx0bM-YnI1tdG3cVGRGNlJ8F2ARcxCZ6ERc7Y5UVE6sYQa8l_XZCU6taU_XuwVKgnAv-THevJH7sXEcB-N3t7J6wRtJu5RkbmuWuqt-lV3BhsTN_QSrKSWhH5L_TNAonBPqjF/s1600/Online+Portfolio.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD21Cmx0bM-YnI1tdG3cVGRGNlJ8F2ARcxCZ6ERc7Y5UVE6sYQa8l_XZCU6taU_XuwVKgnAv-THevJH7sXEcB-N3t7J6wRtJu5RkbmuWuqt-lV3BhsTN_QSrKSWhH5L_TNAonBPqjF/s1600/Online+Portfolio.png" height="227" title="Online Portfolio CC licence: by Tracy Watanabe" width="320" /></a></div>
<br />
Have you considered these tools for <a href="http://list.ly/list/OXk-eportfolio-platforms" target="_blank">portfolios</a>?<br />
<ul>
<li><b><a href="http://edublogs.org/" target="_blank">Edublogs</a>, <a href="http://wordpress.com/" target="_blank">Wordpress</a>, <a href="http://www.blogger.com/" target="_blank">Blogger</a>, </b>or<b> <a href="http://kidblog.org/" target="_blank">Kidblog</a></b>: Blogging allows writers to connect with an audience beyond the four classroom walls.</li>
<li><b><a href="https://www.wevideo.com/" target="_blank">WeVideo</a> </b>or<b> <a href="http://www.youtube.com/" target="_blank">YouTube</a></b>: Vlogging (video blogging) again allows authors to connect with a global audience. Both of these have built in video editing tools. </li>
<li><a href="https://evernote.com/" target="_blank"><b>Evernote</b></a>: <a href="http://blog.evernote.com/blog/2012/02/28/how-to-create-a-portfolio-with-evernote-education-series/" target="_blank">This tool</a> is great for note taking, keeping documents organized, and annotating documents. Other tools that work with Evernote are: <a href="https://evernote.com/skitch/" target="_blank">Skitch</a>, <a href="https://evernote.com/penultimate/" target="_blank">Penultimate</a>, <a href="https://evernote.com/webclipper/" target="_blank">Web Clipper</a>, <a href="https://evernote.com/peek/" target="_blank">Peek</a>, <a href="https://evernote.com/products/" target="_blank">etc</a>.</li>
<li><a href="https://www.flickr.com/" target="_blank"><b>Flickr</b></a>: Photography portfolios allow students to create <a href="https://www.flickr.com/photos/krebsclass/sets/72157627661974634/" rel="nofollow" target="_blank">personal history museums</a>, collecting photographs of artifacts and sharing the importance of those artifacts. (A special thanks to <a href="https://www.flickr.com/photos/krebsclass/sets/" rel="nofollow" target="_blank">Denise Krebs</a> for this idea.)</li>
</ul>
<b>Final thoughts</b><br />
<br />
There are many <a href="http://www.graphite.org/" target="_blank">resources</a> available for <a href="http://ell.stanford.edu/" target="_blank">learning the ELA standards</a>. <a href="https://www.commonsensemedia.org/educators/classroom-curriculum/alignment" target="_blank">Technology is included in those standards</a>. We are no longer in a day and age of putting technology off as something we didn't get to. <a href="http://commoncore.fcoe.org/sites/commoncore.fcoe.org/files/resources/SPIRAL%20FINAL.pdf" target="_blank">Technology</a> is essential for students to be prepared for college and careers, and it is <a href="http://wwwatanabe.blogspot.com/2013/05/connecting-21st-century-learning.html" target="_blank">built into today's learning standards</a>.<br />
<ul>
<li>What ELA tools and resources would you add to this list? </li>
<li>What other thoughts or ideas from this post would you like to challenge, add to, or share?</li>
</ul>
Tracy Watanabehttp://www.blogger.com/profile/06720820771623655582noreply@blogger.com2