“Living and breathing an authentic story is the best way to survive in an conversation-rich world.”
-Seth Godin
PLN – Diigo | Intro Video | MU_ED554
Links from class:
PhotoStory – windows software – tutorials
Glogster – online multimedia poster
Animoto – online music video creation – 6 month trial for Educators
Storybird – online storytelling
ZooBurst – online 3d popup
FreePlayMusic – copyright free music
Pixlr – free online software to edit photos/images
Apps – A great list of apps
Required Reading/Exploring/Watching:
- Storyboard, script, and photos for digital story uploaded in Google Drive and shared with me (sknight@marymount.edu ) . See my Diigo list for guidance/resources on digital storytelling.
- Read “PowerPoint is Evil” by E. Tuften, listen to NPR story about PowerPoint in the classroom.
- Watch the (8:19).
Post 1 response on your blog/class preparation:
- Explore your classmates blogs and post a comment on at least two blogs.
- After you watch (8:19), share your reaction/reflection on your class blog.
- Identify a learning standard for your content area and grade level as a target of focus for the semester (see your content area standards and/or the ISTE NETS, AASL, or VA Dept of Ed Site) and post your focus in the comments section of this post.
ED554@Reston 2014 
My Focus :
Communication: Speaking, Listening, Media Literacy
9.1 The student will make planned oral presentations independently and in small groups.
a) Include definitions to increase clarity.
b) Use relevant details to support main ideas.
c) Illustrate main ideas through anecdotes and examples.
d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.
e) Use verbal and nonverbal techniques for presentation.
f) Evaluate impact and purpose of presentation.
g) Credit information sources.
h) Give impromptu responses to questions about presentation.
i) Give and follow spoken directions to perform specific tasks, answer questions, or solve problems.
j) Use a variety of strategies to listen actively.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.2 The student will produce, analyze, and evaluate auditory, visual, and written media messages.
a) Analyze and interpret special effects used in media messages including television, film, and Internet.
b) Determine the purpose of the media message and its effect on the audience.
c) Describe possible cause and effect relationships between mass media coverage and public opinion trends.
d) Evaluate sources including advertisements, editorial, and feature stories for relationships between intent and factual content.
e) Monitor, analyze, and use multiple streams of simultaneous information.
Grade Level: Kindergarten
Content Area: Basic Operations and Concepts and Technology Communication Skills
C/T K-2.1 Demonstrate an operational knowledge of various technologies.
A. Use various types of technology devices to perform learning tasks.
-Use a keyboard, mouse, touchscreen, touchpad, and other input devices to
interact with a computer.
-Use appropriate buttons, gestures, menu choices, and commands to
manipulate the computer when completing learning tasks.
B. Communicate about technology with appropriate terminology.
-Use basic technology vocabulary as needed.
C/T K-2.2 Identify and use available technologies to complete specific tasks.
A. Identify the specific uses for various types of technology and digital resources.
– Identify the difference between hardware and software.
-Create a text document.
-Create a digital image.
B. Use content-specific tools, software, and simulations to complete projects.
-Use tools in various content areas as appropriate.
C/T K-2.6 Communicate effectively with others (e.g., peers, teachers, experts) in
collaborative learning situations.
A. Use technology tools for individual and collaborative writing,
communication, and presentation activities.
-Use word processing to practice writing skills.
-Use common graphic and presentation tools when preparing and providing
presentations.
B. Recognize tools useful for communication.
-Identify how different technologies appeal to different senses.
Grade Level: Junior/Senior
Content Area: Technology Communication Tools
C/T 9-12.15 Communicate effectively with others (e.g., peers, teachers, experts) in collaborative learning situations.
A. Use technology tools for individual and collaborative writing, communication, and publishing activities.
• Use various technology resources to develop, revise, and assess written and media-based reports and projects, integrating technologies as appropriate.
• Independently collaborate with others using digital communication tools.
• Use digital communication tools to communicate with specific audiences.
B. Participate in communications among different cultures.
• Contribute during a distance-based communication project that includes individuals from different cultures by leveraging the differences of those cultures to develop solutions to common issues.
C. Participate in online courses, social and learning networks, and virtual worlds.
• Manage goals for learning in an online course.
• Participate in activities that involve social and learning networks and virtual worlds.
C/T 9-12.16 Apply knowledge and skills to generate innovative ideas, products, processes, and solutions.
A. Use various creative software, programming environments, or digital tools to convey existing ideas in new and effective ways.
• Use technology to develop innovative and effective solutions for assignments.
B. Add meaning to individual and group ideas and products through creative work.
• Create a drawing, painting, or other visual image.
• Create original music.
• Produce a video.
C. Participate with peers and experts to assess projects.
• Use peer networks to provide and receive assessments.
• Use communication media to locate experts who can assess projects.
This plan is for a Catholic Preschool classroom of 3- and 4-year-olds (where I will be lead teacher in 2014-15). Standard is taken from Catholic Schools Comprehensive Standards for Four-Year Olds and aligned with State of Virginia Foundation Blocks for Early Learning
FOCUS: Science Foundation – Life Processes
• Describes what living things need to live (food, water, air).
*General Activities
Tend to plants in the classroom – chart growth; daily and weekly checklist for care
Tend to fish in the classroom – daily and weekly checklist for care
Grow grass in potato/eggcup/stocking
*Technology Activities
Digital stories of fish (or other pets) written, illustrated, and narrated by students
Classroom blog with photos showing students’ activities (Ex. Math measuring activity)
Podcast of students enacting The Empty Pot by Demi
Video of students retelling stories such as Finn McCool and the Great Fish by Eve Bunting and Zachary Pullen, Jack’s Garden by Henry Cole, and The Little Red Hen (traditional).
Using iPad Apps for theme-related games.
Grade Level: 4
Content Focus: Technology Communication Tools
**The goal would be to incorporate these technology standards into a Science unit focusing on Earth Patterns, Cycles and Change (4.7 & 4.8)**
C/T 3-5.10 Communicate effectively with others (e.g., peers, teachers, experts) in collaborative learning situations.
A. Use technology tools for individual and collaborative writing, communication, and publishing activities.
• Produce documents and presentations that demonstrate the ability to edit, reformat, and integrate various tools and media.
B. Participate in communications among different cultures.
• Understand the need to place communication in the context of culture.
C. Assume different roles (e.g., leader/follower, orator/listener) on teams in various situations.
• Recognize that different people on a team bring different technical skills, and understand how that can influence team responsibilities.
• Demonstrate the ability to share technology tools as needed.
C/T 3-5.11 Apply knowledge and skills to generate innovative ideas, products, processes, and solutions.
A. Organize and display knowledge and understanding in ways that others can view, use, and assess.
• Understand the various ways in which digital products can be shared.
B. Use technology tools to share original work.
• Use presentation tools to organize and present stories, poems, songs, and other original work.
*The goal would be to incorporate these standards into a Science unit focusing on Earth Patterns, Cycles and Change (4.7 & 4.8)
Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s
VUS.8 The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by
a) explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, the role of the railroads, and the admission of new states to the United States;
b) describing the transformation of the American economy from a primarily agrarian to a modern industrial economy and identifying major inventions that improved life in the United States;
Students will create a blog, students will create a twitter, and students will create a passport.
Computer Technology Standards of Learning
Grade- Kindergarten
Basic Operations and Concepts
C/T K-2.1 Demonstrate an operational knowledge of various technologies.
A. Use various types of technology devices to perform learning tasks.
• Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a computer.
• Use appropriate buttons, gestures, menu choices, and commands to manipulate the computer when completing learning tasks.
B. Communicate about technology with appropriate terminology.
• Use basic technology vocabulary as needed.
C/T K-2.2 Identify and use available technologies to complete specific tasks.
A. Identify the specific uses for various types of technology and digital resources.
• Identify the difference between hardware and software.
• Create a text document.
• Open and read an electronic book.
• Create a digital image.
B. Use content-specific tools, software, and simulations to complete projects.
• Use tools in various content areas as appropriate.
Grade Level: 3
These will be used in an assignment on animals
C/T 3-5.1 Demonstrate an operational knowledge of various technologies.
A. Use various types of technology devices to perform learning tasks.
• Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a computer.
• Demonstrate the ability to perform a wide variety of basic tasks using technology, including saving, editing, printing, viewing, and graphing.
B. Communicate about technology with appropriate terminology.
• Use basic technology vocabulary in daily practice.
C/T 3-5.2 Identify and use available technologies to complete specific tasks.
A. Identify the specific uses for various types of technology and digital resources.
• Identify the differences among local, network, and Internet resources and tools.
• Create, edit, and format a document with text and graphics.
• Create and present a multimedia presentation.
• Create and populate a spreadsheet with data.
• Capture and edit a digital image.
• Demonstrate the ability to choose appropriate resources when completing assignments in various content areas.
B. Use content-specific tools, software, and simulations to complete projects.
• Use tools in various content areas as directed by the teacher.
C/T 3-5.6 Plan and apply strategies for gathering information, using a variety of tools and sources, and reflect on alternate strategies that might lead to greater successes in future projects.
A. Collect information from a variety of sources.
• Conduct research using various types of text- and media-based information.
B. Apply best practices for searching digital resources.
• Apply effective search strategies that will yield targeted information.
• Identify basic indicators that a digital source is likely to be reliable.
C/T 3-5.11 Apply knowledge and skills to generate innovative ideas, products, processes, and solutions.
A. Organize and display knowledge and understanding in ways that others can view, use, and assess.
• Understand the various ways in which digital products can be shared.
B. Use technology tools to share original work.
• Use presentation tools to organize and present stories, poems, songs, and other original work.
Grade Level: 3
Taken from ISTE Student Standards
1. Creativity and innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new
ideas, products, or processes
b. Create original works as a means of personal
or group expression
c. Use models and simulations to explore complex
systems and issues
d. Identify trends and forecast possibilities
4. Critical thinking, problem solving,
and decision making
Students use critical thinking skills to plan
and conduct research, manage projects, solve
problems, and make informed decisions using
appropriate digital tools and resources.
a. Identify and define authentic problems and
significant questions for investigation
b. Plan and manage activities to develop a solution
or complete a project
c. Collect and analyze data to identify solutions
and/or make informed decisions
d. Use multiple processes and diverse
perspectives to explore alternative solutions
5. Digital citizenship
Students understand human, cultural, and societal
issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal, and
responsible use of information and technology
b. Exhibit a positive attitude toward using
technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for
lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology operations and concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies