Grant Writing

             There seem to be many resources available when searching for a grant or funding resource to aid in implementing new technology.  There is funding available from state and federal government sources (www.ed.gov/programs) as well as private companies and corporations (www.honda.com) wanting to encourage student achievement.  The best way to go about searching for grant resources is to have in mind several ideas of what you are interested in writing a grant for; to obtain specific technology, raise funds to purchase technology or begin a new program in your school.  It is also important to take into account what avenues you will need to go through to obtain approval. A good idea before starting grant research is to familiarize yourself with your district’s policies on obtaining new technology and any expectations for writing a grant.  My district has a specific application they want completed and returned to the district in addition to any application you fill out to obtain an outside grant or funding.  Also, there may already be a company that has a partnership with your district.  There is a company that offers grants to our district each year.  This would be the first place I would check into. 

            After familiarizing oneself with district policies, it’s a good idea to make a list of what you are looking for in a grant.  I don’t think you have to stick to this list under all circumstances.  There are a lot of distinct and unique programs out there; I just think a list is a great place to start because the vast amount of what’s available can really be overwhelming.  Once you find a grant or resource you are interested in, it’s important to know how to write a grant.  The format of the grant you are applying for will determine what details you include in your application.  I found the tips at the site http://www.teach-nology.com/edleadership/funding_for_schools/grant_writing/ Grant Writing Resources to be pretty insightful.  They lay out a basic formula for developing your application and include details that make the task of writing a grant seem less daunting.  I feel it would be helpful to have a grant-partner as well.  Taking on so much on your own can be intimidating, but having a peer to help form and execute a plan of attack can make things much easier. 

            I think the most important part of grant writing is being willing to do some searching.  There is so much out there and so many opportunities.  You just have to be willing to set aside the time to look.  One of my lofty goals for the next school year is to get my co-worker to write one with me for a set of iPads our team can use.  Best of luck to everyone out there!

Collaborative Technology

          Some students start to sweat at the mere mention of group work.  Shy, intimidated by my own shadow and quiet in middle school; I was one of those students.  I am happy to say that I have since overcome the insecurities of a 7^th grader and am comfortably at ease in the adult world; working alongside co-workers to solve problems and being creative on how to stay positive around the “vampires” (those who suck out all light and joy from teaching) in life. 

            Student collaboration is a strong tool to be used in a 21^st century classroom.  I am often surprised at the amount of information some of my students bring to the table and what they are able to teach their peers and even myself!  Where some students prefer to work on their own others thrive in a group environment.  I believe it is important that all students are made to work together from time to time – it is one of the greatest preparations for life outside of the public school system.  Not only are they working towards a curricular goal, but they must learn to work together, brainstorm, and collaborate effectively.  I really liked the Epals Global Community (http://www.epals.com/) that I came across in our resources for this week.  It is a free and easy way for students around the world to connect with one another.  I believe the opportunity to work with students from different parts of the world might remove some of the fear and stress that is often associated with typical group collaboration.  Students have a chance not only to work with someone that they have no negative history with, but to build a new friendship in a safe learning environment.  I believe in utilizing online collaborative technology – such as wikis, it is also much easier for the teacher to determine who is doing the work.  I can recall a time where a pretentious classmate in high school told myself and another girl, “Don’t worry about doing anything, I’m taking care of it all” as if we would have infected the project somehow.  Using the login features on wiki pages, teachers can tell exactly what each student posts and how often they are participating.  Individual as well as group tasks can be posted.  There is also an opportunity for students to evaluate one another accurately – having the chance to look back and see the effort group members put into the wiki.   

            The lesson plan I created this week used Epals to locate a foreign classroom of a similar age to pair my students with a partner.  The goal of this project would be to discuss, compare and contrast differing government systems from around the world by interacting through a wiki.  This project allows for students to build a friendship while they are deepening their understanding and learning.  I have always believed and feel there is great proof of the fact that when you are able to teach someone something, you understand it even better yourself.  It is my hope that in “teaching” their foreign peer, my students will have an even greater understanding and appreciation for how our own government functions.   

            Membership through Epals is free and can be joined through the website provided above.  Teachers and students can join for free.  Students 13 or younger must have parental permission before they create their own account – this could be something presented and discussed at Conferences or through a class newsletter.  There are several wiki sites that are free to join and very easy to maintain: wikispaces.com, wikidot.com, pbworks.com and many more.  I would select one of these sites myself as I am familiar with each and feel students would have an easy time of using them.  I am hoping to implement the use of Epals as well as getting my students comfortable with collaborating through wiki pages this fall!

Video Learning

There are several things that come to mind when creating a lesson that integrates multimedia technology.  The first and most important of these is to think about how effective the technology tools will make a lesson.  Teachers need to think about how using different tools will help them and their students reach the goal of a lesson.  Will this audio clip be a distraction, or will it help students understand what we are studying better?  Is this video clip pertinent to the information I want my students to know?  If using certain multimedia will only distract or confuse students, then it is pointless.  If it will truly engage them and make the lesson more effective, then by all means, it should be used!  Another important question is to think about how easy the technology is for students to utilize.  If a new multimedia tool is being introduced, some serious thought should be given to how quickly students will be able to pick up and use it to their advantage.  Should extra time be set aside to teach students how to use the new tool?  Do students already have a solid understanding of the tool?  If the tool is something that is just too complicated or time consuming, an educator would want to look for something different; an item just as effective, but not so difficult to use. 

According to Gardner’s Multiple Intelligence theory, students learn in different ways and through different experiences.  I believe it is important to give students many opportunities to experience different multimedia tools in the way they receive information as well as a way to demonstrate what they have learned or understand.  It is difficult however to meet every different intelligence or learning style in a single lesson.  Teachers must continually create and give students the opportunity to create material that is engaging to more than just one kind of student.  

              The cost of equipment needed to create visual learning multimedia depends on the amount of money a school is willing to spend.  There are always high end products that are quite pricey, but quality equipment can be found at reasonable prices.  A mini digital video camera ideal for student use would be the GE DV1-GG DVI 1080p HD Digital Video Camera.  It is dust-proof, shock resistant and ability to record both video and still camera shots make it ideal for student use.  These digital cameras run between $90-100 and are widely available.  They have a built in USB plug which would make downloading images and video very simple for students to use.  An easy to use microphone is necessary when wanting to capture quality sound, whether students are recording voice-overs or conducting interviews, the Learning Resources 5429DDEF Easi-Speak Digital Microphone is a great choice.  One microphone runs around $20.  Most PCs already have video editing software available as they are, however there are free downloads on the Windows site if needed.  Something I have run into in my building with digital video clips is compatibility.  The video cameras that belong to my building are incompatible with Windows software, so we have a program called Pinnacle ($40-80 depending on edition). 

            I would like to branch out from where I have been in having my students create mini-news casts to creating some video stories, myself to use in instruction.  I would also like to use video learning as an assessment tool.  Students can put together a story about a unit we’ve studied to share what they’ve learned.  The possibilities are endless!

 

Podcasting in the Classroom

            I believe that part of being a life-long learner is continuing to be informed of the world around me.  Education is become more and more often a topic found in the news.  It is for this main reason that I chose to subscribe to an NPR podcast.  I have subscribed to the BBC’s World Have Your Say podcast which is updated daily with different news events around the world.  There continue to be conflicts around the world that’s origins lie in history and can be connected to events that I teach my students about.  I believe that using a podcast every so often will be more engaging for my students.  Instead of reading a newspaper or online article, it’s more like listening to a story (which they love).  It would also be beneficial for students who struggle with reading or who may be at a reading level lower than what one needs to accurately comprehend the average news article.  http://downloads.bbc.co.uk/podcasts/worldservice/whys/rss.xml

            To utilize this podcast in my classroom I will need my digital projector, computer and speakers.  I would also like to see my students utilize laptops and headphones to have the opportunity to search for and listen to podcasts that they find interesting.  It would be exciting for the kids to be able to create their own podcasts about things happening around the school.  We make news broadcasts and student newspapers, why not podcasts?  They could easily be uploaded to our school website along with upcoming events and other news.  It would be a great way for students to become even more invested in our school and their success. When students are able to create things and take ownership of something, it motivates them to continue to learn more or to be proud and show off what they have learned. Our building already has 2 class sets of microphones that are compatible with our laptops.  I would work with the students on how to use sound recorder and after they became comfortable with it, creating their own podcast might become a regular project option for them.  There really are so many possibilities; I can’t wait to try using podcasting this fall!

Integrating Handheld Technologies

There are several things one must think about when creating any lesson plan; is this lesson engaging, is it realistic, can students meet the expectations it outlines, is the assessment piece effective?  In creating lesson plans for the master’s program, technology is also an essential key to writing a good lesson plan.  Two of the handheld technologies that really caught my attention this week were the ideas of using the iPad and GPS in the classroom.   

            iPad: Several ideas came to mind when reading through the different articles and information about using iPads in the classroom.  The iPad is so attractive to use that it is almost a mini-computer.  Students could take notes during class lectures or download PowerPoints when they are absent from class.  The ability to access the internet also gives students a quick and easy way to login to Student Access and keep track of their grades, missing assignments, upcoming projects, tests and quizzes.  Instead of constantly printing out and distributing progress reports, one of our activities in class would be for them to check Student Access and meet with me about any concerns they have about their progress that week.  Students would have the ability to do research on a current topic we may be studying in class or for a project.  They would be able to download teacher-approved activities and learning games to use during Guided Practice (structured study hall times) each day. 

            There are many applications available on the iPad that have been made specifically for classroom use.  ReelDirector 3.0 is available for editing student-made videos ($7.99 in the Apple app store).  As mentioned in the article Five ways readers are using iPads in the classroom, Master’s Academy students in Oviedo, Florida are learning technology skills they will be expected to have in college.  Using the iPad in the classroom not only engages students and gives them technology opportunities they may not otherwise have, but prepares them for the future.  I believe the iPad would be an enhancement to my classroom. Sure the novelty would eventually wear off, but I believe the opportunity to utilize this kind of technology in addition to the others already available in our building would only further students preparedness for a future of jobs that do not yet exist.

            I feel the iPad is pretty simply to use and as students become more familiar with it, their comfort level with exploring its abilities will increase.  A brand new iPad2 runs around $499 (Apple website) but one can find a refurbished model for around $349 (Kaufman, Why the iPad Should be used in Classrooms).  I listed just a few ways the iPad could be used in my classroom, but there are so many other options.  Textbooks can be downloaded digitally without being worn out or lost, each student can have a copy of the periodic table downloaded or maps of the world to be used in Geography class.  There are even ESL apps which would be of great use to ESL teachers who work with students of varying cultural backgrounds.   

            GPS:  Again, there are several different ways a Global Positioning System can be used in several classroom situations.  A few things that came to mind after looking over the Geocaching site (http://www.geocaching.com/) were to collaborate with a science teacher and have students locate different natural animal habitats found in our community, combining geography and science standards and giving students a real life experience that they will remember. I also thought it may be neat for each class period I teach to have their own unique adventures, not only locating but also creating their own geo-caching sites.  A new GPS ranges from $90-400 (www.shopper.com).  I think purchasing a used or refurbished model would be reasonable for students as they will be using it for educational purposes not for actual use on a daily basis.  It would be necessary to take some time to train students how to use a GPS as different models have varied levels as far as ease of use goes.  Because there are several skills involved in using a GPS (reading maps, identifying latitude and longitude) it may not be for every student.  It may also be difficult to find a use for it in every classroom. 

Diverse Learners

Who are your Diverse Learners?
I would have to say every student in my classroom can fall into the category of diverse learner somehow.  There is not a definition that every student falls into together, they are each unique.  There are several kinds of diverse learners in my classroom.  I have had the opportunity to teach 2 students on the Autisim scale, several gifted students as well as a fair amount of students who qualified for Special Education based on differing learning disabilities.  Each student I have had the privilege of teaching has learned differently from their peers.  Some of them I identified easily with because we were both Verbal-Linguistic learners.  Other students were more difficult for me to understand and reach because they fell into different categories of Howard Gardner’s Multiple Learning Styles (Edutopia Staff, Learning Styles: The Multiple Intelligences Redefine Smart).  So student diversity can be pigeon- holed into how students learn, or we can look at the other aspects that make up student diversity: ethnic background, socio-economic status, and educational needs.  The vast majority of my students have all been native English speakers.  There are a few non-primary English speaking families in our community, but I have yet to teach their children.  There is a great disparity in the financial culture that makes up our small community.  There are different neighborhoods and housing developments in town that are home to different kinds of families.  Some of them struggle daily with poverty and students come to school hungry after a weekend at home.  Other families are donating to our school food pantry so we can send those who are hungry home with a few snacks to tide them over the weekends. 

What do you do or can you do to meet the needs of diverse learners. Are you creating Multicultural lessons, Multiple Intelligence Projects, and/or specific assistive technologies for students with special needs?
I don’t think I am doing enough to create multicultural lessons.  I try to focus on the differences my students bring to the table and make them a positive thing, pointing out how its great they all are able to have a different opinion, that we aren’t a bunch of robots that have to think exactly the same.  Being a history teacher, it’s my job to help my students see all sides of a story.  One of the first things I tell them at the start of the year is that I will never tell them what to think about something.  I will tell them the story, we will look at differing perspectives together and then they must come to their own conclusions.  As far as specific lessons, it’s definitely something I need to work on/be challenged to do. 
I need to do a better job of offering students more opportunities to learn based upon their Multiple Intelligence Level.  My science teacher does a great job of finding out which learning style a student is and then has pre-arranged activities students can choose to do for each unit based on their learning style.  It sounds like a lot of work, but when I step back and look at the different ways I present material throughout the year, it wouldn’t be all that difficult to incorporate more opportunities for students to experience their learning in the way that makes the most sense for them. 
Before reading the provided articles, I was unaware of the different assistive technologies available for students with special needs.  I had a student this year with Autism who became very dear to my heart.  I would watch him struggle with interacting with his peers, get frustrated with me, get frustrated with himself and have moments where he would just break down, frustrated to pieces that he couldn’t get out what he was trying to say or ask.  I found the iPad PUSH product incredibly interesting (Stansbury, New assistive technology research focuses on iPad, communication skills).  It makes me wonder if my buddy might have a less frustrating time in the future with peer and teacher interaction if he had access to such a technology.  He worked weekly with our school psychologist and social worker in a boy’s lunch group where he was able to practice social skills and spend some time with boys his age who volunteered to get to know him.  I wonder how much more effective the PUSH would be for him; removing the awkward moments where he interacted in a less than pleasant way.  Would this technology make his classroom interactions less painful for himself and his peers?  Could learning how to use a new piece of technology make his goal of consistent social interaction more attainable?  I am not using any assistive technology at the moment, but just learning about what is available for students who I grew so close to is very exciting! 

Reflective Journal:

In creating lessons for my students, most times I don’t go too much further than thinking about what modifications I need to allow for or make for my SPED students. I am aware of the racial diversity in my classroom and community and feel that as a history teacher, I do a good job of exploring and discussing the differences there.  My students have become very comfortable with discussing tough issues and asking hard questions – I feel that the expectations I set, and example I try to live for my students lend to creating this kind of environment.  It would serve myself and my students well if I were to take the time to incorporate something for more than just 1-2 Multiple-Intelligence Learning styles into a lesson or activity.   It was difficult for me to accept that not all of my students have computer access at home.  Some of them can get themselves to the public library to use the Internet, but some don’t have that option.  I have to be realistic in my expectation of what students have available outside of the school day.  I would like to have the opportunity/access to 5 classroom laptops that students could hop on for different activities throughout the day.  I think it would be especially awesome to have access to Mac books for student use.  Their video editing programs are so user-friendly and after the battles I’ve had with the current program we use, I have a few bald spots.  I would like to see my students produce short films or biographical reports by creating their own mini-movies that their peers could watch and critique for historical accuracy, continually demonstrating their understanding and knowledge of content.  This is just one small idea I have that every one of my diverse learners could be a part of.  Their unique learning style, comfort/understanding of technology, or pace of learning could determine their role/help them choose what they would do; design, acting, song-writing, research, interviewing, etc.  They would inadvertently be teaching their peers as well as creating a product they would be so very proud of.  The downside to this dream is the reality – each Mac book cost $899 (http://www.apple.com/) and I have been told that our district’s Internet/software systems are incompatible with Macs.  I think it would be wonderful to give students this opportunity that would eventually open the door to other “expensive” technologies that most students in our community would otherwise never have the chance to play with and learn about. 

Where am I and where do I want to go with technology in my classroom?

Top 3 Elements of a 21st Century Classroom:
In my opinion, the top 3 elements of a 21st Century Classroom are:
1) Daily use of technology by both teachers and students.  Students are surrounded by technology in their daily lives.  If we are going to keep their interest and motivate them we must use the tools that are a part of their lives and will keep them hooked on learning. 
2)  Collaboration between teacher-student and student-student to solve real world problems.  Students are no longer interested in getting good grades just to get good grades.  It is a challenge to get them to buy in.  Teaching them skills to deal with real world problems and modeling how to solve them and work with others prepares them for real life.  Whether it is creating their own wiki page with another student or researching possible solutions to an international problem – by making it a personal experience where they are responsible for solving/addressing an issue, they are more likely to work toward a goal. 
3)  Opportunity for students to direct their own learning.  Back to the motivation piece I mentioned earlier.  I believe that in order for students to take a vested interest in their learning, they should be a part of the process.  Students don’t necessarily decide what they will learn, but how they best learn and form a plan from that.  Based on their own individual learning styles, they should be able to choose from a list of activities one that would best demonstrate their understanding of content/help them retain content.    

What kind of learning environment do I want to create for my students?
I want to create a learning environment where students are challenged on a daily basis; a place where students learn to ask questions and have the tools to discover their answers.  My intention is not to shirk my part as the teacher, but I’d like to see myself as more of a guide to direct their learning and push them to be motivated and set high goals for themselves. 

What resources do I have to help me create the learning environment?

I have a great resource in a co-worker who designs her lesson plans around her student’s learning styles, a technology director that is always willing to help me try new things and co-teach with me when asked and a librarian who is amazing at pulling together resources.  There is ample technology (laptops, iwrite board, smart boards, and video cameras) available in my building to make this kind of environment a reality.