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JKrebsSPRINT

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Jessica Krebs

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Transcript of JKrebsSPRINT

Planning and Preparation
SPRINT Presentation
Jessica Krebs
Touro College
EDSE 650
Professor Best

Planning and Preparation
Instruction
The Classroom Environment
Professional Responsibilities
Success Presentation Reflecting Innovative New Technologies (SPRINT) is an assignment that includes a digital collection of communication, information and assistive technologies that support teaching and learning.
This presentation will delve into each of four domains: Planning and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities
References
Digital Resources
Assistive Technology
IEP Technologies
E-Books
Online Systems for
Reading and Writing
Web-Based Content Management Tools
Electronic textbooks (E-Books) can be viewed using a kindle or another type of E-Reader.
Educational Benefits:

Lower cost than traditional textbooks (Rapp, 2008)
Vandal proof
Ability to update regularly
Alignment with needs of individual students
Potential to watch related videos or demonstrations
Note-taking features (Simmons & Carpenter, 2010).
Option of adding or reducing sections to better align with curriculum (Miners, 2009)

American Speech-Language-Hearing Association. (n.d.). FM Systems. Retrieved from: http://www.asha.org/public/hearing/FM-Systems/

Bina & Khanin. (n.d.). E-portfolio: A guide to faculty and students. Touro College Academic Computing Department. pp 1-43. Retrieved from https://bb-tc.touro.edu/bbcswebdav/pid-2099222-dt-content-rid-2848170_1/courses/EDSE-650--RA-2-2014-AA-GEP-SAC/ePortfolio%20Guide%20Touro.pdf

Brown, M. (2011). Using technology: Electronic portfolios in the K-12 classroom. Retrieved from:http://www.educationworld.com/a_tech/tech/tech111.shtml

CBS News. (2011, Oct 23). Apps for autism. 60 Minutes. Retrieved from http://www.cbsnews.com/videos/apps-for-autism/

Common Goal Systems Inc. (n.d.). Teacher ease: Planning for the digital glassroom. Retrieved from https://www.teacherease.com/lessonplans.aspx

Dove, M. (2012). Advancements in assistive technology and AT laws for the disabled. Delta Kappa Gamma Bulletin,78(4), 23-29.

Drake Education Associates. (n.d.). Language master. Retrieved from http://www.drakeed.com/group.php?rec=1

ECTACO. (2012, Jan 12). ECTACO jetBook K-12 dducational eBook system video manual. Retrieved from https:// www.youtube.com/watch?v=8XIGBI1HXAo

Family Center on Technology and Disability. (n.d.). Assistive technology and the IEP. Retrieved from http://www.fctd.info/resources/AT_IEP.php

FAST. (n.d.). GUIDE - General user interface for disorders of execution. Retrieved from http://www.fastuk.org/research/projview.php?id=1342

Interagency Program for Assistive Technology (IPAT). (n.d.) Planning for or delivering AT services documents. Retrieved from http://ndipat.org/resources/planning-for-or-delivering-at-services-documents

Johnson, D. (2013). Power up! /Technology skills every teacher’s needs, Educational Leadership, 70(6), 84 - 85. 

The ECTACO jetBook K-12 Educational eBook System is one example of an electronic textbook. Watch the video below for more information.
One example of an online reading system is Read 180. This program "emphasizes reading, spelling, writing and vocabulary building through interactive software" (Simmons & Carpenter, 2010, p. 15)
Educational Benefits:

Students with disabilities hindered by spelling or handwriting (Simmons & Carpenter, 2010)
Writing software and web-based programs allow students to focus on the composition of their ideas
Programs can aide scholars during class, or when small group support is not an option
Spellingcity.com strengthens student spelling abilities (Simmons & Carpenter, 2010)
http://www.spellingcity.com/

Electronic spelling dictionaries providing possible word options based on the first few letters typed
http://www.franklin.com/dictionaries
Alignment with Johnson’s Rubric for Effective Teacher Technology Use: (Johnson & Mielke, 2013)

Teacher is aware of the characteristics of "net generation" learners and their relationship with technology

Teacher knows, accesses, and uses digital resources provided by the state and district
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

Teacher uses adaptive and adoptive technologies with students with special needs.

Teacher establishes appropriate goals for technology applications for students.

Teacher designs learning activities that use the technology resources available.

Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

Teacher uses online resources to stay current on the latest research and best practices in his or her field.

Teacher knows, accesses and uses digital resources provided by the state and district.
Educational Benefits:

Focus is on the teacher (Johnson, 2013)
Teachers can compare lessons to state and Common Core Standards (Common Goal Systems Inc., n.d.)
encourages collaboration
lessons can updated continuously
Some online content management tools can be found in the links below:

http://www.mylessonplanner.com/

https://www.planboardapp.com/

https://www.teachingchannel.org/?national=1
Augmentative or Alternative Communication (AAC)
Assistive Technology for Cognition (ATC)
Assistive Technology for
Auditory Impairments
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

Teacher uses adaptive and
adoptive technologies with students with
special needs.

Teacher establishes appropriate
goals for technology applications for
students.

Teacher designs learning activities
that use the technology resources
available.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

Teacher uses adaptive and
adoptive technologies with students with
special needs.

Teacher is aware of the
characteristics of “net generation”
learners and their relationship with
technology and uses this information to
design engaging activities.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

Teacher uses adaptive and adoptive technologies with students with special needs.

Teacher establishes appropriate goals for technology applications for students.
Speak for Yourself

available as an iPad app (Speak for Yourself ACC, n.d.)
currently being used by "thousands of individuals around the world with autism, cerebral palsy, apraxia, and genetic syndromes"

The link will bring you to the company's website, while the video was used by the company to promote this Augmentative or Alternative Communication product.

http://www.speakforyourself.org/
Augmentative or Alternative Communication (AAC) "refers to the various forms of communication that are used as a supplement to oral language" (Dove, 2012, p. 24).
Assistive Technology for Cognition (ACT) is a category of assistive devices that "can be used to augment and assist cognitive processes" (Dove, 2012, p. 25).
Language Master

Designed to help students become better readers (Drake Education Associates, n.d.)
Students to record their answers so that teachers can check their work (Reeve, C.)
For students with cognitive disabilities, however, the device is best used in the reverse fashion
Teachers record step by step directions for the student to then listen to as they perform a task.
Click on the link below for more information about the Language Master.

http://www.drakeed.com/group.php?rec=1
Educational Benefits:

Allows students with severe hearing impairments to communicate with teachers and peers (Lee & Templeton, 2008)
allow students with auditory impairments to participate more fully and follow the discussion more readily and independently.
C-Print

Text-to-Speech device
Developed at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology (Rochester Institute of Technology, n.d.)
Primary function is to support education
Can be used throughout all aspects of life including jobs and the community.

Clink on the link for more information about this unique product.

http://www.rit.edu/ntid/cprint/
Assessment of Scholar's Assistive Technology Needs
Choosing Effective Assistive Technologies
Monitoring Progress Post Implementation
Educational Benefits:

Forces IEP team to consider "what strategies are helpful in interacting with the child" (Family Center on Technology and Disability, n.d.).
Ensures members of the IEP team have all important information prior to meeting (Marino, Marino & Shaw, 2006)
expedites the decision making process
Educational Benefits:

aide with the initial decision of which ATs should be included on an IEP
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses adaptive and adoptive technologies with students with special needs.

The teacher establishes appropriate goals for technology applications for students.



Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

Assessment criteria of student work include qualitative indicators of effective technology production.

Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

Teacher uses online resources, including professional social networking sites, to stay current on the latest research and best practices in his or her field.

Teacher is aware of the characteristics of “net generation” learners and their relationship with technology and uses this information to design engaging activities.

Technology for All: A Guide to Solving the Puzzle

Framework is a comprehensive list of checklists, worksheets and resources (IPAT, n.d.).
help schools develop an Assistive Technology plan

This resource can be downloaded through the IPAT website at:

http://ndipat.org/resources/planning-for-or-delivering-at-services-documents
Student, Environment, Tasks, and assistive Technology tools (SETT)

"SETT framework provides broad questions that allow IEP teams to focus on individual student needs in multiple environments" (Marino, Marino & Shaw, 2006, p. 21)
Becomes a starting place for parents, teachers the student.

Sample SETT questions can be explored by clicking on the following link:

www.ldonline.org/
ld_indepth/technology/zabalaSETT2.
Tech Matrix

was developed by the Center for Implementing Technology in Education (CITEd) and the National Center for Technology Innovation (NCTI) (TechMatrix, n.d.)
provides systems to compare product use and capabilities of various Assistive Technologies.

Tech Matrix can be accessed via that following link:

http://techmatrix.org/


Educational Benefits:

collect data regarding the effectiveness of ATs as they relate to student learning (Marino, et al., 2006)
puts teachers in a better position to increase, alter or eliminate a student's use of a particular AT based on the student success
University of Kentucky Assistive Technology (UKAT)
toolkit

Can be used for pre-assessment through post implementation monitoring (Marino et al., 2006)
Allows teachers to gather longitudinal data that might not otherwise be available.

The UKAT toolkit is available through the University of Kentucky website using the following link:

http://edsrc.coe.uky.edu/www/ukatii/
Using Presentation Tools Collaboratively
Interactive Learning Games
Internet Safety
Using PowerPoint as a Collaborative Tool
Using GoogleDocs as a Collaborative Tool
Using Prezi as a Collaborative Tool
Educational Benefits:

Can lead to collaboration when the slides are then made available on a class blog or discussion forum (Wolsey, 2009)
Other students can then view these presentations for homework
Teacher-created presentation can be posted to a blog with the option for students to submit comments and questions
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher demonstrates an enthusiasm for educational technology and its uses.

Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher helps students use
technology in the revision process of
their creative efforts.

The teacher uses technology to
facilitate peer editing of student work.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher helps students use
technology in the revision process of
their creative efforts.

The teacher uses technology to
facilitate peer editing of student work.
Audio Recording Tool

Feature allows students to align their voices with automatically timed slides (Wosley, 2009)
Helps students convey information to each other more clearly
Can rehearse what they want to say and record multiple versions if necessary.

Below is an informational video on how to include custom audio in PowerPoint presentation:
Educational Benefits:

Very similar purpose as PowerPoint, its functions and abilities are very different
Intended as a non-linear presentation tool (Prezi Inc., n.d.)
Supports teachers in making connections between concepts more explicit for their students Prezi
Interactive and memorable way to present information.
Collaborative Feature

Opportunity for up to 10 people to be editing any given presentation at the same time (Prezi Inc., n.d.).
Would enhance group work as well
Allow teachers to view what students are working on to
Maximize on task behavior
This map taken from the Prezi website shows real-time collaboration that is occurring:
GoogleDocs

Online format that makes your files universally accessible
Easy way to share your files with others and allow for real-time collaboration (GCF Global, n.d.)
Choice to keep any document private, share it with editing abilities, or share it to view only.
An image of multiple individuals editing the same document simultaneously.
Consider a classroom example where a student is working on a presentation. Initially this presentation might be shared only with the teacher, who has editing privileges. The teacher can monitor progress and provide feedback. When the student has finalized his presentation, he can share it with his peers, but allow them to only to view his presentation to ensure that everything remains as he intended.
Enhance Collaboration
Enable Students to Form and Test Hypothesis
Connect Learning to the Real World
References Domain #2
References Domain #3
References Domain #4
Carnegie Mellon University. (2014). The carnegie cyber academy. Retrieved from http://www.carnegiecyberacademy.com/

Donegan, R. (2012). Bullying and cyberbullying: History, statistics, law, prevention and analysis. The Elon Journal of Undergraduate Research in Communications. 3(1), 33 - 43. https://www.elon.edu/docs/e-web/academics/communications/research/vol3no1/04DoneganEJSpring12.pdf

GCF Global. (n.d.). Google drive and docs: sharing and collaborating. Retrieved from http://www.gcflearnfree.org/googledriveanddocs/6.

Hazelden Foundation. (2014). Home of the Olweus bullying prevention program. Violence prevention works: Safer schools, safer communities. Retrieved from http://www.violencepreventionworks.org/public/index.page

How to make a poster using PowerPoint. (n.d.). Retrieved from http://www.tltc.ttu.edu/posters/how_to_make_a_poster_using_powerpoint.pdf

iKeepSafe. (2009). Real life digital reputation. [Video File]. Retrieved from http://www.ikeepsafe.org/videos/project-pro-students-english/

iKeepSafe. (n.d.) About us. Retrieved from http://www.ikeepsafe.org/about-us/

Klopfer, E., Osterweil, S., Groff, J. & Haas, J. (2009). Using the technology of today, in the classroom today: The instructional power of digital games, social networking simulations and how teachers can leverage them. An education arcade. http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf

National Research Council. (2011). Simulations and games in the classroom. Learning science through computer games and simulations. Washington, DC: The National Academies Press. Retrieved from http://www.nap.edu/openbook.php?record_id=13078&page=57

OnGuard Online.gov. (2012, Jan). Net cetera chatting with kids about being online. Retrieved from http://www.onguardonline.gov/articles/pdf-0001-netcetera.pdf

Prezi Inc. (n.d.) Engage your class. Retrieved from http://prezi.com/prezi-for-education/

River City Project. (n.d.). Introducing river city. Retrieved from http://rivercity.activeworlds.com/

Subrahmanyam, K. and Greenfield P. (2012). Communicating online: Adolescent relationships and the media. www.futureofchildren.org 18(1), 1 - 27.http://www.cdmc.ucla.edu/KS_Media_biblio_files/kaveri_greenfield_2008spring_2.pdf

Stansbury, M. (2013, Apr 7). Ten of the best virtual field trips. Retrieved from http://www.eschoolnews.com/2013/04/07/ten-of-the-best-virtual-field-trips/

Using Audio-Visual in Education. (n.d.) Teaching with Thinking and Technology. http://teachingwithtechnology.wikispaces.com/Using+Audio-Visual+in+education

Walsh, K. (2010, Oct 17). More fun, free online photo and image editing tools. Retrieved from http://www.emergingedtech.com/2010/10/more-fun-free-online-photo-and-image-editing-tools/

Wiki.com. (n.d.). Retrieved from: http://www.centraldesktop.com/l?sr=cj&sy=wiki#

Wolsey, T. (2009). Using PPT to encourage learning. http://suite101.com/article/powerpoint-for-the-learning-a116320

Young Minds Online. (2014). Modules. Retrieved from http://youngmindsonline.ie/modules/
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher helps students use
technology in the revision process of
their creative efforts.

Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher demonstrates an
enthusiasm for educational technology
and its uses.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher demonstrates an
enthusiasm for educational technology
and its uses.
Educational Benefits:

Teach students collaboration skills
Students can partner up to complete a task in person
Can form online alliances to accomplish a goal (Klopfer, Osterweil, Groff & Haas, 2009).
Jigsaw Learning Option

Each student is given a different, but crucial piece of information, so students must work together in order to be successful (National Research Council, 2011).
River City

Created by Harvard University with support from the National Science Foundation
Brings students into River City, a 19th century city complete with authentic historical, sociological, and geographical conditions, besieged with health problems (River City Project, n.d.)
Students are tasked with the goal of understanding why the town is becoming ill.
Some recent interactive games which encourage collaboration include:

Civilization (https://www.civilization.com/us/home/)
New Super Mario Bros, Wii version (http://mariobroswii.com/)
Educational Benefits:

simulations designed to "recreate a modeled or modified version of a real world situation" (Klopfer et al., 2009, p. 8)
allow students to apply classroom knowledge in unique ways
Some examples of educational simulations include:

Molecular Workbench
(http://mw.concord.org/modeler/)
Real Lives (
http://www.educationalsimulations.com/)
Explain 3D
(http://explain3d.com/)


This video demonstrates some of the capabilities of the "Discover the Universe" simulation available through Explain 3D
Educational Benefits:

allow students to form and test hypothesis (Klopfer et al., 2009)
students often have to approach a challenge more than once
requires students create a plan
users must systematically alter their thinking based on the results.
Examples of interactive learning games that enable students to form and test hypothesis include:

Lure of the Labyrinth (http://labyrinth.thinkport.org/www/)
Radix Endeavor (http://education.mit.edu/projects/radix-endeavor)

This brief video clip explains the purpose and goals of the Radix Endeavor:
Online communication comes with certain risks, from over-sharing of personal information to sexual predation (OnGuard Online.gov, 2014). Communicating with students is one of the best ways to protect them online. The following are some topics that parents and teachers should discuss with children at any age who are using technology.
Cyber Bullying
Computer Security
Online Reputation
Importance:

Cyber bullying
is any form of "bullying or harassment that happens online" (OnGuard Online, 2012, p. 11)
students need to understand the consequences that come from engaging in such behavior
must support potential victims by encouraging “children to feel comfortable with confronting and reporting the problem by portraying any form of bullying as unacceptable” (Donegan, 2012, p. 39).
iKeepSafe

nonprofit organization
tracks trends and issues related to youth technology use (iKeepSafe, n.d.)

"Real Life Digital Reputation"


video targeted towards students to help them recognize the consequences of their actions online (iKeepSafe, 2009).

That video can be viewed through the following link:

http://www.ikeepsafe.org/videos/project-pro-students-english/
Importance:

users can monitor and control who has access to their information and with whom they are communicating (Subrahmanyam & Greenfield, 2012)
prevents students from sharing information with strangers
It is important to speak with students about how to protect their personal information online (OnGuard Online, 2012).

This includes:
creating strong passwords and keeping them secure
not disclosing personal or financial information unless the website is secure
always logging out of an account
being aware that public Wi-Fi is not a secure network
Most social networking cites have a page educating users on privacy policies and settings.

The link to Facebook's "Controlling What You Share on Timeline" is below:

https://www.facebook.com/notes/facebook-and-privacy/controlling-what-you-share-on-timeline/271872722862617
Carnegie Cyber Academy

online tool
students learn to "protect themselves and others from the attacks of malicious Cyber Villains" (Carnegie Mellon University, 2014).

The website can be accessed by clicking on the link below:

http://www.carnegiecyberacademy.com/
Olweus Bullying Prevention Program

recently updated its materials to include information about cyber bullying (Hazelden Foundation, 2014).

The video below consists of an overview of the Olweus Bullying Prevention Program:
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher has rules and expectations for productive technology use in the classroom, including the use of personally owned technology devices.

The teacher monitors student technology use and responds to misbehavior if it occurs.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses technology to provide a wider audience for student
work. Appropriate safety and privacy efforts are made.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher interactions online follow the same guidelines as face-to-face interactions.

The teacher uses technology to provide a wider audience for student work. Appropriate safety and privacy efforts are made.
References Domain #1
Oversharing
occurs when individuals share too much personal information, leading to a damaged reputation or hurt feelings (OnGuard Online, 2012).
Steps to avoid oversharing:

Post only what you are comfortable with others seeing (OnGuard Online, 2012)
Understand that once something has been posted you cannot take it back
Get permission from the photographer or person in the picture before posting an image
Audio Visual Tools
Interactive Whiteboard
Internet Resources
Authoring Technologies
Collaboration Technologies for Teachers
Professional Development Technologies
YouTube, TED-Ed and other Educational Videos
Podcasts
Skype
There are many benefits to utilizing educational videos such as YouTube and TED-Ed videos within the classroom. These AV tools:

provide students with concrete examples of abstract topics (Mateer, Ghent, Porter & Purdom, 2013)
are visual stimulants and increase student engagement
aid in retention of information (Stoner, 2009)
allow students to review a lesson if necessary (Teachers’ simple guide to teaching with videos, n.d.)
create opportunities to view ideas and lessons of talented educators (TED-Ed, n.d.)
ABCya.com. (n.d.). Retrieved from http://www.abcya.com

Adobe Systems Inc. (n.d.) Adobe captive 8. Retrieved from http://www.adobe.com/products/captivate.html

Capzles. (n.d.). Retrieved from www.capzles.com

Dermady, D., Gormley, K.A. and McDermott, P. (2009). Connections beyond the classroom - The promise of web authoring tools. Educator’s Voice, 4, 34-41. Retrieved from: http://www.nysut.org/~/media/Files/NYSUT/Resources/2011/March/Educators%20Voice%204%20Technology/edvoiceIV_ch6.pdf

Fryer, W. (n.d.). Skype in the classroom. Integrating Technology in the Classroom. Retrieved from http://www.wtvi.com/teks/05_06_articles/skype-in-the-classroom.html

Games Creation Tools. (n.d.) Games in Education. Retrieved from: http://gamesined.wikispaces.com/Game+Creation+Tools

Ganci, J. (2011). Seven top authoring tools. Learning Solutions Magazine. Retrieved from: http://www.learningsolutionsmag.com/articles/768/seven-top-authoring-tools

Mateer, G.D., Ghent, L.S., Porter, T., Purdom, R. (2013). Using media to enhance teaching and learning. Pedagogy in Action. Retrieved from: http://serc.carleton.edu/sp/library/media/index.html

Marzano, R. J. (2009). The art and science of teaching/ teaching with interactive whiteboards. Multiple Measures (67)3, pp. 80 – 82. Retrieved from: http://www.ascd.org/publications/educational-leadership/nov09/vol67/num03/Teaching-with-Interactive-Whiteboards.aspx

NASA (n.d.) Virtual field trip: Supporting geological exploration throughout the world. Ames Research Center. Retrieved from http://quest.nasa.gov/vft/


Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses technology to create and project visual and auditory data that help explain content and concepts.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher encourages students to use online resources to answer questions and explore concepts during class and teaches search and information evaluation strategies.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher allows students to initiate discussions in online forums such as classroom blogs, discussion lists, and social networking sites.

The teacher gives students alternate means of discussion and asking questions using technologies to bring out the ideas of all students.

To view available TED-Ed lessons, click on the link below:

http://ed.ted.com/lessons
There are many tools available to help teachers create their own videos for use within the classroom.

One program is ScreenCast-O-Matic and can be accessed by following the link below:

http://www.screencast-o-matic.com/
Skype is a social networking software that allows individuals to make free video calls using the internet to anyone else with Skype (Using Audio-Visual in Education, n.d.).
Benefits of Skype:

interactive exchange and collaboration between students (Fryer, n.d.)
global potential can expose students to other cultures and communities
"engage students to write, share, and communicate with an authentic audience"
motivate students to develop 21st century literacy skills
Watch the following video to learn about how to conduct a free group video call using Skype, a new feature that will expand educational opportunities.
PodOmatic is a podcast tool that allows you to listen to podcasts organized by subject matter as well as create your own podcast.
Click on the link below to access PodOmatic:

https://www.podomatic.com/login
Podcasts are important instructional tools because they:

enable teachers and students to capture their ideas using voice rather than text (Using Audio-Visual in Education, n.d.)
are a way of sharing stories and experiences from around the world
Used with Voting Devices to Provide Immediate Assessment of Scholar Understanding
Educational Benefits:

related handheld voting devices allow students to enter their responses to questions (Marzano, 2009)
percentage of students choosing each answer can be displayed as bar graph or pie chart
these strategies led to 26% gain in student achievement
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses technologies such as
interactive whiteboards, student response systems, and computer games to engage students.

Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses technologies such as interactive whiteboards, student response systems, and computer games to engage students.

The teacher uses technology in ways that make students productive and meet the instructional goals of the lesson.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses technology to create and project visual and auditory data that help explain content and concepts.

The teacher uses technology in ways that make students productive and meet the instructional goals of the lesson.
Quizdom

designs student response systems
eases informal assessment

View the video below to learn more about voting devices created by Quizdom
Used in Conjunction with Web-Based Learning Games
Used as a Review Tool
Educational Benefits:

makes learning engaging (PBS, n.d.)
when played as a class, encourages collaboration
allows students to interact with content in a hands-on way (Power, 2011)
There are many great educational websites that offer a variety of learning games. They include:

PBS Kids
http://pbskids.org/whiteboard/

Scholastic
http://www.scholastic.com/teachers/top-teaching/2011/05/interactive-whiteboard-101-resource-activities-literacy-instruction

SMARTBoard
http://exchange.smarttech.com/#tab=0

Interactive Sites for Education
http://interactivesites.weebly.com/
On TIme!

allows students to practice telling time
helps students understand that both the hour hand and minute hand are constatnly moving around the clock
Click on the link below to try the game for yourself!








http://www.sheppardsoftware.com/mathgames/earlymath/on_time_game1.swf
Educational Benefits:

"click and reveal" feature provides instant feedback (Barrett, 2013)
answers can be hidden by coloring over them with the same color as the background and revealed by erasing
questions can be self-checking
correct answers disappear when pulled to a certain area and incorrect answers remain visible
done by using the "bring to front" or "send to back" features

These functions can be combined to create more interesting review games such as Jeopardy or Wheel of Fortune.
The following video explains how to use a SMARTBoard, one type of interactive whiteboard, to create a jeopardy review game.












ABCya.com
free online computer games for elementary students (ABCya.com, n.d.)
organized by grade and subject
most games provide leveled opportunities to differentiate instruction

section dedicated to parents and teacher support
also includes printable worksheets for holidays or seasonal themes
To find out more or to begin playing visit http://www.abcya.com/
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses technologies such as
interactive whiteboards, student response systems, and computer games to engage students.
Khan Academy
vast amount of content, from elementary math to cryptography
collects data as students complete tutorial videos and practice exercises (Walsh, 2012)
teachers can see which standards students need more support with
allow students to watch a video while simultaneously completing a worksheet
Watch the following video to learn about why Khan academy was created and how it has evolved.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses technology to create
and project visual and auditory data
that help explain content and concepts.

The teacher uses technology in ways
that make students productive and meet the instructional goals of the lesson.
Smithsonian Education
provides lesson plans for teachers on topics related to Art & Design, Science & Technology, History & Culture and Language Arts
Quests available for individualized student learning
designed to "inspire youth to explore their own interests through a series of online activities and related incentive badges" (Smithsonian Institution, 2013)
Additional resources organized by age and state standard
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher encourages students to use online resources to answer questions and explore concepts during class and teaches search and information evaluation strategies.
To get started using the Smithsonian Education website click on one of the following links:

Homepage:
http://www.smithsonianeducation.org/educators/index.html

Smithsonian Quests:
http://smithsonianquests.org/
National Geographic Education Website
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher encourages students to use online resources to answer questions and explore concepts during class and teaches search and information evaluation strategies
Resources for Teachers

activities
lesson plans
professional development
interactive simulations
Resources for Students

glossary
encyclopedia
articles (organized by grade and content)
activities and games
photos and videos
The National Geographic Education Portal "offers free geography, science, and social studies content resources for K-12 educators, learners, and families" (National Geographic, n.d.). A goal of the Education Portal is to provide students with an understanding of our interconnected world in order to make informed and responsible decisions throughout their lives. The Education Portal provides many resources for parents, teachers and students.
Click on the link below to begin learning through the National Geographic Education Portal:

http://education.nationalgeographic.com/education/?ar_a=1
E-Portfolios
Educational Benefits

online collection of artifacts with hyperlinks connecting sections
student participation in selecting content
self-reflection as an important aspect
Types of E-Portfolios

Working Portfolio:
constantly edited and updated to reflect most recent understandings and experiences (Bina & Khanin, n.d.)

Display Portfolio:
“showcase samples of the student’s best work" (Brown, 2011)
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher designs learning activities that use the technology resources available.

Assessment criteria of student work include qualitative indicators of effective technology production.
FolioSpace is one example of an online resource that supports educators or students in the process of creating an E-Portfolio. Click on the link below for more information:

https://www.foliospaces.org/
Student Authoring Technology
Teacher Authoring Technology
Game Creation
Educational Benefits:

students learn to organize their thoughts (Poole, 2009)
students learn to consider the needs of the audience
students become literate in digital world (Dermady, Gormley, & McDermott, 2009)
constructivist approach
Student authoring technologies allow students to create digital media.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher expects and reinforces appropriate student interaction when using online tools.

The teacher uses technology in ways that make students productive and meet the instructional goals of the lesson.
Capzles

one example of student authoring technology
students can create “multimedia presentation with images, audio, and video” (Parker, 2013)
easily shared to social media sites (Capzles, n.d.)

Click the link below to learn more or create your own Capzle:

www.capzles.com
Book Creator

iPad app that allows students to create their own books
students can add "text, images, video, music and narration" (Red Jumper Limited, 2014)
multiple sharing options including to Googledrive and Adobe

The following video demonstrates Book Creator in action.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher expects and reinforces appropriate student interaction when using online tools.

The teacher uses technology in ways that make students productive and meet the instructional goals of the lesson.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses technology to create and project visual and auditory data that help explain content and concepts.

The teacher uses technologies such as interactive whiteboards, student response systems, and computer games to engage students.
Game creation websites allow students to design their own videogames without needing to understand the nuances of programming.
Educational Benefits:

enhance mathematical and computational abilities (Game Creation Tools, n.d.)
requires systemic reasoning
emphasizes creativity
encourages collaboration
Scratch:

students can create stories, animation, games, music and art (Game Creation Tools, n.d.)
ability to build off existing projects
choose from a list of pre-existing commands
online resources for teachers through ScratchEd

Watch the video below to learn more!
Educational Benefits:

teachers can publish their own or student work for others to view
variety of options allows design to fit instructional needs (Ganci, 2011)
experience authoring allows teachers to better support students in authoring their work (Poole, 2009)
Adobe Captivate:

"responsive authoring" makes it easy for non-programmers to create interactive eLearning presentation (Adobe Systems Inc., n.d.)
Adobe Education Exchange offers educators the chance to connect and collaborate

Click on the link below to learn more about the latest version of Adobe Captivate:

http://www.adobe.com/products/captivate.html
Educational Benefits:

Allow individuals with limited speech to communicate their thoughts, needs and desires
AAC programs have particularly impacted the lives the 30% of non-verbal individuals with Autism (CBS News)
Confirmed for teachers that these students knew more than they could convey
That teachers can focus on what students
don't know
, rather than on what they
can't say
.
Educational Benefits:

Used to remind students of the class schedule or steps for a particular activity
Increases functional capabilities and independence
Many devices allow the user to confirm when the command has been completed or if he needs to hear the direction again (FAST, n.d.)
Braille 'n Speak

Allows individuals who are blind to type into a keyboard to convey their thoughts
Provides auditory as well as printed output (SET-BC, n.d.)
Includes spell check, calculator, calendar and stopwatch

Click on the link below to learn more:

http://www.setbc.org/setbc/vision/virg/p2_08.html
FM Systems

microphone worn by teacher and received by listener on personal FM station (American Speech-Language-Hearing Association, n.d.)
transmits sound to ears or hearing aid

Click on the link below to learn more about this assistive technology:

http://www.asha.org/public/hearing/FM-Systems/

Johnson, D. & Mielke, N. (2013). Rubric for effective teacher technology use (organized by the four domains of danielson’s framework for teaching). Retrieved from https://bb-tc.touro.edu/bbcswebdav/pid-2099218-dt-content-rid-2848169_1/courses/EDSE-650--RA-2-2014-AA-GEP-SAC/el201303_johnson_rubric.pdf

LD Online. (n.d.) Questions + answers technology. Retrieved from http://www.ldonline.org/questions/technology#9909

Lee H. & Templeton R. (2008). Ensuring equal access to technology: Providing assisitve technology for students with disabilities. Theory into Practice. 47, 212-219.

Marino, M.T., Marino, E. C., Shaw, S. F. (2006). Making informed assistive technology decisions for students with high incidence disabilities. Teaching Exceptional Children, 38(6), 18 - 25.

Miners, Z. (2009). A Kindle for Every Student reform group wants to puts an e-textbook in every student’s hand. Not everyone is thrilled. Retrieved from: http://www.usnews.com/education/articles/2009/08/25/a-kindle-for-every-student

Quality Indicators for Assistive Technology. (n.d.). Retrieved from http://indicators.knowbility.org/index.html

Rapp, D. (2008). The end of textbooks? What's stopping districts from ditching paper textbooks for good? Retrieved from: http://www.scholastic.com/browse/article.jsp?id=3750551

Reeve, C. (n.d.). Freebie! Language master and QR code materials: Setting up classrooms for students with autism. Autism Classroom News. Retrieved from http://www.autismclassroomnews.com/2013/09/freebie-language-master-and-qr-code.html

Rochester Institute of Technology. (n.d.). What is c-print? Retrieved from http://www.rit.edu/ntid/cprint/

Scholastic. (2013, Mar 13). READ 180 video demo. Retrieved from https:// www.youtube.com/watch?v=pXmcz7z6QaQ

SET-BC. (n.d.). Visually impaired resource guide. Assistive Technology for Students who use Braille: Braille 'n Speak 640. Retrieved from: http://www.setbc.org/setbc/vision/virg/p2_08.html

Simmons, K. D., & Carpenter, L. B. (2010). Spelling and assistive technology: Helping students with disabilities be successful writers. Physical Disabilities, 29(2), 5-19.

Small Talk with AAC. Retrieved from https:// www.youtube.com/watch?v=YhR-04kUn5M

Speak for Yourself ACC. (n.d.) What is speak for yourself? Retrieved from http://www.speakforyourself.org/

TechMatrix (n.d.) Retrieved from http://techmatrix.org/.
Quality Indicators for Assistive Technology (QIAT)

tool for service providers to evaluate and improve services (Quality Indicators for Assistive Technology, n.d.)
collaborative community provides support and advice

Visit the QIAT website below to learn more:

http://indicators.knowbility.org/index.html
Poster Making

can be used to convey information on a large scale
font, background and pictures can work to express ideas (How to make a poster using PowerPoint, n.d.)

Click on the link below for information on how to create a poster using PowerPoint:

http://www.tltc.ttu.edu/posters/how_to_make_a_poster_using_powerpoint.pdf
Using Wiki as a Collaborative Tool
Educational Benefits:

live database allows visitors to edit pages (Wiki.com, n.d.)
easy to swap ideas and information
collaboration without numerous emails
Click on the link below to create a wiki:

http://www.centraldesktop.com/l?sr=cj&sy=wiki#
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses online communication tools such as e-mail, blogging, and social networking to keep students and parents informed on a regular basis.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher honors and learns from students who have technology competencies and knowledge.

The teacher uses online grading system portal to inform students and parents of upcoming assignments, projects, and assessments.

Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher participates in both organized and personal learning opportunities online.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses collaborative online tools to communicate and work with colleagues.
Padlet

posts consist of 160 characters (ABCs of Classroom Accessibility)
focus on concise ideas
instant sharing
parents can respond to a teacher's comment or post their own questions

To lean more about Padlet or sign up to create a free account click on the link below:

http://padlet.com/
Classroom/Family Communication
Finding ways to use technology to communicate with families is important because it:

builds relationships
conveys information
involves families
does not require lose papers (ABCs of Classroom Accessibility)
has less chance of miscommunication
The ABCs of Classroom Accessibility. (n.d.). Online Collaboration Tools for 21st Century Learning. Retrieved from http://www.teachhub.com/online-collaboration-tools-21st-century-learning

ASCD. (2014). Retrieved from http://www.ascd.org/professional-development/pd-online.aspx

EASI. (2014). EASI: Equal access to software and information. Retrieved from http://easi.cc/

EdTech Leaders Online. (n.d.) Online professional development. Retrieved from http://www.edtechleaders.org/online-professional-development/online-professional-development

Farr, C. (2013, May 7). Educlipper launches its ‘virtual pinboard’ for teachers & students. VB News. Retrieved from http://venturebeat.com/2013/05/07/educlipper-launches-its-virtual-pinboard-for-teachers-students/

Gube, J. (2008, Oct 31). 15 Free tools for web-based collaboration. Retrieved from http://sixrevisions.com/tools/15-free-tools-for-web-based-collaboration/

Intel. (n.d.). Online collaborative tools. Retrieved from http://www.intel.com/education/video/collaborate/resources/Online_Collaborative_Tools.pdf

Online Learning Consortium. (2014). OLC workshops. Retrieved from http://onlinelearningconsortium.org/workshops

Twiddla.com. (2014). Retreived from Twiddla.com.
Student/Teacher Collaboration
Teacher Research Tools
Teacher/Teacher Communication
Twiddla

mark up websites, documents or photos (Twiddla.com, 2014)
brainstorm on a blank canvas
option to communicate verbally (Gube, 2008)

To start your own meeting or to test out the website on the public session, click on the link below:

http://www.twiddla.com/
It is even important for teachers in the same school to find online ways to collaborate and share ideas. This makes planning time more efficient and helps all teachers be on the same page.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher demonstrates an
enthusiasm for educational technology
and its uses.
Nation States

online simulation allows students to create a nation and according to political ideals and care for its people

http://www.nationstates.net/cgi-bin/index.cgi
Educational Benefits

teachers can bookmark great ideas
share their selections with others
receive ideas from fellow teachers
Educlipper

Virtual pinboard allows users to clip “news articles, YouTube videos, PowerPoint presentations, online courses, essays, or any other form of multimedia content” (Farr, 2013)
initially designed to be a social media tool for students
has become a place for teachers to share and post ideas

Click on the link below to explore Educlipper

https://educlipper.net/main.html
Educational Benefits to Online Collaboration:

allows teachers to view student work at any time
can provide feedback directly on the project
creates conversation rather than one-sided scoring
NoteStar
Assist students in the preparation of research papers (Intel, n.d.)
Create, assign, and manage projects
Send messages to students
Help students organize notes
Assignments groups, and classes must be generated by the teacher.

Click on the link below to start using NoteStar:

http://notestar.4teachers.org/
ASCD Professional Development
Online Learning Consortium
Equal Access to Software and Information (EASI)
Courses and Webinars
EdTech Leaders Online
Program Details:

online professional development on a wide range of topics (ASCD, 2014)
blend of learning media
differentiated professional development
collaborate with colleagues through online discussion
courses start at $129
Courses Include
:
Technology in Schools: A Balanced Perspective, 2nd edition
From Vision to Action- focuses on 21st century teaching
Click on the link below to view or register for ASCD online courses:

http://www.ascd.org/professional-development/pd-online.aspx
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses collaborative online tools to communicate and work with colleagues.

The teacher participates in both organized and personal learning opportunities online.
Program Details:

real-time and asynchronous meetings (Online Learning Consortium, 2014)
courses vary in length from 4 hours, to 3 days, 7 days or even 3 weeks
opportunities to interact with experts and peers
topics grounded in formal learning including research and proof of practice
help you design an effective teaching and learning environments
Courses Include:

Social Media for Online Education Mastery Series
Mobile Learning Mastery Series
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses collaborative online tools to communicate and work with colleagues.

The teacher participates in both organized and personal learning opportunities online.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses collaborative online tools to communicate and work with colleagues.

The teacher participates in both organized and personal learning opportunities online.
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses collaborative online tools to communicate and work with colleagues.

The teacher participates in both organized and personal learning opportunities online.
For more information or to register for courses click on the following link:

http://onlinelearningconsortium.org/institute/mastery-series/mobile-learning
Program Details:

non-profit organization, committed to the belief that students and professionals with disabilities have the same right to access information technology as everyone else (EASI, 2014)
EASI Webinars and Courses themselves use applications that are accessible to users of adaptive technologies
webinars each month cover topics related to the accessibility of accessible information technology
many Webinars are free
Webinars Include:

Math Education for the Blind and Visually Impaired
Building an Accessibility Program in Your Organization
PDF in the Classroom: The Future of Digital Textbooks
Program Details:

flexible access to high-quality, engaging professional development (EdTech Leaders Online, n.d.)
provides custom designed workshops to meet needs of school
helps teachers update their content knowledge and pedagogical skills
aligns teaching to the Common Core
over 70 professional development courses
To explore course offerings or begin an online professional development opportunity, click on the link below:

http://www.edtechleaders.org/online-professional-development/online-professional-development
Courses Include:

Classroom Assessment Enhanced by Technology
Designing a Virtual Field Trip
Finding the Best Educational Resources on the Web
Click on the link below to get started:

http://easi.cc/
Young Minds Online

online modules
designed for teens, teachers and parents
provide users with "toolbox of skills to help them protect their online reputation" (Young Minds Online, 2014)

Click on the link below to learn more:

http://youngmindsonline.ie/modules/
FotoFlexer
Educational Benefits:

Photo websites allow teachers to display, manage and change images (Using audio-visual tools in education, n.d.)
FotoFlexer

capacities beyond many online photo editing websites
photos can be uploaded from computer or social networking site
includes ample image editing and correction tools (Walsh, 2010)
options for enhancing and manipulation tools
photo enhancement options organized by tabs with user-friendly language such as "Animations" and "Distort"

Click on the link below to lean more:

http://fotoflexer.com/
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses technology to create and project visual and auditory data that help explain content and concepts.
Virtual Field Trips
Educational Benefits:

inexpensive (Stansbury, 2013)
less time consuming then typical field trips
allow students to explore places that would not otherwise be possible
Alignment with Johnson’s Rubric for Effective Teacher Technology Use (Johnson & Mielke, 2013):

The teacher uses technology to create and project visual and auditory data that help explain content and concepts.

The teacher uses technology in ways that make students productive and meet the instructional goals of the lesson.
NASA's Virtual Field Tip

free to download
students explore areas of Earth considered analog sites to regions of Mars (NASA, n.d.)
"360 degree spherical virtual reality surface panorama"
users click on various objects to learn more about how that site relates to Mars
transports users into remote and exciting locations

Click on the link below to download NASA's Virtual Field Trip:

http://quest.nasa.gov/vft/
Barrett, T. (2013). 33 Interesting ways to use your smartboard. Retrieved from: https://docs.google.com/presentation/d/1IpRaaQvSLl5Q7pj91D2jSRn3sFSX4QOYOYAR8JzvCA0/present#slide=id.i0

Parker, J.K. (2013). Ed tech tips: Student authoring tools. http://www.sonoma.edu/education/blog/2013/02/ed-tech-tips-2.html

PBS. (n.d.). Smartboard games. Retrieved from http://pbskids.org/whiteboard/

Poole, B. J.. (2009). Chapter ten: Multimedia authorware - Creating learning tools. In Education for an information age: Teaching in the computerized classroom (pp. 265-286). Retrieved from http://www.pitt.edu/~edindex/InfoAge7thEdition/Chapter10.pdf

Power, M. (2011). Interactive whiteboard 101: A resource of activities for literacy instruction. Retrieved from: http://www.scholastic.com/teachers/top-teaching/2011/05/interactive-whiteboard-101-resource-activities-literacy-instruction

Red Jumper Limited. (2014). Book creator. Retrieved from http://www.redjumper.net/bookcreator/

Smithsonian Institution. (2013). Smithsonian education - idealabs: Digging for answers. Retrieved fromhttp://www.smithsonianeducation.org/students/idealabs/digging_for_answers.html

Stoner, G.M. (2009). Effectively communicating with visual aids.http://mattstoner.net/presentations/effective_visuals.pdf

Teachers’ simple guide to teaching with videos. (n.d.). Educational Technology and Mobile Learning. Retrieved from http://www.educatorstechnology.com/2012/09/teachers-simple-guide-to-teaching-with.html

TED-Ed. (n.d.). About TED-Ed. TED-Ed: Lessons worth sharing. Retrieved from: http://ed.ted.com/about

Using Audio-Visual in Education. (n.d.) Teaching with Thinking and Technology. http://teachingwithtechnology.wikispaces.com/Using+Audio-Visual+in+education

Walsh, K. (2012). Exploring the Khan Academy's use of learning data and learning analytics. Emerging Ed Tech. http://www.emergingedtech.com/2012/04/exploring-the-khan-academys-use-of-learning-data-and-learning-analytics/
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