*Integrating+Technology+Tools+Multiple+Sites

Two students interpret The House on Mango Street. From [|www.AWAYTOTEACH.COM]

This project by Norberto Rivera and Danny Chan is an inspired look at pieces of the text and Esperanza's search for her perfect house. The words move perfectly to what is happening in the text and the authors masterfully combine different sections of the text to bring together a unified, powerful, vision. [There is now a Flash Video version of this Illuminated Text - so if you've had problems hearing the Power Point Version - click on that one instead.]

[1.swf|Click Here to View the Flash Video edition of this Illuminated Text] Click Here to View the Power Point edition of this Illuminated Text **Read more »**

WHAT IS BEST PRACTICE IN USING TECHNOLOGY? > [] Students suggest what they would use to teach Social Studies. > [] A comic book book report. Fabulous, > [] If you're not sure about where to start, this page gives you a great deal of support about tooks and how to use them in the classroom. > > PLN (professional learning network) a quick Prezi presentation on how they work and why this is a 21st century skill. It connects with our definition of "experts." [] > > A teacher describes her culminating activity in PBL about how illness was treated in the Middle Ages and by the Incas and Mayas: []
 * 1) Does the use of the technology support a fundamental literacy that the school believes in? This can range from a holistic literacy like writing to content specific objectives for a particular course. For example, digital storytelling first and foremost seeks to improve the ability of students to write.
 * 2) Does the use of technology add value to the lesson? Does the technology extend the lesson to a place that could not be achieved unless the technology was included? For example, using the process of digital storytelling also helps students learn visual literacy skills, project management skills, network skills, and how to use media in an ethical way. If the products are shared, then the student can potentially write for a world-wide audience, and that's a much different experience than writing for a teacher.
 * 3) How will I structure the lesson so that the technology fulfills the first two criteria? For example, the time-tested methodology of preparing a narrative, developing a script, storyboarding, locating imagery and other media, and then building and sharing the story is a truly effective methodology or framework for effective digital storytelling. What pedagogical process will I use to structure the lesson?
 * 4) **How do I know what I did works?** How will I assess the outcomes, both from a student perspective (did they learn what they were supposed to learn?) and from a lesson design perspective (did the technology perform as anticipated, did the pedagogical process work as intended, and did I meet Criteria 1 and 2?). How will I use assessment data to improve what I do?
 * For example, best practice ideas about blogging might look like this, from my Wisconsin Web 2.0 Workshop participants: **
 * Authenticy of blog posts-focus on authentic topics
 * Teach audience and the power of writing for audience
 * Use blogging and commenting features for peer review of writing
 * Create a reading response-students read and write an interpretive blog post
 * Focus on metacognitive activities and have students reflect on learning
 * Like learning languages, start blogging young so it becomes a part of what students do
 * Involve the entire school community in blogging
 * Use blogging to establish connections and networks for learning
 * Focus on cross-curricular applications
 * Link to others to support content and create a culture of mashup
 * A goal/focus should be on student empowerment through self-expression, promoting a competitive voice and an identity
 * Take advantage of the digital nature of the medium to include other types of inforamation, repesented in podcasts, movies, graphics and hyperlinks.
 * Provide additional time to complete blog posts when computer access for certain student groups is limited or not available.
 * The teacher should model blogging by being a blogger.
 * Provide time to read and comment on other student blogs
 * Apply traditional writing skills to blog posts, no IM language
 * Consider using blog posts as an ongoing portfolio of student writing. from []
 * CogDogBlog Wiki
 * Cool Tools for Schools Wiki This is one of the most impressive wikis I've found. The creator of this site has laid out a ton of information on web tools and breaks them down into specific categories. This is definitely a wiki to bookmark!
 * Dare to Differentiate Outstanding wiki with regard to differentiated instruction. This site is full of detailed explanations, examples, strategies, tools, tips, and links to help incorporate differentiated instruction into the classroom.
 * DI and Tech Wiki
 * Educational-Blogging Wiki
 * Educational-Origami- Fantastic site with a ton of resources. Click on any number of "Getting Started" links to learn more about using Voicethread, Delicious, Google Maps, Animoto, and so much more. This is a MUST see for "newbies." Bloom Analytical tool for activities and for assessments is included.
 * Educational Networking a list of social networks focused on educational purposes.
 * Educational Wikis
 * Present Differently
 * Support Blogging Wiki
 * Teaching with Thinking and Technology
 * Teach Web 2.0
 * Tech 4 D.I.
 * Technology and Innovation in Education
 * The Connected Classroom
 * Voicethread 4 Education wiki
 * Web 2.0 Guru
 * Welker's Wikinomics
 * [] : Students suggest what they would use to teach English Language Arts.
 * [] : Students suggest what they would use to teach English Language Arts.