Savvy Seven Day 2

Technology Fair

Last night, the District hosted a technology fair. Organized and put on by Desiree Caskey, Karen Palmer, and Deana Elder, the purpose of the event was to help people who are interested in purchasing technology to see it, feel it, discuss it, and ask questions about it to those of use who are implementing and testing it out in our classrooms. In Desiree's words:

PURPOSE OF THE TECHNOLOGY FAIR:

So just a quick reminder that the Technology fair is for people who influence or make purchasing decisions. There will be people from SD#2 and surrounding districts. Your charge is to provide information for them about the product - 

• what it does, 
• how you use it in your classroom, 
• what you like about it, 
• what you don't like about it
• ANY other information you think will help them in planning and purchasing technology

Deana, Karen & I will have current pricing, product information, and planning documents. We will be there to help people have a PLAN OF PURCHASE. 

Now We're Flipping Out

Today I was asked a question I was unprepared to answer; Rendan wanted to know how to insert a video interview into his Google Presentation. It just so happened that I had my Flip camera sitting right there, so I gave it a shot. I spun his Chromebook around, flipped out the USB tab, and popped it in. What do you know... it works! I sent the camera home with him tonight, so tomorrow we will upload it to YouTube and take it from there.

Blogging on Blogging

Based on what you know right now, what is the purpose of a blog? 

AND

How could you see yourself implementing a blog in your classroom (at your grade level)?

What a Slacker!

It has been far, far, far too long since I have updated, and I can simply say that it's because I feel like this year has just begun! Most of our new equipment has arrived, and we have been busy setting it up, trying it out, and learning just how much we have to learn!

With only 1.5 days left of this wonderful year (NO! I am NOT ready for it to end!), I am making it my goal to get this information caught up at my summertime leisure! Check back for updates, where I will share the tools, tricks and trip-ups of our new gear.

In the meantime, here is the thank-you video we assembled for Phillips 66, our primary donor.

Google Presentations

Greta's Google Presentation on Death Valley, part of the Heritage Project for Social Studies:

As Easy As 1/2, 2/3, 3/4

Mrs. Brucker's students taking a math test

Online math assessment

This has been a fun-filled week of "experimentation." We have been using our computers daily, for everything from researching distances between historical sites, to adding events to the Google Calendar. At the moment, the students are taking a math test online, using the Test Builder in Pearson Success Net. In the past when I have tried to use this product, I have had to either cycle students through our classroom computers (which is a pain because of the varying amounts of time the students take to complete it) or reserve the wireless lab. Since the lab is booked out virtually every morning for 3rd and 4th grade Read About, we are usually left with no batteries in an afternoon time that has to be squeezed in between specialists, recess, and the end of the day. This morning, I announced that we would be taking a test with our computers, and instead of the usual, "Awwww... a test?!" I heard, "Yay! A test!" As I look out across my class, I see eager eyes scanning the screens for fractions in simplest form, pensive pencils calculating least common denominators, and speculative students calculating the fractional distance from school, to Aunt Mary's house, and then to home.

Tech Time Transitions
It became very clear about a week ago that we were going to need to figure out some kind of system in order to make the transition between getting the computers and using the computers go more smoothly. I decided that a code word, followed by an orderly progression of 3 students at a time getting their computers, would make the most sense. We only had to practice it twice before they had it down... I think this speaks to the eagerness they feel to use their equipment and their willingness to do it respectfully in order to make it happen more often. Now, all I have to do is say, "It's tech time!"and students numbered 1, 2, and 3 make their way over to the cabinet. As they are seen walking away with their laptops carried safely with two hands, 4, 5, and 6 follow suit. Each person has another students to whom they look for their cue to move. So far so good.

"Hey! We could use our computers for this!"

The Brucker Bears writing their 3rd quarter report card comments in a Google Form.

How cool is this picture?! Every year I have my class contribute their own comments for third quarter report cards. What started out several years ago as paper form slowly evolved into a Google Form, for which I had to either reserve the wireless lab days in advance, cycle the students through the few classroom computers we had, or assign it as homework. As I deliberated this week over which method to use, it struck me that the kids each have their own super-fast computer to use now! This novel idea struck me again when I realized that we were able to use the computers later in the afternoon to take a pre-assessment on our Heritage Project, a virtual cross-country road race for US History and Geography. So fast - so easy!

temporary storage

This notion has blown my mind every single day! Earlier today, we had a spontaneous moment of, "Go get your computers!" so that we could do some research for Heritage. As everyone scrambled over to our newly placed (and very flimsy!) storage shelf, I had to have them screech on the brakes, go back, and try again in a more orderly fashion.

*NOTE TO SELF: Come up with a very specific and efficient way of calling the students over to get their equipment.

cord catastrophe

*SECOND NOTE TO SELF: Come up with a less ridiculous way to manage all of the cords spewing forth from said flimsy storage shelf.

We have spent a little time this week browsing our classroom blog to see what works and what doesn't. The students are accessing activities that I have linked, videos, and other resources to help determine the full capabilities of our new devices. Borrowing from Gabby's list:


Woo-hoos
YouTube
School Tube
Sound Cloud


Boo-hoos
Lead 21 resources that won't work:

• Virtual Field Trip
• Interactive games
• Theme and Differentiated Readers

Success Maker Online won't work; it's missing JRE 1.6.0_24. Obviously this type of file (Java) is not supported in the Chrome OS.

I am sure that both of these lists will continue to grow, and we are elated that we get to make that happen!

We Are Go for Start-up!

First time holding their Chromebooks!

WAHOOOOO! With eager and tight-gripping hands, the kiddos held their laptops for the first time today! As they watched me apply numbered labels to each one and stack them in piles at the front of the room, the energy level rose in the room. After picking these precious tools up in a nice, orderly fashion, the students filed over to the reading rug to take this picture; I could barely get them to hold still long enough to snap the shot. Here, they are saying, "I'm so HAPPPPPYYYYY!"

As soon as Mrs. Brucker's photo session was over, they walked their computers back to their desks and opened the lids for the first time... *GASP*! They marveled over the way they just magically started up, and were equally wowed by how fast they were ready to use. Everyone signed in to their Google accounts, selected a temporary profile picture, and waited patiently for instructions. The first thing we did was to take the "Getting Started" tour. We learned about how to use the trackpad (the two-finger right click was awesome, as was the click and drag feature), and how to store files, among other things. We launched Gmail (they were shocked that they already had email accounts), and I had them send me their first email so that I could get them all added into my Contacts and put in a group.

The students' first email with their D2 accounts!

In other exciting news, I figured out (with Evan's help) how to use the HDMI cable to project my Chromebook up onto the board with my Casio projector! If I select "Make Primary" when the projector appears as a monitor, I can just drag the window over to the side, and the projector acts as a second monitor. I was not able to get it to mirror what I can see on my screen, but at least I was able to model for the students up on the big screen! I will continue to play with this; Desiree mentioned in a Google+ thread that she found an adapter for less than $20, so that may be the better way to go.

Day 2 Giddiness

How can we possibly endure this torture?! So far, five computers have been delivered to our room, and they are spread across every available power strip (with surge protector, of course!) that we have available. The rest are in the process of being set up, but everyone wants to know when they can get their hands on one!

Evan's Google Sketch-up of the
Chromebook charging station

I took the first one home last night, so I could have my in-house designer, Evan, help me plot out some type of storage system to hold all of the new devices. After talking it over with Dwayne (out computer tech), we determined that we needed something to house 30 devices, with space for power strips and cords to be discreetly tucked away for charging. I was very pleased with Evan's first Google Sketch-up, as it was very close to the design Dwayne and I discussed. With a few modifications, we could get this thing into production! Now the question is who will build them. One idea is to partner with the wood shop students at the Career Center. This would be a fantastic use of resources, I think! The other alternative is to hand it over to the District carpenters. Either way, we should see a really cool product that suits our needs perfectly.

I was excited to tell the students about all of these new developments, so after Greta taught today's Word of the Day (tentatively), I decided to tentatively try hooking up one of the Chromebooks to the projector using an HDMI cord. A couple of issues cropped up:

1. An HDMI cable alone will not allow the Chromebooks to be projected up onto the screen via the projector. Why is this, and what else do we need?
2. Typing with the monitor down and the keyboard up (so the Chromebook screen can be captured with the document camera) is entertaining, but next to impossible. Not recommended.
3. I am still in the way of the students trying to see the projection behind me. Is there a way to reconfigure my set-up so that I will not be in the way of the students?

I type on that very device right this moment. That photo above was snapped with the camera on this same machine. Exciting times in room 1! Dwayne will be here this afternoon to finish setting up the rest of the computers - these 20 giddy little people will have fun learning with me tomorrow!

THEY'RE HERE!!!

And thus begins the journey! At long last, the Chromebooks, which we obtained through the Assessment department, have arrived. The students and I have eagerly awaited this day, and have dreamed and schemed about the various uses for these handy gadgets. Receiving 20 Samsung Chromebooks is like a dream come true for a techy teacher, and I am excited to put them into use!

Just last week, we attempted to use our outdated mobile lab to access the students' new Google accounts. It was a very frustrating experience, because most of the computers were extremely slow to load, and nearly all of them had issues when trying to log into Google. Since the students had never accessed their accounts before, there were some preliminary tasks, such as accepting the User Agreement, that took a long time. Many of the students also had trouble entering their email addresses without spelling or typographical errors. This made me realize that I'm going to have to address a couple of things right away:

1. the difference between the search bar and the address bar
2. how to format a URL
3. the purpose of punctuation in websites, email addresses, etc
4. the importance of reading agreements before clicking "Accept"
5. KEYBOARDING

D2 Permission Slips

A word about the Google Accounts. Before the students were allowed to have this priviledge, they had to obtain permission from their parents, as well as attend an Internet Safety presentation. I was easily able to get permission from every parent, and most of them were very excited about the prospect of their student being able to have access to these accounts. For the Internet Safety presentation, I invited Earl Campbell from the FBI to come talk to the students and their families. The event was held in the gym on Tuesday, December 4. We had an excellent turnout, and Mr. Campbell gave a fantastic presentation. He was direct and informative, and really emphasized the importance of honesty and transparency on the Internet. The kids were appropriately "scared" and schooled, and I was really glad that the families were there to hear the exact same information.

The Chromebooks are charging even as I type, I have petty cash to go buy some power strips. Let the games begin!

Welcome to Mrs. Brucker's class!

Join us in our journey as we chronicle our hits and misses in technology integration! We are embarking on a technology adventure as a 21st Century Classroom, thanks to a donation from Phillips 66 Refinery, grants from the Education Foundation for Billings Public Schools, Q2 News and First Interstate Bank (One Class at a Time), and the Assessment Department for Billings Public Schools.

About our project:

http://bruckerbears4-5.blogspot.com/

If you were to visit my classroom blog, you would see a flurry of lexical activity. Videos, student-narrated stories, electronically published artwork, digital images, photographs, slideshows, and links to interactive games and lessons are peppered among 180 uniquely crafted posts. In fact, you would see the same things if you were to visit my classroom. A whole palette of digital opportunity colors the curriculum, and the main focus of these activities centers around words.

Several years ago, I was fortunate to attend a workshop by Dr. Kevin Feldman, vocabulary guru and co-author of the Read 180 program.  He was invited to Billings to emphasize the need for targeted vocabulary instruction and active student involvement.  He pointed out that there are a number of more complex words that occur with unusual frequency in the English language; these are words Dr. Feldman refers to as “mortar words.” To someday become successful adults and employees, students need to be able to conduct academic discussions, as well as write productively and academically. Since the academic lexicon is not a natural language for most students, it must be explicitly taught. Simply assigning worksheets does not do the job; instead, students need carefully calibrated instruction to move from using vernacular (plain ol’, everyday words) to academic language. After realizing that my students need to be exposed to higher-level vocabulary on a daily basis, I developed a Word of the Day program, in which students are actively engaged in and focused intensely on a target word each day (Dr. Feldman even had it published online on http://dyslexia.wordpress.com/tag/teaching-vocabulary/).

Word of the Day Journal

Our philological adventure begins each day with a journal entry. My students have a paper journal in which they record critical information about the word. Once students have rated their initial impression of the word, the pursuit begins to make this word ours.  This journal is projected onto a large screen with a document camera and a projector, then as a class, we interactively complete the lesson on that word using our classroom blog. Each blog post is exclusively dedicated to a “mortar word.” Entries include the same components as the journals, but also feature some type of image, video, game, activity, or other resource to further demonstrate or develop the use or meaning of the word.

Digital Slideshow

The purpose of these digital additions is to help students to see the word "in action." As these components are displayed on the screen, we connect them to background knowledge by taking turns using the word in our own contexts, and then students use this new knowledge to complete the response section of their journals.  Each day, I also assign a writing prompt that requires them to use the target word in a context that is meaningful to them, so students go onto the blog and write by posting a comment to that day's word.  Then, each time the word is heard or said from that point on, we acknowledge and celebrate its use with a round of applause. If a student sees, hears, or uses the words outside of the school day, he or she can (and does!) access the blog from home and describe how it was used.  Once this process is complete, the words become ours - we even have a revolving photo album on the blog that documents the students finding our words in books, magazines, posters, movies, television, signs, flyers…

The final addition to each day’s blog post is a multimedia pronunciation guide, hosted by SoundCloud. A student’s image is selected and uploaded to accompany his voice as he reads the word aloud. This component serves as an audio-visual reference for absent students, blog guests, and those who just need a reminder. We use an iPad2 to record, photograph, and upload this feature, then students are able to use our two classroom iPads (1^st generation) to interact with this and the other blog content.

Flip for Philology

Another key component to this project is student-produced videos, starring the Words of the Day. I choose two students from my class per week to make a video that will teach an upcoming word. Over the course of the year, we receive various forms of educational “enlightenment,” including skits, reenactments, interviews, newscasts, music videos, and spoofs. Students and their families cleverly craft their own meaningful ways to represent their words. On the day their videos are set to debut, students are not only responsible for showing their films, but they are also in charge of teaching the word, its history, examples, non-examples, synonyms, antonyms, and all of the of the other details that would make their word part of our lingo.

This addition to the Word of the Day project has had an enormously positive impact on my students. First, they verily “adopt” their words. With this instant ownership, they feel empowered to use their new words, and so high-level vocabulary becomes ubiquitous (yes, this was one of our words) in their speaking and writing. Second, the videos directly involve the families in researching, learning, using, and portraying a new word together. This has proven to be a fun and interesting way to engage the parents and get them more involved with our class and with their kids. In the spring, we celebrate each these cinematic creations with a Vocademy Awards Ceremony – a red carpet event held in our school’s Center for the Performing Arts (that’s the gym, to the non-philologists).

In order to take this project to the next level, I would like to add an assessment piece, in which I could collect data that shows students have learned and are retaining information about these words, what they mean, and how they are related to other words. Beginning with the initial rating system, I would like to make use of a classroom response system to log students’ initial understanding of words, as we do in their journals. Students rate the word on a 1-5 scale, first in their own journals, then with a public “vote” before launching into the teaching of the word, a process which takes about 30 minutes. We reassess the rating on the same word the next day, and with a simple raise of hands, I can get a snapshot of whether or not students sufficiently learned the word. If there are students whose secondary rating is below a 4 (relatively strong understanding), I have the higher-rating students reteach the word and give examples. Ideally, I would like to have hard data on this, so that I could then spiral back in a week, or even a month, to assess the mental permanence of those older words.  I also foresee using these tools to create authentic assessments; for example, I could take several words from the past month, and write multiple-choice sentences with the word correctly (and incorrectly) used in context to see if students can still identify the appropriate usage of the word. This could be tied to a grade for language arts, or simply used to determine the need for re-teaching. Obviously this type of classroom response system has a plethora of other uses; I could use these throughout my entire curriculum on a daily bases. This particular technology is one about which I have been dreaming for a long time!

I am very excited about the prospect of the New Classroom. I am intrigued by the possibility of having my classroom serve as a technology “fishbowl” for the sake of educating our community. I am comfortable with observers, and am equally at ease acting in a mentorship position. I have had many opportunities to act as a mentor through TILT, but that leadership has even stretched beyond the boundaries of my classroom. I have experience in seeking out and “Skyping” or “Oovooing” virtual guests, such as Jeff the Nature Guy, as well as in managing my class through a videoconference, as Tammie Erickson and I did in a TinyChat with a fourth-grade class from Canada, or as I did when my class was invited to participate in a Google Chat for a Salute to Education luncheon. I have had several people visit my room to learn how to effectively integrate technology. One guest, Gulnaz Kutubaeva, was a teacher on tour from Jalal-abad, Kyrgyzstan; she was quite impressed with what my students were doing, and stayed for an hour-long chat, where we were able to share in technological, educational, and cultural discourse. I have hosted education majors and student teachers from our local colleges, as well as colleagues from my own building and around the district, all of them intrigued by how to effectively synthesize technology and curriculum. If activities similar to those that I have been able to implement in my classroom can be shared with even more people throughout the Billings community, I believe that we would see a dramatic increase in support for our schools and public education.