STSD Curriculum & Technology Update

Regular updates and musings on curriculum and technology in the Salisbury Township School District in Allentown, PA.

What’s new in Smart Notebook 10

If you use or have access to a Smart Board, the company has just posted a video that provides an overview of the new Notebook 10 software. The video includes a look at activating Notebook 10, interface changes and new features and tools. The video runs about 30 minutes.

Click here to view the video.

Also, here are two excellent sites to visit if you are interested in SmartBoard ideas.

Teaching with a SmartBoard - Links for lesson ideas and SmartBoard Notebook files.

Smartboard Lessons Podcasts - Podcasts on using the SmartBoard!

Interactive Whiteboards

It has been great hearing the excitement and enthusiasm building for the Advancing Plan. I thought today I’d pass along two links to websites that focus on using the interactive whiteboard in the classroom. These are two excellent sites to visit if you want to start thinking about how best to use this technology. You can also speak with any of the teachers currently using the technology. Seek out and connect with those teachers in your building for more ideas!

Teaching with a SmartBoard - Links for lesson ideas and SmartBoard Notebook files.

Smartboard Lessons Podcasts - Podcasts on using the SmartBoard!

A short portion of our June workshops will get you started feeling comfortable with the software. More hands-on work with the interactive whiteboard will be coming during the August in-service days.

Podcasting with Mrs. Prokesch @ SMS

Beth Prokesch from Salisbury Middle School shares here experience with podcasting. Be sure to click through on the link to listen to some of the fine examples!

Prokesch’s Podcasts can now be found on the middle school’s webpage thanks to the planning and hard work of the 7th grade students in Mrs. Prokesch’s English classes. After completing the lengthy study of different forms of poetry this past month, students were given the opportunity to present one of their exemplary poems to the world!  Students were wide-eyed with excitement and wonder when presented with the idea of a poetry podcast for an alternative assessment to end the unit.  This assignment incorporated many skills I’ve covered and reviewed throughout the year as well as the inclusion of academic literacy strategies and technology.  The students followed a grading rubric to help them polish their final podcast. They wrote a script introducing themselves, the poem and perhaps any literary devices they incorporated into the selection.  Throughout the script they were required to indicate in writing any pitch, speed and/or volume changes.  The day preceding the recording, students practiced their podcasts using headphones purchased for this type of project.  Students critiqued fellow students as well that day.  The process went smoothly with the appropriate preparation in place.  Students were shown by fellow students how to include music on their podcasts to help set the mood they had in mind.  In the end, students were excited to complete the extra work in preparation for their podcast; hearing their own poems and voices on the computer made them laugh at themselves and pay tribute to fellow podcast examples.  I will look forward to completing this assessment again with future English classes and units.

Videoconference Provides Students with Innovative Experience

Thanks to Kristen Kelly for contributing this article that originally appeared in The Falcon Courrier (Vol. 28, No. 2), Salisbury High School’s student newspaper.

Teachers are always looking for new and out of the ordinary ways to teach their students. Science teacher Cheryl Criscuolo has found a way for students to gain knowledge of hard-to-learn concepts during an enriching experience. Students in Criscuolo’s Anatomy and Physiology and AP Biology classes attended a virtual knee surgery videoconference on November 14. Criscuolo first heard of the knee replacement videoconference through Director of Data and Technology Randy Ziegenfuss. The webinar provided students with the opportunity to watch a live total knee replacement and interact with the surgeons and medical personnel by asking questions during the event.

While conducting the surgery, the staff went through a detailed, step by step explanation of what was happening, starting with explaining the anesthetic used to put the patient to sleep. The surgeon then opened up the patient’s leg and proceeded with the surgery which included shearing of the leg bones and placing of the metal prosthetics inside the knee joint. The surgery took place at COSI Science Center in Columbus, Ohio, and was sponsored by Cardinal Health Foundation and Mount Carmel Hospital.

Before attending the videoconference, students in Criscuolo’s classes went online and took on the role of a surgeon during a virtual knee replacement surgery. The online program allowed students to go through the motions of a knee replacement operation, foreshadowing what they would see in the webinar.

“The online virtual knee replacement program benefited me significantly because it allowed me to see what exactly happens during an actual knee replacement surgery,” said senior Angela Swavely.

Students agreed that watching the live webinar was beneficial to their learning. “It was a fascinating experience that vastly increased my knowledge of the inner workings of the human body,” said senior Brian Ludrof.

Criscuolo said the videoconference allowed her students, especially those in Anatomy and Physiology, to gain additional insight and preview future topics and concepts addressed in the class. She felt the webinar benefited her students. Criscuolo said, “It allowed them to experience something they would normally not have.”

In the future, Criscuolo plans on hosting another webinar; then, the students will watch a live autopsy. Because of the graphic nature of the autopsy, the webinar may only be viewed by her honors Anatomy and Physiology class.

Discussion Forums in eSchool Builder

This is the third year that I have been using some form of blogging or discussion board as online journaling with my students, moving from traditional response journaling.  In the beginning, I used b2evolution to create a class blog where students could post responses to literature or other types of writing prompts.  That particular site was difficult for my students to navigate since it is a continuous roll of people blogging.  Students couldn’t find who commented to them about their responses.  Therefore they lost interest and writing quality diminished. 

An alternate avenue was used this year through a discussion forum making it easier for my students to navigate once they were able to enter the appropriate discussion area.  Through much conversation, we decided to try eSchool Builder.  My students originally had some difficulty, but we sat down, went through the steps to login and simultaneously typed the steps together making the procedure clear and concise.  This provided another hook in that my students felt responsible for their learning and felt they had a say in how things are accomplished in the classroom.

Why online journaling many others ask me?  There are several reasons why I use online journaling with my learning disabled students.  First and foremost, it goes back to engagement.  I firmly believe that without engagement no learning can happen.  Students look forward to getting on the computers and access the online discussion.  There are certain items they must complete prior to accessing the computers.  Not only does the work need to be done, but it needs to be completed with quality.  Learning doesn’t end when students exit the building at the end of the day or for the weekend. Students are accessing the site through our class wikispace to respond to prompts and classmates.  Sharing their writing with family and friends takes down the walls of our classroom, thus expanding learning to an unlimited area. 

The second reason is that it allows for collaboration.  Student responses are viewed by others and the teacher is not going over it with the traditional red pen.  They are writing for a real audience.  Teachers and students alike can comment on responses.  Students are able to provide peer feedback and not all feedback comes from the teacher.  Learning becomes collaborative and student directed.  When you see a student helping another student it is a true testament to the learning that has happened.  The best assessment of learning is the generalization and application of strategies and concepts. 

The third reason is how it improves student writing.  Students are not as fearful of writing when they are on the computer.  When they know a larger audience will see their work, they put more effort into each piece of writing. With a more global audience their learning expands beyond the classroom.  The writing also improves because of the ability to scaffold learning for my students.  Some students have gross and fine motor issues that make writing difficult for them and the use of the computer eliminates the mechanics of writing and allows the ideas to flow and be captured in print.  The built in supports of the spelling and grammar are a definite help to my students.

One of the last reasons is that it has made my students more reflective learners.  They reflect on their own learning and that of others.  Reflection leads to improvement which leads to more creativity.  Their personal accountability increases and their quality of work shows improvement.

The use of a tool like eSchool builder inherently provides for 21st Century skills to be addressed in the classroom.  By utilizing the technology for online journaling, it has provided many opportunities for my students to be creative, collaborative, and leaders. 

Diane Kasaczun - 5th Grade Learning Support - Harry S Truman Elementary School
---
If you are interested in your own discussion board, please contact Randy.