Technology in Daily Instruction

To answer the Copyright Question, “Can I use the chart I found on a website in a worksheet for my students?” I have the following details, based on the Fair Use doctrine. 

The areas of reproduction, adaptation, and display are the most difficult areas a school and/or teacher must deal with. 

The adaptation of a graphic is unauthorized when the artwork is enlarged, modified or converted into another medium without the permission of the copyright holder. 

Some examples of unauthorized adaptation include: 

1. Photocopies of an image are used to create a worksheet or handout, or
2. Artwork is scanned from a magazine to use in a newsletter.

However, the following is allowed. 

A teacher may make a single copy of a photo or chart for personal research or for use in teaching.  A teacher may make multiple copies of a single graphic for a class if the following criteria must be met: 

1. Copying must be for immediate use.  There is no time to request and receive permission to use the graphic because it is so close in time when the teacher is inspired to use it.
2. The copies are for only one course per teacher in the school.
3. Only one graphic is copied per book or periodical.

This explains how quality teaching is affected by the issue of copyright regulations these days, especially in view of the above question.

These days I am thinking a lot about how teachers can use blogs in daily communication- within and outside the classroom, just like the traditional Newsletters and Weekly Briefs.  The greatest advantage of using blogs in school is that it is a 2 way interaction.  Print and e-mail can circulate information, but blogs are a good way to start classroom conversations in the 21^st century- now wonder it is called the ‘Read-Write Web!’ 

Teachers can establish a class blog to communicate with students, parents and other educators.  Parents can get class information (tests, field trips, other events etc.) and ask questions if they need more information on a specific topic.  Also all parents can see the blog and the answers to this question thereby disseminating information across the class community.  Teachers can post supplementary materials and information- like schedules and information for sports teams or after school clubs. 

Older students can have and maintain personal blogs, which in turn can be linked to the class blog- this helps to share ideas and comments helping reflection and collaboration among the learners.  All classroom/instructional blogs should connect to the content and learning strategies.  Different classes can have their blogs, enhancing sharing and collaborating further. 

Another educational use for blogs will be to increase communication between teachers- sharing blogs between teachers within the same grade level or content area encourage sharing of ideas with colleagues.  This can even be between teachers from different countries!Now, I am seeing a really good picture of a future classroom , or may I call it blogroom!

digital-storytelling-rubrics.doc   (Attachment)

My technology lesson will be on  Digital Storytelling integrating Vocabulary Development using Digital pictures and PhotoStory 3 or PowerPoint album.  Audio comments may be added using Audacity (or may be just background music, depending on time!)

Students will be given a choice to select a content area for their list of 10-15 vocabulary terms.  (I am yet to decide on the grade level at this point!) They will get the pictures/images that describe the terms either by using the digital camera or from the Internet.  Then each sdtudent will make a folder containing the vocabulary pictures.  The story will be completed as a Photostory 3 project or a Powerpoint album.

The Rubric Criteria- Includes 5 different steps/stages- Planning/Storyboard, the Actual Story with segments or scenes,Transition, Narration, and Soundtrack.  The last 2 can be combined if the time invoved in completing this becomes a problem.

Planning, Story and Transition are a MUST in every student’s completed project and will be worth more than the last 2 criteria.

The hand out I received was Chapter 5 from the book Building Background Knowledge for Academic Achievement (Marzano, 2004) which in brief explains the instructional activities that help students understand new vocabulary terms taught using the six-step process for direct instruction in vocabulary.  Steps are necessary for information to be stored in permanent memory.  If terms are not stored in permanent memory, they are not added to academic background knowledge. 

Following are the Six Steps for Effective Vocabulary Instruction-first 3 steps are for introducing and developing initial understanding, and last 3 steps are for shaping and sharpening understanding. 

1. Explain-Provide a description, explanation, or example of the new term2. Restate-Ask students to restate the description, explanation, or example of the new term in their own words.3. Show-Ask students to create a nonlinguistic representation of term- construct a picture, symbol, or graphic representation of the term.4. Discuss-Engage students periodically in discussion activities that help add to knowledge of vocabulary terms (in their notebooks).5. Refine and Reflect- Periodically ask students to discuss terms with one another, discuss and refine notebook entries.6. Apply in Learning Games-Involve students periodically in games that allow them to play with terms. 

In chapter 3 (Direct Vocabulary Instruction:  An Idea Whose Time Has come, Marzano differentiates between two types of intelligences: “crystallized intelligence” – to me it is ‘what you already know’- and “fluid intelligence”- the process of gaining knowledge.  We want to teach students more words and the best way is to do that is by direct vocabulary instruction.  Research has shown a tremendous increase in the comprehension ability of students who were exposed to direct vocabulary instruction, using the 6 step process. 

I also read reviews of books by some others that dealt with the same topic-Words, Words, Words: Teaching Vocabulary in Grades 4-12 (Janet Allen), Bringing Words to Life:  Robust Vocabulary Instruction (Linda Kucan, Margaret McKeown).  These books offer strategies to:·        Activate and build background knowledge·        Make word learning meaningful and lasting·        Build concept knowledge·        Use word and structural analysis to create meaning·        Make reading the heart of vocabulary instruction 

My conclusion is that students who know more are higher academic achievers (simply stated). 

Systematic instruction in vocabulary benefits ALL students.

The technology integration to enhance/extend vocabulary instruction will be by using Graphic Organizer software like Inspiration/Kidpiration (there are a few pre-made templates in both) at all 6 different steps.

In a time when the general public is so aware of the part technology plays in daily life, it is not easy to formulate a core belief on “what instructional technology means to me.” 

As School Based Technology Specialist, I am familiar with the National, State and District technology plans – that is in a broad sense. 

How can a teacher (including my humble self!) use a simple technology tool and make it educational?  Lots of examples – Smatboard, United Streaming videos, Fresh Science DVDs, virtual field trips, and many more!

All these are good and support traditional methods of instruction.  Sure, every student has different learning styles – some need the ‘drill and practice’ software for Reading or Math, some are experts in today’s communication side of technology, e-mailing, chatting, and collaborating through Blackboard and beyond, and many will figure out on their own whatever new technology is coming out soon.  My core belief is that students still need to be familiar with the basic applications like Word, Excel, database, and presentation application like Powerpoint. If these can be integrated in lessons at every grade level/content area, especially at elementary level, then the students of today will be able to function outside of school- in the real world very well.

I originally created this site after watching and listening to video and audio podcasts during  NECC 2007  sessions (from home, as I could not afford attending NECC in person).  Now I am going to use it regularly!