1. Technology Integration Example Interactive Multimedia Storybooks CRASH Paula Smith Renata Sorel Vicki Matchett Patty Deering

2. Grade Level: Grade 1 – 2 and Grade 7 Content Area: Language Arts Length of Time: Nine weeks Theme: Stories written by Jan Brett Focus: Creating an interactive storybook

3. Being able to understand and blend the best of the old, recent, and emerging literacies will become a hallmark of the truly literate person Educational Leadership, Orchestrating the Media Collage, 2009

4. PHASE 1 - Assess technological pedagogical content knowledge –Prior to beginning any project, assess your own TPACK –Identify your area of needs –Seek support

5. Creating an interactive storybook Adobe Flash  Cost  Not readily available  Time consuming  Difficult  Tech savvy  Not user friendly Microsoft Power Point Smart Board  No cost  Available  Efficient  Easy  Teacher friendly  Supported by district

6. Tutorial on Adobe Flash C:\Users\patty.deering\Desktop\Literacy in Technology\Adobe_Flash_Final.pdf C:\Users\patty.deering\Desktop\Literacy in Technology\Adobe_Flash_Final.pdf

7. PHASE 2 – Determine Relative Advantage How would having middle school students work on an interactive storybook for younger students offer relative advantage for language development in comparison with other reading – related activities the teachers could do?

8. Relative Advantage Motivating – student engagement Empowering students Flexible learning modes Development of creative and critical thinking skills Choice theory Vocabulary enrichment Reinforcing 6 + 1 Write Traits Enriching – story elements VOICE

9. PHASE 3 – Objectives and Assessment Assessing Language Arts Outcomes and Social Development Skills  Effective cooperative group work skills –Kathy Schrock’s website – Discovery Education http://school.discovery.com/schrockguide/assess.html

10. Planning with the END in Mind Guiding Question How will I know they have learned it?How will I know they have learned it?Action Determine Assessment & evaluation strategies and tools

11. Planning with the END in Mind Guiding Question How will you respond when a student isn’t making progress?How will you respond when a student isn’t making progress?Action Give positive/verbal feedback for next steps Give positive/verbal feedback for next stepsand Design activities and select resources to meet student needs. Design activities and select resources to meet student needs.

12. “If students know what they are to learn, you increase the chances that they will learn.” Harry Wong

13. PHASE 4 – Integration Strategies Why does the technology coordinator have the students do small projects before getting started on the interactive storybooks?

14. Start with small achievable goals! Set your students up for success – not failure! Remember, how we learned to swim, read, write!

15. Learn the basics – support from Tech mentors and other experts  Timeline graphic animations  Using a digital camera – downloading, etc.,  Linear photograph slideshow  Interactive map of school  BECOME EXPERTS – individual students assigned specific areas – “with the end in mind”

16. PHASE 5 – Prepare the instructional environment  Schedule computer labs  Ensure that software is available  Digital Cameras – fresh batteries  Document camera  Scanner available on computers  Ipods / microphones

17. If no money were available to purchase Adobe Flash could temporary copies be made and destroyed afterward? COPYRIGHT and Fair Use in Education Avoiding the Gray Zone of Copyright and Fair Use p. 199 Digital Storytelling http://www.copyright.iupui.edu/fairusehttp://www.copyright.iupui.edu/fairuse - the Copyright Management Center http://www.utsustem.edu/OGC/intellectualProperty/copypol2.htmhttp://www.utsustem.edu/OGC/intellectualProperty/copypol2.htm - The University of Texas Intellectual Property Site http://fairuse.stanford.edu/web_resources/articles.htmlhttp://fairuse.stanford.edu/web_resources/articles.html - Stanford University Library Copyright and Fair Use Site

18. FUNDING  Currently teachers are able to replicate any ILF grants previously awarded. Contact a tech mentor or your district office for details.  Downloading Adobe Flash for free is available for a period of sixty days.  Microsoft Power Point and Smart Board applications are available anytime24 /7 with minimal limitations  Copies can be made...

19. PHASE 6 – Evaluating and Revising  Absent Students  Coordinate groups  And then what??? surveymonkey.com

20. Benefits of Peer and Self- Assessment Understand standards for quality Less dependent on teacher for feedback Develop metacognitive skills Develop and refine critical thinking skills Broaden their own learning Practice and hone communication and social skills

21. Evaluations and Revisions! RIGHT AWAY – Survey both students and colleagues involved Review data and discuss Record revisions Celebrate!

22. 1. Creativity & Innovation  Apply existing knowledge to create innovative product  Group expression through original work  Identify trends 2. Communication & Collaboration Interact, collaborate, and publish with peers Communicate information through multiple audiences Contribute to project teams to produce original work 3. Research & Information Fluency  Plan strategies  Locate, organize, analyze, synthesize information from multiple sources  Process data and report results 4. Critical Thinking, Problem Solving, & Decision Making  Plan and mange an activity to develop a complete project  Identify solutions and make informed decisions 5. Digital Citizenship  Advocate and practise responsible use of technology  Exhibit leadership for digital citizenship 6. Technology Operations & Concepts Understand and use systems Troubleshoot apps Transfer current knowledge to new technologies

23. Learning has to do with what the students accomplish.” Harry Wong “Learning has nothing to do with what a teacher covers.

24. References http://school.discovery.com/schrockguide/assess.htmlhttp://school.discovery.com/schrockguide/assess.html Discovery Education http://www.copyright.iupui.edu/fairusehttp://www.copyright.iupui.edu/fairuse the Copyright Management Center http://fairuse.stanford.edu/web_resources/articles.htmlhttp://fairuse.stanford.edu/web_resources/articles.html Stanford University Library Copyright and Fair Use Site http://www.utsustem.edu/OGC/intellectualProperty/copypol2.htmhttp://www.utsustem.edu/OGC/intellectualProperty/copypol2.htm The University of Texas Intellectual Property http://www.inspire4less.com/productimages/9780399231094.jpg, http://www.inspire4less.com/productimages/9780399231094.jpg, retrieved July 17, 2010 http://www.atoygarden.com/images/products/the%20hat%20jan%20brett.jpghttp://www.atoygarden.com/images/products/the%20hat%20jan%20brett.jpg, retrieved July 17,2010 Gibbs, W.J., & Fewell, P. J. (2009). Microsoft office for teachers. Montreal, Canada: Allyn and Bacon, Pearson Education. Ohler, Jason (2008) Digital Storytelling in the Classroom. California. Corwin Press Reeves, Douglas (2007). Ahead of the curve. Bloomington, Indiana. Solution Tree Roblyer, M.D., & Doering, A.H. (2010). Integrating educational technology into teaching. Montreal, Canada: Allyn & Bacon, Pearson Education. Wong, Harry (2009) The first Days of school: How to be an Effective Teacher. Harry K. Wong Publications