Today is Chancellor’s PD Day for NYC public schools. I’m conducting 2 workshops for Bronx Little School today on SMART Boards and integrating technology in early childhood.
Here’s the link to my PD page via Google Sites:
http://sites.google.com/site/sscraggtechpd
The page has links to SMART Board resources, and some early elementary podcasts.
I really love Google Docs. I’ve used it pretty extensively in my professional life (collaborating with colleagues & sharing information), in the classroom (to facilitate peer editing, receiving work from students, providing digital feedback), and even in my personal life (creating posters for my son’s schoo and sharing them with other parents, sharing a family PPT with cousins across the U.S.). Even when purchasing my new netbook, GoogleDocs was an integral part of that decision. I didn’t need as much of a powerhouse computer since most of my documents are now edited and stored online at docs.google.com.
It’s not always an easy sell…convincing others to leave the comfort of their Microsoft Office world and breaking new ground with Google Docs. However, once I’ve worked on a project with someone using Google Docs, the ease of collaboration and sharing usually wins them over. I often collaborate with colleagues on grant documents and proposals–the ease of not having to email around different versions and track everyone’s changes when using Google Docs is just an amazing leap forward.
In the classroom, students can submit work electronically by sharing their work with you. Teachers can share notes and handouts with students. Students can share information with other members of the class, including fellow group members. When students are working in groups, they can collaborate using Google Docs and all contributions are recorded (so no more lazy group members!) so the teacher can see who added what to a finished piece. And having access to your work from any computer with an Internet connection alleviates the “dog ate my homework” issues…or incompatible files, work living only on other computers, documents traveling from class to class, and the like. For students without Internet connections at home, who often use different computers at different locations (classrooms at school, computer lab, libraries, after school programs, etc.) having a central location that is accessible anywhere is invaluable.
Google Docs isn’t only comprised of “documents”…there’s also a spreadsheet, presentation, and a form generator–so other forms of student collaboration can also be tracked and created cooperatively. (And if you really aren’t ready to give up your Microsoft license, Google Docs works seamlessly with Office.)
As an English teacher, I love how Google Docs enables the writing process. When editing and writing, different drafts are tracked and students see much more easily the benefits and purpose of revision. When I was a HS English teacher exclusively in a pen and paper world, I had the hardest time convincing students to revise their work. Sometimes, they’d rewrite their essays making the revisions I suggested…other times, they’d rewrite their entire essay with the same content, only in neater handwriting. Under “revision history” the various versions of a single document are always accessible…so a student can receive both peer and teacher feedback and make changes suggested without losing track of who said what. Students can easily compare versions and even return to an earlier version…all without laborious handwriting (which really can be laborious when you’re talking about formal essays or research papers).
Though documents do live on the web, they’re not made public unless you expressly choose to do so. Under the “share” button (on each document), you decide who you share your work with and at what level of collaboration–can others only view your work, or can they edit/collaborate with you? It’s always your choice. To share with the world or link to a blog/web page, you can make your document totally public as well. Depending on the document, you can also embed it on another web page or blog.
So I know I sound like a total Google advertisement, but I really feel that Google Docs has really changed my life and how I work. To get started, here are some links below:
Getting Started Guide to Google Docs
Google Docs in the Classroom Crib Sheet (PDF file)
Google Docs for Educators (video & resources)
Google Docs in Plain English (video)
Why Podcasting?
I’ve got to admit that podcasts (or video/visual podcasts) are among my favorite classroom projects to produce. Mostly, it’s the excitement of the students who immediately come to life when media is introduced, but there are other good reasons.
How do you create a podcast?
It’s a combination of equipment and planning. Become familiar with the steps needed to produce a podcast and plan to enact them in your classroom. Be patient with yourself and the kids.
In terms of equipment, it doesn’t take much to produce podcasts. I usually recommend a USB microphone as the only cost factor (I use the Snowflake mic by Blue. Costs $60, it’s portable, and sounds terrific). If you want to record students away from a computer, you’ll need a digital audio recorder. (If you have an iPhone, you can use the iTalk application…it’s free.) You can download audio editing software for free. I use Garage Band as a Mac user, but Audacity is free, cross-platform and very very easy to learn. Want to learn how to use Audacity? Google “audacity tutorials” and just see all the amazing resources that come up.
There’s also gcast.com, billed as “so easy your Grandma could do it,” which is pretty accurate. You don’t even need a mic…you can record a podcast like a voicemail, using a phone. Even the call-in number is toll-free. And, you can download your recording as an MP3 file to edit and embellish later. Again, it’s all free and a great site to use with students. I’ve used in in real-time with a class–groups called in and listened to each other all within a 40-minute class period.
I wrote an article called “How to Podcast: Some Tips for Starting Out” which may be helpful to newbies.
“Podcasting in the Classroom,” a curriculum project by Rian Wilkinson
“The Podcasting Project,” a curriculum project by Christine Southard and Lisa Parisi
“Podcasts: Evolution & Biology,” a curriculum project by Annie Chien
Video from Making the Most of the Web with Your Students, part of double CD-ROM set:
Podcasting in the Classroom (also available at teachertube.com)
“Creating Classroom Podcasts,” Allisyn Levy
“How to Podcast: Some Tips for Starting Out,” Sandy Scragg
Hello everyone–
I hope you had a great holiday & break. I’m back today to discuss podcasting, which is one of the best ways to integrate technology across the curriculum (in my opinion). For our workshop today, we’ll be using this resource, a post of mine on podcasting which is still useful.
Welcome to the workshop!
Friday, December 5, 2008
1) Students will brainstorm/review what they already know about ecosystems. Ask students, “What are some things that you already know about ecosystems?” Responses will be compiled in a Dabbleboard mindmap chart.
2) Using Google Earth, students will locate some ecosystems that they already know. “Where are some ecosystems located throughout the world?” We will fly to those locations and use layers to demonstrate some of the features of the ecosystem.
3) Introduce project to students:
The project will be in three parts:
a) Students will complete a webquest in groups to plan, design, and organize their virtual ecosystem
b) Students will design their ecosystems using a combination of Google Earth and Google SketchUp
c) Students will explain their design using a podcast or VoiceThread
4) Ask students if they have heard of the term “podcast” before. If not, explain what a podcast is and tell students that we will be listening to some of them.
5) Listen to several student-created podcasts:
a) 5th grade students at The Neighborhood School in NYC, came up with ideas on waste management and shared them via this podcast.
b) 5th grade students from Jamestown Elementary in Virginia discuss how to reduce their carbon footprint.
c) Students at Acres Green Elementary in Colorado created Ecosystem Podcasts, creating a guessing game for their listeners.
d) 3rd grade Radio Park Elementary students in Pennsylvania created a podcast about static electricity (iTunes/podcasts).
e) Radio Willow Web is a podcast channel created by students at Willowdale Elementary in Nebraska. This episode is about renewable energy.
6) After listening to these podcasts, ask students for their reactions. What makes a podcast good? Compile a list of criteria to reference later.
Hello MCA teachers, today we’ll be focusing on collaborative writing tools in our workshop this afternoon.
Today’s Agenda:
1) Blog Check-In: mcanyc.blogspot.com. Using Blogger, how to post, how to login. Responding to my invitation. What kinds of communication will be happening, follow-ups on workshops, more resources, questions answered.
2) Intro to Google Docs: How it works, what it can do, advantages over standard word processing software
3) Resources & Links
4) Hands-On: Register at Google; email me your account information: user name (______ + @gmail.com). My email/Google Account is: sscragg@gmail.com (2 s’s and 2 g’s)
5) Collaborate together on a document: add your ideas for ways to integrate Google Docs across the curriculum
6) Reflections: how can we best use this technology? Concerns? Questions?
7) Choose next topic: Podcasts, Webquests, or Video Streaming
On October 24, the email I had been waiting for appeared in my inbox: “Google Teacher Academy Invitation.” It’s true, I’m going to the GTA on November 18th (in NYC of course). Reportedly, they have teachers sign a confidentiality agreement, so I don’t know how much I’ll be able to report back on…but I’ll be sure to say *something* about the day. Wish me luck–I’m trying not to believe the hype…but I’m pretty excited.
Today’s Agenda:
October 27, 2008
3pm-3:55pm
Hello,
As this is my first visit, today we’ll be starting off with an introduction and general overview of the Web Tools Professional Development program that I will be conducting at Metropolitan Corporate Academy this year.
1] Introductions
2] Overview of Web Tools: what are “web tools” and why are they crucial to teaching and learning today?
What are the web tools we’ll be learning about this year?
3] Who is Teachers Network? Services and resources they offer to teachers (most of which are free of charge):
4] Overview of the How to Use the Internet Book & CD-ROMs
5] CLSO online courses available – free!
6] Keeping in Touch: welcome to our blog: mcanyc.blogspot.com
7] Thinking about creating a technology project: feeding into applying for a grant
8] Future sessions: hands-on work
I attended this talk in June and found it incredibly inspiring and thought-provoking. This talk was geared towards producers (film, TV, digital), but I think the implications of what Bob Stein discusses is enormous for teachers and educators…and our students.
A shout-out to our friend Chris Pfaff who is the moderator and did a great job. I went up and spoke to Bob Stein afterwards (which I NEVER do at these types of events…I’m not the groupie type…but I was just really fired up about what he was saying) and he invited me and a group of teachers to come to his non-profit foundation in Williamsburg–want to come? I plan on following up with him in the fall.
