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

Technology Integration Example

Interactive Multimedia Storybooks

CRASH

Paula SmithRenata Sorel

Vicki MatchettPatty Deering

Grade Level: Grade 1 – 2 and Grade 7

Content Area: Language ArtsLength of Time: Nine weeks

Theme: Stories written by Jan Brett

Focus: Creating an interactive storybook

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

PHASE 1 - Assess technological pedagogical content knowledge

– Prior to beginning any project, assess your own TPACK

– Identify your area of needs– Seek support

Creating an interactive storybook

Adobe Flash

CostNot readily

availableTime consumingDifficultTech savvy Not user friendly

Microsoft Power Point

Smart BoardNo costAvailableEfficientEasyTeacher friendlySupported by

district

Tutorial on Adobe Flash

C:\Users\patty.deering\Desktop\Literacy in Technology\Adobe_Flash_Final.pdf

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?

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

PHASE 3 – Objectives and Assessment

Assessing Language Arts Outcomes

and Social Development Skills

Effective cooperative group work skills

– Kathy Schrock’s website – Discovery Educationhttp://school.discovery.com/schrockguide/assess.html

Planning with the END in Mind

Guiding Question

• How will I know they have learned it?

Action

• Determine Assessment & evaluation strategies and tools

Planning with the END in Mind

Guiding Question

• How will you respond when a student isn’t making progress?

Action

• Give positive/verbal feedback for next steps

and• Design activities

and select resources to meet student needs.

“If students know what they are to learn,

you increase the chances that they will learn.”

Harry Wong

PHASE 4 – Integration Strategies

Why does the technology coordinator have the students do small projects before getting started on the interactive storybooks?

Start with small achievable goals! Set your students up for success – not failure!

Remember, how we learned to swim, read, write!

Learn the basics – support from Tech mentors and other experts

Timeline graphic animationsUsing a digital camera – downloading, etc.,Linear photograph slideshowInteractive map of school

BECOME EXPERTS – individual students assigned specific areas – “with the end in mind”

PHASE 5 – Prepare the instructional environment

Schedule computer labsEnsure that software is availableDigital Cameras – fresh batteriesDocument cameraScanner available on computersIpods / microphones

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/fairuse - the Copyright Management Centerhttp://www.utsustem.edu/OGC/intellectualProperty/copypol2.htm - The University of Texas

Intellectual Property Sitehttp://fairuse.stanford.edu/web_resources/articles.html - Stanford University Library Copyright

and Fair Use Site

FUNDINGCurrently 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...

PHASE 6 – Evaluating and Revising

Absent StudentsCoordinate groups

And then what??? surveymonkey.com

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

Evaluations and Revisions!

RIGHT AWAY –Survey both students and colleagues involved

Review data and discussRecord revisions Celebrate!

1. Creativity & Innovation Apply existing knowledge to create innovative productGroup expression through original workIdentify 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 strategiesLocate, organize, analyze, synthesize information from multiple sourcesProcess data and report results

4. Critical Thinking, Problem Solving, & Decision Making

Plan and mange an activity to develop a complete projectIdentify solutions and make informed decisions

5. Digital Citizenship Advocate and practise responsible use of technologyExhibit leadership for digital citizenship

6. Technology Operations & Concepts •Understand and use systems•Troubleshoot apps•Transfer current knowledge to new technologies

Learning has to do with what the students accomplish.”

Harry Wong

“Learning has nothing to do with what a teacher covers.

Referenceshttp://school.discovery.com/schrockguide/assess.html Discovery Education http://www.copyright.iupui.edu/fairuse the Copyright Management Centerhttp://fairuse.stanford.edu/web_resources/articles.html Stanford University Library

Copyright and Fair Use Sitehttp://www.utsustem.edu/OGC/intellectualProperty/copypol2.htm The University of

Texas Intellectual Propertyhttp://www.inspire4less.com/productimages/9780399231094.jpg, retrieved July 17,

2010http://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 PressReeves, 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