WK4 PUBLISHING LEADERSHIP PROJECT Final Draft

Final Draft of Leadership Project: A Power Point Presentation that could be used at a conference to share my findings about my Action Research Project about integrating media into Project Based Learning.

I had to remove the sample student videos to get this to load, I will put the movies back in when I create the movie.

For a quick overview watch the video:

To see the individual slide of the PPT click here:

Mac ar presentation_mobile_technology_minus_movies

View more presentations from lmerrill4640.

Present Instead of Publish AR:

http://www.blogger.com/post-edit.g?blogID=6352834716149535648&postID=5882193927071790660

CUE Conference Possibilities:

http://www.blogger.com/post-edit.g?blogID=6352834716149535648&postID=5882193927071790660

AR Presentation So Far...

Here is a link to my rough draft of my Action Research presentation about integrating cell phones into project based learning so far.  Any suggestions for improvement are welcomed.

https://files.me.com/lmerrill4640/dsbmir

WK4 PUBLISHING LEADERSHIP PROJECT

I teach in Fillmore, California, which is part of the Ventura County Office of Education.  I would like to be a part of a local Computer Using Educators (CUE) chapter to find other local teachers who are integrating technology into their curricula.  Once I complete my master’s at Full Sail University I will need to find other teachers who can help me with technical support, policy issues, and implementation of new Web 2.0 tools.  My contribution will be a presentation in September of 2011.  It will be great to be a part of a team of educators who want to integrate tech tools into the curriculum. 

I hope to prepare a presentation that members of CUE statewide will find useful and present it at the state conference in Palm Springs in October of 2011.  That will give me this school year to test out more cell phone and other media projects with my current students and add to my current data.  It will also give me an opportunity to implement my LMS and see how that works out.  Having all the blogs in a private classroom in one place is an essential component to the success of the LMS.  It will also give me the summer to improve my presentation.

WK4 PUBLISHING LEADERSHIP PROJECT

Action Research: Project Based Learning Using Cell Phones

 

My plan for presenting my AR project involves presenting at a local chapter of Computer Using Educators (CUE)  www.goldcoastcue.org  of Ventura, California in September and then possibly presenting at the major CUE conference www.cue.org  in Palm Springs in October.  

One of my critical friends, Cathy Reznicek, recommended these conferences to me.  She has presented at both and highly recommends the experience and the exposure to the best computer using educators of California and the work of their students. 

I have chosen to present instead of publish my Action Research project because it will help keep me in the loop of new ideas and I will meet other educators who are going out on a limb by integrating new technologies into their curriculum.   I can hardly wait to meet another science teacher who has students who create science movies on their cell phones or digital cameras, posts them to their Wiki, and has a class set of student science blogs that can be graded within a LMS.

Week 4 (R2R) THE ART OF POSSIBILITY

The Art of Possibility by the Zanders is an excellent book for anyone to read and reflect upon.  People of all ages can learn to practice the art of possibility; just like anything else the skills come easier to some than others but everyone can improve with practice.

Here are a few quotes from the book I hope to use for myself and with my students:

Kids playing sports or participating in anything new and exciting need to be reminded that just “playing” is winning.

I would like to read this story, create a shoe drive, and promote Last Things Said – Signs of Love.

Perhaps all of us, along with our students should write letters to NASA to help keep the dreams alive.  I will have to remember this.  This assignment offers another opportunity for an authentic audience.

I like this quote by Miaianne Williamson and hope to remember to live by it.

http://www.landmarkeducation.com/introduction_to_the_landmark_forum_video.jsp

Ben Zander mentions the Landmark Forum as a pivotal point in his life so I went to check it out.  What a great find!  I think all of us should treat ourselves to a gift of the Landmark Forum as a graduation gift.  We have learned a great number of new tools at FSO, and struggled as we learned them so a weekend of discussing new possibilities with other people who also want to discover new possibilities could be the icing on the cake.

Here is the syllabus for the three day forum:

http://tlb.hwcdn.net/x6h5z4f6/cds/OnlineIntroToLandmarkForum/lf-syllabus.pdf

Here is what the Landmark Forum offers teens.

The Landmark Forum for Teens (Ages 13 and Up)                     

 The power to invent new possibilities; courage to face challenges; and freedom to create, grow, and be fully expressed.

In this three-day educational program, teens gain clarity and are left with a new freedom in life. They’ll have the opportunity to create a breakthrough in their ability to:



•  Communicate effectively and see life from an expanded view.


•  Experience an appreciation for their families and the people in their lives.

• Deal effectively with peer pressure and make their own choices.

• See rules and agreements as a way to have life work.

• Generate excellence in school and in the areas of life that are important to them.


•  Know themselves as someone who makes a difference.


•  Be responsible in a way that empowers themselves and others.


•  Face powerfully the risks and challenges of life.

This forum should be offered to all teens; what a great gift for a teen’s 13^th and 16^th birthday.

Week 4 Response to Classmate (R2C) #2 Kevin

MAC Week 4 R2C  #2 Kevin

I think it is exciting that you are working in Second Life for your action research.  I believe the Club Penguin generation will do most of their business in virtual worlds; they like to combine work and play.  I liked what you said about it seeming like there were two instructors in Second Life. 

Sadly Linden Labs is closing Teen Second Life in January 2011, I was hoping to get in there with my students.  As a teacher of tweens I can still buy my own private island and work within it, but that is pretty limiting.  I guess what I will do is create machinimas from SL and stream them in my island.  We had a blast filming in SL. 

Genome Island is an amazing site for science teachers like myself; I wonder if Linden Labs would ever create a teen version we could drop onto our own islands.  I would like my students to get to go into the cell and look around, like I did.  Do you have directions somewhere about how to create presentations and drop them into SL, I would like to learn how?

You are ahead of the curve but the digital business natives will be chasing you soon looking for guidance, don’t give up, business in the virtual world is important.

Week 4 Response to Classmate (R2C) #1 Ginger

MAC Week 4 R2C  #1 Ginger

Wow, what an adventurous project!  All that training will make a significant difference for your staff and eventually the thousands of students that attend your school.  You are definitely an umbrella person and thank goodness there are people like you to tackle huge projects.  My mom started in a karate studio with a foot doctor, a retired teacher, and herself, a registered nurse and because she was an umbrella person there are now health clinics throughout our valley that service thousands of people with health concerns. 

I could hear in your voice in the video how devastated you were when several teammates left the project; it is so difficult to lose your support system in the middle of the project.  You are fortunate however to have found such an enthusiastic IT person so quickly.   

I wish you great personal strength as you fully implement the new system.  I liked that you called everyone STAFF and promote that everyone’s contribution to an educational system is essential and valued; it truly does take bundled team effort to run a quality school.

Week 4 Free Choice

MAC  Snack  101 Week 4 Free Choice

Think Big - Teach Big

“Reach high, for stars lie hidden in your soul. Dream deep, for every dream precedes the goal.”

Pamela Vaull Starr quotes

http://www.justiceplanbook.com/sample-pages-2010-2011

Check out The Flat Classroom Project.  I hope to be a part of this project some time soon.

Introductory video:

http://www.youtube.com/watch?v=u0c2jAWqykI

http://www.flatclassroomproject.net/presentations.html

Suggestion:  Always find ways to incorporate the arts in a unit. The arts plant the seeds of change and justice.

Write poetry:

Stone

world

immediate

rain down ideas, solutions, creations

impact the sky

oceans, rivers, clouds of humanity

find the justice in the piece

turn it inside out

let it fall over the waterfall

shout through the canyons

to the urban landscapes

of hope and need

seek the challenge

let fear hide

deep in a crevice

garner strength

that breaks through stone

to release the you

the steadfast you

within

by Laurie Merrill
Create paintings:

                                          Courtesy of John Merrill


Let art, sport, and creativity lead the way to peace and freedom for all.

Week 3 Response to Classmate (R2C) #2 Robin

Getting Back In The Driver’s Seat

Cycle 2 was a bit of an obstacle course for me.

And that is why you are a teacher and so many other people are not….teachers tackle obstacles and keep trying. Sure we get discouraged but we always find alternative ways to reach kids.

From a qualitative perspective, the technology definitely added to interaction and enthusiasm. The students reacted much differently to the literature this year than in any year prior. They were excited and more engaged in their work, produced better analytical perspectives and became more immersed in the characters and character’s lives/actions than in years before. They synthesized information better and created more intellectual discussions as a result.

So there you have it, you earned your A!  You know you made an impact, the discussions proved it. 

The day will come when students know plenty of digital tools and they will be able to pick their favorite tool to create the product you request.  As technology continues to fail or get blocked at school, I believe more and more educators will encourage kids to create at home and present and discuss at school.   Soon it will be commonplace for students to create several movies in a week for all different kinds of classes. 

The question becomes will you be brave enough to check out the cameras to students for the weekend?  With proper insurance I believe it will be possible (remember www.safeware.com).  And of course the next leap will be that students will use their own cell phones to take and create it all. 

I enjoyed the posted student examples and know you will create an excellent student gallery, in the future, of creative responses to all the great works of literature your students study in your classes.

 Link to Robin's Full Action Research Cycle 2 Data Analysis Post

http://web.me.com/teachfla/Action_Research/Cycle_2_Data.html 

Week 3 Response to Classmate (R2C) #1 Billy

@Billy

How important is online content delivery or personal learning environments to your Action Research project?

As a sort of part b to my second cycle, students demonstrated the process of uploading images and videos to their classroom web pages. For the teachers involved in this cycle, this was a significant achievement and the first step in delivering content outside the traditional lecture method. During team and school wide meetings, I hear and see teachers sharing lessons they’ve created or other resources they’ve found online. I also hear about tricks and shortcuts for different computer applications or how to connect a peripheral device to the computer. In these moments, I smile quietly knowing most of the items shared came from my group of students. All of these skills and discussions are in and of themselves very small, but they are evidence of teacher confidence and technology integrations.

I remember the Internet as a set of text-based bulletin boards.  Then came ASCII art, pictures, and videos, continually changing and leading to the tools now available in a LMO. Similarly, I think the process will be the same for many classroom teachers when it comes to creating an online learning environment from  text to media to online learning.

http://web.me.com/billygoins/Goins/Blog/Entries/2010/11/12_Month_10_AR_Blog_Post.html

You smile when you recognize progress in technology integration brought upon by your students, your students smile when they know they taught a “digital immigrant” teacher something new, and the teacher smiles after the new technology works in their classroom.  How powerful you are to be in charge of new smiles!   Your AR project successfully demonstrated a need and a practical solution, congratulations.

My AR project led to a similar conclusion, that kids are the best technology instructors working one on one with teachers.  After the success of my AR Summer Technology Seminar, I was granted a Science and Technology Elective class.  I have thirty Tech Toads in training.  Their first clients were the immersion students.  The Tech Toads taught the immersion kids how to use Google Translate and to create a Voki that can be translated.  There were smiles across the room after that first Tech Toad session.  Next up, the Tech Toads will seek out a teacher to train.  Your club is a great vehicle of change that could turn into a valuable tech elective in the future.

Week 3 (R2R) THE ART OF POSSIBILITY

Being a Contribution

                               Zander from The Art of Possibility

At the beginning of the school year the students in my class are nervous when I say “Everybody up” but by the end of the year they are at ease and look forward to presenting their contribution in front of the class.  Contribute is the second of my three class rules and yes, I do agree with the Zanders that the contribution game does have remarkable powers.

I have never had a student come up to me and say that another student did not deserve an A for their contribution because it was less work than their work.  Kids recognize and accept that certain kids have to work harder to contribute and can appreciate their limitations.  Connections kids make with each other as they contribute are powerful and often lead to more conversations.  “You brought your water sample from the fish hatchery, you know I used to live out there…”

Currently we are planning our genetics fair where kids research their genetics of their pets or zoo animals.  Some students choose to contribute to the class experience by bringing in their pets and explaining their genetics.  I have had everything from horses, to cats, to dogs, to goats, to chickens at school.  One student taught the class about dominant curly haired guinea pigs and recessive straight haired guinea pigs.   The genetics of the thoroughbred and the quarter horse were evident and matched the personalities of their owners.  

Last year a family brought their alpacas to school and over three hundred kids learned about alpaca genetics; that was an amazing contribution from a local family.  It was a day for their shy son to shine and share his expertise about alpacas.  His greatest contribution that day was sharing his gentle alpacas with the learning disabled kids. No, they did not understand the genetics but they got the thrill of petting a soft alpaca. 

Photo courtesy of Jasmin

And for the kids who do not have a pet to contribute they created extra special power point presentations about zoo animals and their breeding programs.  Many of the penguins in zoos around the world come from our local San Diego Sea World.

                                                          Office Community Content

MAC Snack 101 Week 3 Free Choice

MAC Snack 101 Week 3 Free Choice

It Takes All Kinds of Minds

We must find a place in society for all kids.

                                       Image by Laurie Merrill software: Inspiration

It is time we learn to celebrate the fact that minds work differently. Every student has something to contribute and it is our job as their teacher to find a way to tap their strengths and develop them.  I have a school garden where kids excel and prove they can work hard to create something using earth instead of paper.  The yeast feast allows other students to excel.

Movie making and podcasting will open new avenues for students.  One current student who has difficulty writing, loses his train of thought because he writes too slowly, will be offered the freedom to podcast from his cell phone for science and use voice recognition software to text from his phone.  The technology is here to implement individualized instruction for every student, we just need to restructure our schools to make it happen.

Listen to Temple Grandin Explain Her Unique Autistic Mind on NPR Fresh Air

http://www.npr.org/templates/story/story.php?storyId=123383699

A treatment method or an educational method that will work for one child may not work for another child. The one common denominator for all of the young children is that early intervention does work, and it seems to improve the prognosis.

Temple Grandin

And while we are on the subject of medication you always need to look at risk versus benefit.

Temple Grandin

As you may know, some of the stereotyped behaviors exhibited by autistic children are also found in zoo animals who are raised in a barren environment.

Temple Grandin

Autism is an extremely variable disorder.

Temple Grandin

Children between the ages of five to ten years are even more variable. They are going to vary from very high functioning, capable of doing normal school work, to nonverbal who have all kinds of neurological problems.

Temple Grandin

I am a big believer in early intervention.

Temple Grandin

I am also a believer in an integrated treatment approach to autism.

Temple Grandin

I can remember the frustration of not being able to talk. I knew what I wanted to say, but I could not get the words out, so I would just scream.

Temple Grandin

I cannot emphasize enough the importance of a good teacher.

Temple Grandin

I have been on the same dose of anti-depressants for 15 years, and my nerves still go up and down in cycles; but my nerves are cycling at a lower level than they were before.

Temple Grandin

I know a number of autistic adults that are doing extremely well on Prozac.

Temple Grandin

I like to figure things out and solve problems.

Temple Grandin

I obtain great satisfaction out of using my intellect.

Temple Grandin

I use my mind to solve problems and invent things.

Temple Grandin

I would not be here now if I did not have anti-depressants.

Temple Grandin

If I did not have my work, I would not have any life.

Temple Grandin

If you start using a medication in a person with autism, you should see an obvious improvement in behavior in a short period of time. If you do not see an obvious improvement, they probably should not be taking the stuff. It is that simple.

Temple Grandin

My life is basically my work.

Temple Grandin

One of my sensory problems was hearing sensitivity, where certain loud noises, such as a school bell, hurt my ears. It sounded like a dentist drill going through my ears.

Temple Grandin

People are always looking for the single magic bullet that will totally change everything. There is no single magic bullet.

Temple Grandin

Pressure is calming to the nervous system.

Temple Grandin

Research has shown that a barren environment is much more damaging to baby animals than it is to adult animals. It does not hurt the adult animals the same way it damages babies.

Temple Grandin

Research is starting to show that a child should be engaged at least 20 hours a week. I do not think it matters which program you choose as long as it keeps the child actively engaged with the therapist, teacher, or parent for at least 20 hours a week.

Temple Grandin

Some autistic children cannot stand the sound of certain voices. I have come across cases where teachers tell me that certain children have problems with their voice or another person's voice. This problem tends to be related to high-pitched ladies' voices.

Temple Grandin

Some children may need a behavioral approach, whereas other children may need a sensory approach. 

Temple Grandin

Some teachers just have a knack for working with autistic children. Other teachers do not have it.

Temple Grandin

The squeeze machine is not going to cure anybody, but it may help them relax; and a relaxed person will usually have better behavior.

Temple Grandin

There is a tremendous range of children with a PDD label.

Temple Grandin

We have got to work on keeping these children engaged with the world.

Temple Grandin

When you take a drug to treat high blood pressure or diabetes, you have an objective test to measure blood pressure and the amount of sugar in the blood. It is straight-forward. With autism, you are looking for changes in behavior.

Temple Grandin

You have got to keep autistic children engaged with the world. You cannot let them tune out.

Temple Grandin

Humane Treatment of Animals Designed by Temple Grandin

Figure 2: Round crowd pen and curved race system for handling cattle

Purchase HBO DVD Temple Grandin

http://store.hbo.com/detail.php?p=257628&v=hbo

TED Talk Temple Grandin

Week 2 Response to Classmate (R2C) Erik #2

@Erik

Still Moving..

Saturday, November 13, 2010 

I have found several solid connections between my Literature Review and my AR project.

It seems that students are fairly predictable throughout the world, and that I’m not alone in the concerns and expectations that I have for my kids.

Finding connections was not as easy as I had hoped though, my class is so specific: Vidoe Production, and I didn’t find too many ways to really improve instruction in the exact setting that I teach in. Through more general classroom management and instructional technique research though, I have found many useful ideas that once implemented and routine, will make my classroom a model of student engagement and productivity. If nothing else, students will leave with improved confidence and video editing skills!

I have already taken a test-run with one of my classes, introducing them to Schoology and setting up a page where they will complete lessons and assignments that will be utilized and graded. They already like it, compared to the current LMS that we used called Moodle. My students have commented on it’s ease of use, and similar look to Facebook, which they are all familiar with. They seem excited to use this and in all honesty, it make my job easier. I can post tutorials and information on there that they can review on their own time, and create an environment of accountability, where students can no longer say “I never saw that”, or “I wasn’t here”.

I love being up in front of the class, and having a personal and genuine experience with my classes. However, I realize that all students learn in different ways, and adding the Schoology LMO as an additional resource and aid will only improve my classroom exponentially. I look forward to being able to see how my classes react to using Schoology and hope to see the benefits soon.

As far as how using an LMO will enhance my AR project, my vision is to include video documentation of the student-led lessons that can be posted easily onto Schoology. This will allow students to review the lessons, and allow them to reflect on their learning. Again, all of this is only adding to the impact that my AR project will have with students. I’m excited to see where this will go, and can’t wait to report back with my findings!

 http://web.me.com/erikholvig/Site_2/Blog/Entries/2010/11/13_Still_Moving....html

"Self-confidence gives you the freedom to make mistakes and cope with failure without feeling that your world has come to an end or that you are a worthless person." – Anonymous

No doubt you have taught your students many life long skills in your class and the best among them is to have self-confidence.  Each time a student leaves our class more confident, the world automatically becomes a better place.  Video production is a great tool and gift for expression. 

Week 2 Response to Classmate (R2C) Shahenaz #1

 @Shahanez

After reading our class book, it really got me thinking.  I absolutely love how the book starts off about everything being invented.  My goal as a special educator is to “invent” a framework of worth that will influence my students’ lives for the better.  I mean, isn’t that the reason why most of us became teachers so we can make a positive impact in the lives we touch everyday?  We cannot just assume that our mere presence inside the classroom makes a difference.  It’s what we implement and how we do it that makes the difference.  I love the idea of thinking outside the box because not all answers are written in stone.  Teaching students with disabilities, I have learned along the way that each student is unique and thinks in his or her own way.  It does not mean that they are wrong, but rather that we as humans need to be open-minded to other ways of solving a problem and going beyond what’s in our plain sight.

The whole concept of starting students off with an “A” is one I am fond of.  The key is for the student to maintain that “A”.  I believe if students start a course with an A, they are usually motivated to keep that A.  That’s not to say that everyone has to do it because every teacher is different.  I could even see starting a student off with a 0 and having them earn points throughout the course to receive an A, but then the question in my mind becomes if they receive an A on their first assignment, then they have an A in the course; however, if they get a D on the second assignment, then does that give them a C in the course?  That would really bum me out and cause me to continue the course staying on the safe path of what is to be done and how.  I guess I think differently because I teach Pre-K functioning high school students and each student shows their understanding differently.  For my students who have greater difficulty showing their comprehension, I do not think it is fair to punish them with a lower grade.  I think it is my job as an educator to evaluate the student based on their needs rather than how well they met their objective because truth be told, maybe I am the one who is not meeting their needs on an educational level. 

Growing up, I know it was a competition for some students to do better than others and it’s a great drive to have when you want to be number 1, but at the same time, you focus more on doing things the right way as opposed to thinking outside the box and taking a chance at a different approach.  Are you really gaining anything then if you’re only striving for an A because you want to beat your fellow classmates?  Personally, I think not because your brain focuses on crossing every “t” and dotting every “i” rather than learning the material for your own benefit in life.  All in all, I think it’s a great feeling to get an A, but we must ask ourselves what did we gain from it?  Did we actually learn something or did I get it because I played it safe, stayed within my boundaries, and only did what I needed to do to get that A?

http://web.me.com/smabdelrahim/Shahes_MAC_Blogger/Week_1/Entries/2010/11/24_Week_1_Reading__The_Beginning.html

I love the picture of you with your students on your welcome page.  Your sunny disposition shines through their eyes.  Great to see you have found your perfect niche. 

Grades are my least favorite part of being an educator.  No matter how you set up the grades, they are subjective.  I would prefer a system with ePortfolios and skill assessments.  I agree with you that some kids will only stay within the “box” to get the A, play it safe, not stretch their minds and truly explore new concepts.  You are correct that each of us must “invent a framework” for success for each and every student.  It is definitely time to shred the old "box" and bring in something new with potential for greater possibilities.

Week 1 Response to Classmate (R2C) William #2

Who IS teaching Computer Programming?

     In the summer of 2008, I was fortunate to be selected to attend a summer workshop designed to explore cross-curricular applications of the programming software Alice.  Many may be familiar with Dr. Randy Pausch, famous for his “Last Lecture” speech, book, and many appearances.  Alice was designed to eliminate syntax errors for beginning programmers by utilizing a drag-and-drop interface.  Another primary purpose was to increase interest in computer sciences.  Alice exceeded abundantly in both areas, and my introduction to it reminded me how much I enjoyed the challenge of solving problems using computer programming.

     My rekindled interest led me to examine what opportunities in computer science were available for high school students in NC.   The results I found were, to say the least, disappointing.  Most school systems in my local area that had any computer training in their curriculum were aimed at web design or marketing.  When I finally found a school system in my area that actually advertised a computer programming course, the school year ended with massive budget cuts and that one system eliminating the course from its catalog.  Am I missing something here?  Doesn’t almost every business anyone can go into rely on the workings of a computer and some form of software package that is best suited for that business?  I was horribly disappointed to find that a state that is so “dedicated” to education (and getting out of the bottom 3-5 in national rankings) would ignore such a critical field that can only stand to grow and has such diversity in opportunities within the field.

    My first attempt to increase access to students (outside of class in a club environment) did not receive the support I had hoped, but provided me with important lessons learned.  If I do not obtain a technology certification or teach programming in a classroom environment, I have determined that through some extra-curricular activity, I will make learning basic programming skills available to students who are interested without having to fend for themselves.

MAC Response to Classmate (R2C) William #2 

Glad to see you back in the loop.  Keep your eyes on the mountains and you will arrive at the peak having connected the learning of the past few months.

                                        Mazda Senku, 2005

EPORO robot recharging under a Solar Tree

Solar Tree: Coming in 2030 to a city near you 

http://pinktentacle.com/category/sci-tech/

You are absolutely correct that modern US education is blind and out of touch with the working essentials of the modern world.  It is a travesty that our schools are not introducing computer science to all our students in this information age, where computers are everywhere, from cars to robots under solar trees.  You will enjoy your “outside the box” classes and so will your students.