June 4 Webinar: "Engaging the Digital Generation: Insights from Kids, Teachers, and Parents"

That is the beauty of this - it is not difficult at all to measure individual contribution - it is easy.

Wikis track down to the comma what each student does. When we create videos - every student creates a video. On the Ning, every student has their own idea. Now we have 100% participation on projects whereas before students would sit back and let those more hard working students do it all! I can track and hold accountable students and even catch plagiarism more easily -- look into wikis - you'll see that there is no anonymity there and that you can see exactly who contributes!

I think that when you've looked at students discussed today, that you've seen the exception, not the rule -- this is where we need to go at both the k12 and college level - are we there yet, No!

I do know of PhD in Edtech programs requiring their PhD candidates to create a movie - RIGHT NOW -- the candidates are lost and fighting this as we speak. The change is happening NOW, the question is are we ready for the change! We must change where we are.

This year, the University of Wisconsin participated with its preservice teachers as part of the NetGenEd project - this is a great model and we should see more symbiotic relationships happening like this!

Here is my background - http://coolcatteacher.wikispaces.com/About+Me - I didn't start in education but with a business degree from Georgia Tech. However, technology has been part of my life and much of my education is ongoing - we must all become lifetime learners by building our own PLN's.

Really, when I've seen schools move to saying "technology is a part of every class" - usually it means that technology is not a part of any class. In my technology class we also incorporate writing and reading across the content area and also have a rigorous technology-related course. But after a tool is introduced, it is then expected to be understood and never "taught" again.

There is a difference between technology as CONTENT and technology TOOLS. They are two different things. I think technology CONTENT is vitally important and should include Digital citizenship - because Technology Content is about technology it is a good fit to introduce the tools here, although it doesn't have to be.

We are a college prep school with 100% of our students going on to college and yet most schools treat "computer" as vocational. Reviewing the curriculum of most schools, however, the curriculum is not what it needs to be.

This is a tough question and although it sounds like media literacy skills in core content areas is a good idea -- if there isn't an owner then it doesn't belong in anyone's class!

I just watched Virginia's video on her use of technology and what she's learning in "Miss Vicki's" class. I thought it was wonderful, but here we have her picture and where she lives for anyone to see. I get confused with the contradictions. We are teaching kids it's not good to identify yourself, yet there she is telling us where she lives, and it would be very easy for someone to find her if they were so inclined.

How do we balance the issue of privacy with the tools that we have for sharing and collaboration. Is there really any way we can use these tools and have an expectation of privacy? I don't think so.

It just seems a mixed message to me.

Our 8th graders this week have been involved in a great experiment. They have not had regular classes in their core subjects all week but rather have been engaged in creating projects involving science and social studies. They have been conducting experiments in science on music and its effect on heart rate or the ability to remember content studies with music playing in background. In social studies the kids have been producing short videos using Windows Movie Maker which are propaganda videos either in support or against the American Revolution. They have been working in small groups cross team and level. On Monday and Tuesday, it was pretty chaotic with the kids trying to figure out just what they were doing. They were provided with reseach guides for the social studies project which had to be filled out in addition to the media production. In science, they had to write up the experiment and which dependent and independent variables they would use and have their experiment approved by their science teachers. So there was structure. Every available computer in the school (two labs, media center,and two COWs)were employed. Kids were also allowed to use ipods and phones that could surf the web, as needed. Kids were moving between classrooms and the labs, sitting in the hall, etc. It is a start for us - giving over the learning to the kids and letting them be responsible. Some are handling it better than others, but it's a way for our teachers to learn, too, about their changing roles. For many, it's been very refreshing to be able to communicate with teachers during the school day not on their own team. I am anxious to see the outcomes of these projects. While I expect that some will be lacking in really in-depth content, I am hoping there will be enough exemplars that the kids will learn from the presentations of their peers and hopefully reflect on how they could do a better job another time.
Our goal for next year is to get our kids connected and learning with kids in other geographical locations.

#1 Progress-
NO, children ARE NOT safe-savvy -- at all!!

The problem is that adults want some sort of sanitary, perfect safety type environment with the kids unable to make mistakes-- it doesn't happen! Any time students are in the same area there will be some that misbehave! It is important to: a) have accountability by username and password for everyone b) back up that accountability with disciplinary action, and c) start students off in private areas before letting them go in public areas - if a student cannot be trusted in an online space - they should be provided with alternative assessments and not allowed in online spaces.

#2
Progress spreads like a cold -- from one person to another.
That is how it works in our society - that is why the first step to improving yourself and your classroom should be to connect yourself!! (See http://tinyurl.com/c7jr8k)

Best wishes and good luck!

end of the year and I'm overwhelmed. this came so fast but i was fascinated and love the fact that there are resources posted.

the rubric sites came at light speed. Rubistar?

keep this up

There are unique non-profit sources such as our website at www.iLoveSchools.com to find funding, donations of equipment and in-kind contributions such as artists as Nichole recommended. We're launching a new site mid-June 2009 and teachers can shop in our store and build WishLists of anything they need. Please let us know how we can help you as a teacher get needed technology in your classrooms. Do join our newsletter too as you will find our new site to be very engaging and helpful. Thanks!

What is the best way to keep pace with educational technology? I work with language arts teachers in my district, and they're dealing with classes of 35-40 and more. Just keeping up with over 200 students and multiple preps is enough to keep them going. How can I help them stay informed without adding to their class load burden?