Week+3+-+Harris+&+Hofer+Activity+Types

**|| || || || || || || || || || || || || || || || || Instructional Planning Activity Types Chart**
//**Make sure you have read the article for this week by Harris and Hofer! For this assignment you will think about an activity that you do in your class and consider some technologies that may support that activity in a different way based on your TPACK understanding. Some examples are provided below in different styles, you can decide how you will enter your contribution to the knowledge being constructed in the chart!**//

Click on the ** EDIT THIS PAGE ** to get started...remember to click ** SAVE **when you are finished! Revist this page to see what others have contributed! If all the rows have been used, click in the last row and then click on the table icon. Then, choose **Row**, **Add Row**, **Add below** to add another row for your entry.

Great ideas (From Teresa)! || Great use of iPad!! eBooks are awesome on that thing:) (From Teresa) || I think they will enjoy this. Make Math a bit more fun!! (From Teresa) || Bell-Herron Middle School || Research & presentation || Students will identify and then compare and contrast the top two environmental oil spills in the world. This would be a joint project between the History, Science, Language Arts and Math departments. || Students will learn how to create a power point presentation and Exel spreadsheet supported by research using multimedia (video clips, TV documentaries, etc) to identify & collect information and finally compare and contrast top two oil spills in the world -financially, economically and environmentally. Final project presented and video recorded on DVD. (Technology: Excel, PowerPoint, Digital Video recorder, google documents) What an interesting project!! I like the integration of subjects and the "current" education. Maybe they can figure out a plan for the gulf! (From Teresa) || Rodger O'Borro Middle School Wilmington || Providing Feedback || Creating Poetry Notebooks and Memoirs || Create a wiki space where students could give feedback, support, and encouragement on students writing. Creating a culture of meaningful learning.
 * **Participant Name** || **Activity Type** || **Brief Description** || **Possible Technologies** ||
 * Cheryl Ward || Listen to Audio || Students listen to recordings of speeches, music, radio broadcasts, oral histories, and lectures; digital or non-digital || Podcasts (“Great Speeches in History,” etc.), Audacity, Garageband, Odeo, Evoca, Podcast People ||
 * Teacher || Peer Feedback || In my class students give each other peer feedback on a writing project, but it would be great to do this electronically. || I may consider a wiki where they would post their writing and then others could comment sort of non private? Could use Google Docs and peers could comment using the comment option and it would be more private. ||
 * John Snyder || presentations || Students can create recordings of their groups presentations of "Anne Frank" projects. Create voice threads, dealing with all topics covered during this time frame. || Create podcasts, wordles, use of wiki to post information found during research, and for peer feedback.
 * Shawn Neeley - Bell Herron Middle School || reading and summary reflections || Students will read an ebook and then they will create a recording of a summary (or comment on any other literary skill within the text) of what they read using technologies. || Students can use an IPAD / Ipod Touch and read an ebook of a novel that we used to read in paper form. Once they have read the chapters, they could use a Podcast or a Flipcam to record a summary of the material that they read in that time frame.
 * Flo Furey- Bell/Herron || creating podcasts || Students will take a math concept and and record it. they will take a concept, show how to do the concept. Post it to a webpage for students use who are having trouble with this concept || Students can use podcasting to do their math concept for you. they will record it and then upload it to the teacher webpage. It will be used as a resources for other students
 * Flo Furey-Bellherron || creating webpages || Students(Teachers) will learn how to create a webpage. || We will use a free program called PowPak. They can post blogs, homework, resources for students to use for research and for extra help. Many value tools can be added to a webage ||
 * Pam Stoller
 * Jeri Earley

comment--Jeri, are you familiar with Edmodo? The site has a very nice discussion forum for feedback that imitates Facebook style. I've found the students prefer Edmodo over Wikispaces, because it mirrors social networking sites.--Amanda G || -Madeira High School - THE MIGHTY SECTION 9! || Complete a Review Activity || I create short jing screencasts that show how to use geogebra to perform different constructions. Students can follow the screencasts.
 * Steve Phelps

media type="custom" key="6327417" || I can post the same screencast movie on a blog page, then create another screencast showing them how to turn their applet into a geogebra sketch and post it on our class blog

I tried to post a geogebra applet here so you could see what I mean, but the widgets will not take the HTML code for the applet.

rats!

CommentSteve, I must say you are one cool cat! Thanks for introducing Jing, I'm lovin' it already! --Amanda G.

Thanks, Amanda. I need to use Jing more in my classes. Instead of showing how to do something 20 different times, make one movie. Sort of like giving a kid a fish, or teaching a kid to fish. || Roger O. Borror Middle School Wilmington || Answer Question, Group Discussion || Students will post reponse to weekly Essential Question and reply to others responses. || Students would use a class wiki to post responses and replies. Sharing their thoughts with others would expand their knowledge and point of view. || Rodger O. Borror Middle School in Wilmington || Write Extended Response Questions about a text that they have read. || We have used traditional (stable) methods, paper and pencil, and Socratic Seminar discussions that make thinking visible. || Other ways to make thinking visible and thus teaching critical thinking by peers teaching and sharing with peers - class wiki that uses weekly post and responses (very similar to what we are doing in this course); google docs presentation allows for multiple authors to read and share thinking and contribute to furthering understanding; i-tunes and ipod and google images and digital cameras to use images and music to communicate thinking; read e-books and other electronic media, like websites; listen to podcasts; use BlackBoard || Everts Middle School || Presentations || Projects that in the past have used paper and pencil posters, display boards, etc. can step it up to utilize available technology. Work to be interactive with audience || Power Point, White Boards, web links
 * Cynthia Brown/Indian Lake Middle School || Create/Score and Preset Survey information || Have students(in my case they are the teachers) use Windows Share Point Services to Post a Survey of students and collect the data || Teachers can use the Excel Spreadsheet exported from Share Point to created graphs to post on a wiki to share the collected data with their peers. ||
 * Cherie Dixon
 * Karen Long
 * Kevin Fox

//What would you think about transitioning science fair from a typical display board to a digital science fair? - Angie from Everts

See this:// [|//http://www.edutopia.org/digital-science-fair//] || Bell-Herron Middle School || Poster Project || Students complete a project about finding math in nature. They usually are asked to completely fill a poster with pictures showing examples of math found in nature. || Another way to do this could be by asking the students to provide a video presentation using Photostory. The students would then also be able to provide a voice along with any picture that they would like to go into detail about (where it was found, what math concept it represents, etc.). I love the math project!! (From Teresa) || Bell-Herron Middle School || Game based on the plot of a novel || Students will create a game based on the plot of a novel read. The plot must include exposition, rising action, climax, falling action and resolution. Students usually create this game with posterboard, markers, etc. || A great way to complete this game with technology is to use Imaging tools and Web design software. Students would definitely enjoy creating and playing classmates' games if they are created with technology. Very fun!! (From Teresa) ||
 * Vonda Barnhart
 * Stacey Linhart
 * Halle Minney - Huntington High School || Research || Students gather ideas/data from websites to create a research paper. || Students can use Google Notebook to keep track webpages, notes, and ideas while searching online. They will not have to write notes on paper, and are able to organize their thoughts easily. When they are finished collecting notes, they can export their notes to Google Documents. I tried this and it was very easy! ||
 * Amanda Gillespie Hartford Middle || Formative/summative assessment || Having students answer questions to determine their level of understanding || For quick formative assessments, i've used the polls on Edmodo. This works well in giving me an idea of the percentage of understanding of the class, so I know whether or not we're ready to move on, or if I need to go back and revisit some concepts. I've also used survey monkey, which I dearly love, because survey monkey will graph results. If your concerned with giving students and individual grade for their assessment, then simply add a text box on survey monkey that requires them to type in their name. The clickers are another good way to assess students, as are the navigator systems. Furthermore, I've used Brainpop quizzes to gather assessment information.

The Navigator is a decent product. Probably the best thing TI has going. Still...it is so darned expensive, and you can only use it with one product. I have not used Edmodo...you must like it. I will have to look at it more. (Steve from the MIGHTY SECTION 9) I have my edmodo account ready to go for next year!! Thanks for the info :) (From Teresa) || Everts Middle School || Titanic - Choice of research || While researching the Titanic, I had students create a newspaper detailing the wreck and writing an editorial on who's to blame. I also had students choose one additional thing about the Titanic they found interesting to explore further and write another article on. || Instead of writing an article, I loved the idea of doing short clips like the one on the Civil War in the article. I think students would be much more engaged and excited about a movie than writing an article. || Huntington High School || Create a Timeline || We did a project that included a timeline of a famous entrepreneur's life. Students used websites to gather the information, and created a timeline on paper or using Word. || I'd like to add emphasis to the main points gathered from the research (rather than just copy/paste) and have students use a tool such as timeliner, photostory, bubbleshare--rather than only using Word or Paper. Encourage more specific content knowledge, while giving options with technologic knowledge. || Huntington High School || Engage in Civic Action || Students could lobby their State Representative, Ray Pryor, about sponsoring a bill to increase funding for technology in schools. || Videoconferencing, email
 * Brooke Paxton
 * Tracie Waldron
 * Keith Stevenson

I use skype with pre-service students at Miami University. They can actually be in my class without taking up all the room. (Steve) || Hartford Middle School || Student Presentations || My principals are always encouraging student presentations to demonstrate knowledge that they have acquired from teachers. Students can use technology to enhance presentations, speech skills and demonstrations. || Smart Board, powerpoint, excel (charts and graphs), links, and even things like survey monkey to demonstrate data collection. The smartboard is a powerful tool:) (From Teresa) || From Teresa) || Everts Middle School || Man-Made Structure Research Paper || Students can work in pairs to research a Man-Made Structure of their choice. Traditionally, this has been a pencil/paper process that takes multiple submissions before typing the final copy. || A Wiki Space or Google Doc could be created for collaboration between student while researching the information and would also allow for the teacher to mention what revisions/corrections need to be made prior to submission. I think that a Wordle would be a neat visual for the students to create at the end of the assignment, too.
 * Phoua Alayamini
 * Phoua Alayamini || I like all of the ideas in this chart and am amazed at how creative and innovative teachers in my school and elsewhere are. I really like the Pow Pak and hope to use it soon. I also like Navigator and the CPS sustems. ||  || I agree!! I am stealing ideas, left and right!! :):)
 * Lisa Powers

//Students could also use [|www.timetoast.com] as a way to complete the timeline component for this project. It would be easy for the students to create the timeline and it could even be uploaded to a class wiki if you wanted! - Angie from Everts// ||
 * Donald Kotnik- Huntington High School || Peer Evaluations for speeches and other projects. || At the end of every speech (speech class) or project (language arts) I have my students peer evaluate each other using a rubric. They then give these to the person at the end of the period for immediate feedback. || I believe a better way to do this would be to create a wiki like the one we're using now or Google Docs. This way, the student presenting would have all the information from every peer, on the same page, instead of having 25 sheets of paper. It makes the information more accessible for the students. ||
 * Tricia Green Bell Herron Middle School || Create a film/video/newscast for morning announcements || Students will create a video/film (newscast) each morning to inform the students and staff of exciting things happening at Bell Herron Middle School. || Students will use such technologies as Photostory, Moviemaker, iMovie, Podcast, and word to create their newscast to be shown each morning over the TV's or computers. Students can use Wiki Spaces and/or blogs to receive feedback from students and staff on what they would like to see in the BH news or to be informed of future events.

Tricia--We do this--we started off taping each broadcast the day before but found it took oodles of time to edit and we missed out on late breaking news like sports results. The past two years we have broadcasted live through our Channel One equipment. It's less glitzy but gets the job done. At the end of the broadcast we run commercials that students have produced. I hear Final Cut Pro allows live editing--captions, green screen, etc. but we haven't taken that plunge yet. Nicole || They are going to love this!! (From Teresa) || Everts MS || Weather Forecasting Alternative Assessments || Students demonstrate their knowledge of weather map symbols and terms by developing a weather forecast for their adopted city based on weather maps supplied by teacher for each group. || Students can use **green screen technology**, **a Flip Cam, and Windows Movie Maker** to create their weather forecast. In addition, students who would like to work on this part of the assignment individually could create their weather forecast through a cartoon strip using [|**www.toondoo.com**]**.** Students will then need to develop and write out their forecast script (just like the students using green screen technology) and create it as a graphic mini-novel using cartoon technology to demonstrate understanding of weather symbols and terms. || Chaney High School || Theatre blocking self-reflection || Students exercise self-reflection, peer review and revision of blocking after a filmed play rehearsal. || Students will use a digital camera to film their section of the rehearsal. They will download, and edit the file in Windows movie maker and then upload it to the class wiki page. Then each student will then post their reflection and their fellow students will posted appropriate comments to help them improve their work. The postings will then be saved to later create an electronic portfolio of their work. ||
 * Lynda McLaughlin- Everts Middle School || "House Project"- Math Final project using content standards- Ex. using perimeter, area, surface area || This project is completed with paper, pencil, ruler, and calculator. Students measure rooms, doors, windows, and extra spaces. They convert these numbers from mm. to ft. Then, they use their measurements to find how much carpet and paint they will need. || This is a very complex project where the students have difficulty. My co-teacher and I are constantly going back and forth from student to student explaining the same things over and over. I like Steve's idea of a screencast posted into a blog. If we showed the entire project in steps, the students could go back and look and troubleshoot on their own before simply raising their hand. I think in the end, we could also do something for the students to present their findings and final costs through voice threads or they could enter their data into a Google Doc. There are so many possibilities that we can use! ||
 * Valarie Rapp / Indian Lake Middle School || Book summary / summarizing project || In the past, students have read a novel and done a project to show their knowledge of what they have read. In the future I would like for students to use movie making or presentation tools to create a "movie trailer" or "book trailer" to pick out the most important information and show what they learned. || Students can use Flip cameras, iMovie, MovieMaker or PowerPoint to create the presentation. ||
 * Cynthia Hopkins/Hartford Middle School || Research/Complete Charts-Tables/Write a Report/Build a Model/Design an Exhibit/Do a Presentation || In the past, students have created their own businesses, kept track of the profit & losses with pencil and paper. Print a report describing their results. Presented in front of the class their findings of what worked for their business what didn't. || **Research** the type of businesses that they want using **Google.** Students can keep track of their profit/losses with **excel**, they can graph their pofit/losses in **excel** create a **PowerPoint** to create the presentation, print their report on **Microsoft Word**. Students can film using **digital camera** their presentations to see what need to be improved. Students can edit their film presentation so that the presentations are seamless.
 * Angela Willyerd
 * Angela Dooley
 * Erika Eley/ Indian Lake || Viewing Presentations || ======Students gain information from teachers, guest speakers======

andpeers;synchronous/asynchronous,oralormultimedia MovieMaker,Inspiration, videoconferencing
|| Students will use a video camera to create a commercial advertising a product they created based on persuasive techniques. They will then plug it into Movie Maker and add text, music and giving credentials at the bottom of the slides. They will present their product to the class and their classmates will evaluate their presentation. || Everts MS || Group Discussion || Instead of using e-mail to get replies/feedback on planning a school event, staff meeting, a staff development day, or any on-going staff discussion, Administrators and Teachers can post ideas and input on a wiki or in Google Docs. Once teachers use it on a personal basis, then they will most likely use it in their classrooms. || Wiki, Google Docs || Chaney High School || Earthforce presentation || Students will work on an environmental problem that affects their community. The project that the students selected was the water quality of Lake Glacier. A recreational park in our area. The students collected data, evaulated their results, and presented a power point presentation to all stakeholders in the project. || Cameras, water quality testing equipment, and power point program, || (report, react, and discuss) || Students research current events dealing with technology and share what they’ve found with the class in order to keep informed and to develop an understanding of how technology impacts our lives both personally and globally. || RSS technology, discussion boards or blogs (might try microblogging in the future), social bookmarking with tagging.I might try having student use a different technology each week to report findings and reactions (podcast, narrated PowerPoint, discussion board, wiki, blog, animation, videos with flip cams, etc.). || EPMS || Learing indirect measurement || Typically this can be done with reading in a book or doing a worksheet. Using the integration of technology you could make a Camtasia Vodcast to allow students to view online or download to an ipod with video capabilities. Here is an example of one that I have previously made. [] || Technologies needed are PC to make Vodcast. PC or Ipod with internet link to view Vodcast. || Hartford Middle || Student Presentations Staff Presentations || During the year we have at least two "Student Showcases" during parent/teacher conferences or other times during the year. This year we will feature technology integration as a focus area of the showcase and require students to use various forms of technology in their presentations (while encouraging them to use a technology that is new to them). We can do the same for staff presentations during professional development by requiring each content team to present info. with the use of some technology they have used or plan to use with students sometime during the year. Staff teams will be asked to create a template for the lesson that they use with the idea that the content could be changed by others, while the technology integration would remain the same. The lessons will be catalogued and available for others to view, modify, and implement. || A/V equipment, Podcasts, Wiki, Flip Cameras, clickers, electronic surveys, and any other apps. that are suitable to the content and learning goals. || Chaney High School || Students write poetry and memoirs. || I teach a poetry unit and will encourage students to use Wordle to create poetry next year. I will also include Wordle as an option they may use when creating their covers for their memoirs. || Computers, printers, Wordle. || Wilmington Middle School || Creative Comic Strips || Students demonstrate their understanding of one of Edgar Allan Poe's short stories by creating a "Poe Comic Strip" that focuses on the elements of fiction and the mood Poe created. After careful planning this activitiy is usually completed using colored pencils and paper. || comic creator, DFILM video, digital cameras could be used for the final project with a showing on the smart board. I also like the way the TPACK video was filmed and could see some of my students utilizing that format as they told their comic strip story. [] || Hartford MS || Mini Videos || Student photography class used images from digital camera's to tell stories about their family. || animoto.com, voicethread (peer evaluation), ipod touch to import and share individually. ||
 * Nicole Friend/Wilmington || Booktalks || After the library-media specialist and teachers model booktalks for several weeks, students are asked to give a short (1-2 min) talk about a book they have really enjoyed. Criteria include capturing the audience's interest, telling title/author/genre/setting, and speaking clearly/eye contact. || As an alternative to live presentation, students could use Movie Maker, Prezi, or Voicethreads to create their booktalks. Voicethreads especially interests me because multiple students could booktalk the same book and all the responses could be stored together. An archive could be maintained as a reader's advisory tool. ||
 * Kay Schulze/Indian Lake || Demonstration of math skills || Students will demonstrate how to solve mathematical problems to further apply their knowledge to real life situations. || Students may use flip cameras, powerpoint, Smartboards, and Moviemaker to create a product to demonstrate their understanding of mathematical situations. ||
 * Misha Boyer/Indian Lake || Communication || We could increase our communication with families and the community in the hope of building partnerships. Principals could use blogs and discussion boards to communicate timely information and get feedback. Teachers could use voicethreads or podcasts to communicate information to students or parents who have work schedules that prevent them from being at the school in person. Student could use a variety of tools to enhance their presentations during student led conferences. || Flip cameras, voicethreads, discussion boards, powerpoint, Prezi, blogs, podcasts ||
 * Bev Riley
 * Britnie ILMS || Practicing Basic Skill or Mastering IEP goals || I have found several websites that I could use the link on my own webpage (work in progress for next year) so that some of my students would be able to work on their IEP goals through games. I found a really cool one that helps them count money, make change etc. We could also use these sites to practice something we have already learned to keep it more recent in their mind. || free math software online, ipads or computers, teacher webpage ||
 * Tim Bakos
 * Sunny Claytor - Huntington High School || Research
 * Jeff Geiss
 * Andrea Ramsey
 * Tina Banks
 * Madonna/Chaney || Earth & Space Stanard for 9th grade-to research history of the earth || We used the internet to research various theories. Most of the students created either a brochure or a power point presentation. Through this study series, that I'm participating in, the students will be introduced to new technological knowledge. || power point, wordle, podcasts, wikispaces, vitual fields, etc. ||
 * Lori Miller/ Canton City Schools || Reading Text and discussion || We read novels and discuss the story as a class. We identify and analyze characters, setting, events, climax, conflict/resolution etc. || wikispaces, edmodo for discussions. VoiceThread to have students introduce characters, Wordle for vocabulary, books on c.d. for low readers or Kindles to read instead of the physical book. ||
 * Tammy Sexton
 * Carmella Johnson

EPMS || Staff Development: Student Interventions || Teachers will utilize voicethread and a wiki to discuss, document and provide necessary interventions for students || Voicethread, wikispace, smartboard, ipod touch, laptop || East Palestine Coach || Student Book Discussion || Group discussion about trust and acceptance using the Twilight series. Members discuss how trust and acceptance are developed throughout the series (or just one book) sighting examples from book and/or movie || Blogs, wikis, voice threads, YouTube || parents || Our district has the program PowPak. They can post assignments, homework, parent memos, grading procedures, resources for students to utilize in completing research (Science Fair Projects). this can become a cumulative asset. Communication, resource links, homework help etc. can be built in. || EPMS || presentation/experiment || Studnets can present their science project to their classmates. They may pesent their experimental design through the use of a smartboard or computer. They may ask students to redesign the experiment using a different variable and respond through a wikispace.. || Students may need a computer, smartboard, and an ipod. || ROBMS Wilmington || book discussion || We encourge students to read the equivalent of 25 books a year in part through a time we call Read & Reflection (R&R) time each day. Part of what students are expected to do is to demonstrate their thinking and/or show us how they have constructed knowledge related to their reading. || Students will use a technology tool to demonstrate and share their thinking related to a self selected reading text. Both teachers and students will be able to access and provide their thoughts and feedback on what is posted. Students sould us a blog, wiki, podcst or voicethread to accomplish this. || a
 * Jared VanKirk
 * Kathy Young
 * M. A. Mastronarde || Create Web pages || My goal is to have each teacher learn to creat a web page and then post and maintain a web page that will include pertinent information for students and
 * Teri Rauch-East Palestine Middle School || project/presentation || Our language arts students complete a Who I Am project at the end of the year. This project is either hand written or typed and includes information and pictures important to the student. || Students could use digital cameras or video cameras to record important people or events in their life. They cold use a variety of programs to present their projects to the class. ||
 * Marsha Henry
 * Matt Freeman