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I am in a somewhat unique position because I am not a regular classroom teacher. I work with students one-on-one and in small groups to offer academic support. I have found the resources in T21 to be extremely helpful. I am already using Livebinders to collect and organize resources. I think Blendspace will be very helpful in sharing resources with teachers and Padlet to discuss topics. PollEverywhere is another great tool for gathering teacher feedback. I am looking forward to using this technology in way that will support students, teachers and parents!

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As Lisa has stated, we are working on the I Movie.  Students will work in groups to create content.  We are also creating an IBook to share our work with parents. Previously we could have taken the children's art and stories, copied them, and created a book.  It wouldn't have been colorful. Creating the book takes planning and measures the students' understanding of compost.

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I have done a few projects using Explain

Everything. One was a research project in

my 12th grade American Authors class on

Louisiana in the 1940s. They chose one aspect

of LA culture (education, agriculture, music) and

created a screen cast that was shown to the

rest of the class (modification); rather than me

giving background notes, the students created

the lesson. I am also using Edmodo with my AP

English class (augmentation/modification).

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I have used Class Dojo as a substitution for classroom management. It is cute bit I have a very effective system already. If I need to ramp it up , I will have the ability to do so. I have also augmentated with an Explain Everything app on a project on our  study of bats.

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You are really going some great stuff with your students with the "Thoreau's Days" project.  Great combination of hands on (plants), observation skills, and then the 21C journaling.  What would Thoreau say?

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For the many projects that students have been doing in class, I am using a combination of hands on as well as integrating some of the new technology I am learning.  I have had students use Explain Everything and Comic Life to present "expert" reports to the class, following their lab on dissecting cell phones.  Students also used the Advanced Search functioni on Google, as well as the SweetSearch and InstaBrok search engines to research their projects (and they really like InstaGrok!).  Finally, Students have used Sketch-up to design objects and the Makerbot Software for our 3-D printer to create novel objects as a design and build assignment.  I also recently put togther (as an assignment for this class) a Blendspace on Solar Energy which I used in direct instruction and for resources for my students.  I believe that these activites are in the Modification Category in that I am having them use technology to both create and produce what they are learning in class.  Finally, in a last area, I am putting together (along with Robin) a LiveBinder of all of the safety tests that we will be using in the Bryan Innovation Lab for both teachers and students.  It is my hope that students will be able to go to the site, learn the information, and then take the written part of their safety test to be able to use some of the equipment in the Bryan Lab.  Students will still need to actually do "live" the performance part of the test.

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Jane and I had already planned on having our classes create iMovies to inform others about composting.  After working with Robin this weekend though, I'm excited to take it a few steps further.  Now, my students will create several videos to 1) tell what can be composted/how to create a compost pile, 2) tell about the composting process, and 3) tell why composting is great for the environment and for plants.  From there the students will create a book that features their videos as well as diagrams they have illustrated and writing they have done throughout the unit.  I'm most excited about combining the students' books and sharing this with the entire class as well as parents.  I believe this is in the Modification category - students are creating, sharing, and communicating information in a meaningful way.

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Project: Analysis of Projectile Motion

1. Students use Explain Everything app to clarify misconceptions about gravity on earth and in space. Interviews of hapless Steward individuals ensued.

2. Students use VideoPhysics & Graphical Apps to analyze horizontal and vertical motion of objects in projectile motion. Analysis submitted via Google Docs.

3. Students synthesize patterns and compose computer code in Python that will predict a projectile's speed, range, and max height. Python tutorials and resources listed in BlendSpace.

4. Teacher yet to decide how to pull this all together in the end. We're totally driving blind here. Life's exciting.

Level:

For the student: Enhancement level. Perhaps it is my pride, but the students still need me for all steps of this project. For not only content reminders, but clarification, constant course correction, etc.

For the me the teacher: It's transformative in that I'm shooting at Projectile Motion from such numerous angles (I'm so punny!). Also, the students and I will be learning Python together. As in: I don't know Python coding. I'm relying on the expertise of a student who does, and my rusty state of C-programming. Hopefully, we'll all come out of this transformed into something beautiful, and not a pile of technological refuse. Regardless, it'll be something different!

Why did I choose these levels? Partly the content. But also, the levels are settling in of their own accord. Each student is getting something different from all aspects of this tech-party (nb. very different from a techno-party).

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Using Edmodo has helped me to stop giving paper handouts to students (Substitution). I also like using it as a platform for linking to websites and videos (Augmentation). Students can use headphones and go at their own pace when learning new concepts (Modification). I also have the students post and reply to each other's posts to cultivate online discussions. Students can often be a lot more in-depth in their on-line remarks (okay, sometimes they have to be coached) than they might be in a class discussion (Redefinition). While it might seem to be a stretch to call that last one redefinition, this way of communicating allows everyone to participate and be heard, which is often just not possible in a traditional classroom discussion.

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In my classroom I am always trying to use positive statements it increase positive behaviors. I am now using class Dojo to help with this. So far, although it has only been one week, the positive behavior has increased 100%. This would fall into the redefinition phase.

I am also going to use this app to get real specific with skills. This way I can have a record of skills being accomplished in the classroom. I feel this is an augementation. I have never been able to record progress in present time. It has been to much work.

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We are finishing up our unit on mammals with a study of bats.  Students wrote a fact they learned during our study of bats. As the students completed their writings, I helped them edit. They also illustrated that written fact and recorded themselves reading the fact.  We are using Explain Everything. The students have to learn this app first.  I believe this would fall under the categories of  substitution and augmentation.  Substitution since they used technology instead of paper.  Augmentation since the project was improved with changes able to be made and the recording of their voices was used.

This week, after we do "research" (using the internet) to learn where the best places to hang our bat houses near the Bryan Lab would be, we will use Explain Everything to illustrate and record our findings.  This project will likely take all  week for each child to complete their project.  I believe this will be augmentation and modification since the students will be using the internet to "research" (from pre set sites), collect information, create pictures and record voices explaining the pictures.

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My students created 4-5 pages in Book Creator about various scientists involved in the development of the structure of the atom. Each pair of students wrote a brief biography, added some pictures, built a model of that scientist's idea of the atom and included MLA citations. I believe this project is an example of redefinition since we were able to combine all the small books into two larger books, one for each class. I challenged the students to improve their books by adding something interactive. It was interesting that they had not done that in the first place since we had "played" with Telegami and discussed the possibility of using Explain Everything as well. They chose to complete the project in the simplest manner I had described.

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My Accelerated math 6 students are doing a project on the Pythagorean Theorem using explain everything and iMovie.  They have to fine 3 real world right  triangles and prove that they are indeed right triangles.   I would say this is modification as they could have done this as an oral presentaion.  However, the technology allows the students to find the math on campus in a way that is relivant to them.

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Yeah, I guess the imovie is redefinition.  Yeah!

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I recently did a project with my students in Earth Science where they used Play-Doh and the iPad app StopMotion to create claymation videos which explain different aspects of the theory of Plate Tectonics.  The students then presented their movies to the class and explained how each of the movies explain the important parts of the theory.

I think this project falls into the Modification category because it replaces a similar activity I did last year where the students created illustrated story boards to explain Plate Tectonics.  I primarily wanted to use the activity as a type of formative assessment to determine how well the students actually understood the main parts of the theory which is why I did not pursue a more elaborate method of sharing.

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Augmentation/Substitution:

Some quizzes are taking using Socrative.com. I like the immediate feedback students receive, but a downside is that students cannot take a report with them either paper or digital to go back for future reference or study.

Throughout the school year my students develop different projects involving technology. Some of the projects allow for students to choose the technology that best suits what they want to do, some I suggest or tell them to use. For instance, the next project my Spanish 1 class will work on involves audiorecord. They will create a voice mail that we will listen to in class. Students then will write comments using padlet.com.

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Sounds like redefinition to me! I would love for each of the T21 people to share with the full faculty an example of how they used technology at the Redefinition level.

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I've put together a paperless experience for

the Spanish 2 class to go through a PBL unit.

Two students first go on blendspace to read sources

that provide information on why learning Spanish is

important.  The students use Google Drive to collect their

thoughts about the sources on Google Docs, which they share with

each other and also me. Using their collected thoughts, they

then create a dialogue, which will be used with Sock Puppets, uploaded

to You Tube and commented on by other students.  They will

finish up by writing an evaluation in  about their experience and that document

together with a link to their You Tube video, the Spanish Dialogue (with

translation) will be uploaded to a Live Binder and maybe shared with

other divisions??  With respect to what level of technology: I believe that it incorporated

a little of each.  Redefinition in terms of the way you obtained your sources, Modification

in terms of having to share information and communicate throught comments,

Augmentation/Substitution in that the idea of complete paperless communication is a novelty

and an advantage among other things.

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I am taking a course this semester and there is

a youtube video on the three phases of educational

technology.  http://www.youtube.com/watch?v=-Ir4-EFVhzI&feature=related

This video is really great at breaking down how we use technology and at what

level.

In my American Lit classes, they are "recording/journaling" in a 21c way the growing

of beans.  They are substituting  Thoreau's writing with instagram . The students

are also Augmenting with tweets or pictures.  They are taking these two technologies and

putting them in an imovie (also using tellagami and explain everything) to moidify their findings.

Eventually, they will share their movies with a larger audience.  This may be redifinition.

Thanks, Lynn

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In ESL Writing, we had students write about a food that has a special memory attached to it. They had to type up the recipe and then tell the personal story associated with the dish. We then used iPads to create an iBook. They each took their own pictures and inserted it on their page(s). I have all their individual books on Google Drive right now and need to merge them into a single book that can be shared with others. I would categorize this assignment as "Modification" since it allows us to collaborate and share writing in a meaningful way.

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See this model of SAMR to have a better cunderstanding of the levels of technology integration possible in the classroom.

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Check out Ruben Puetedura's blog to find out more about the SMAR Model.