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  1. 1. innovative learning Winter 2009-2010
  2. 2. Hello everyone.  Welcome to the Winter Issue of the SIGilt newsletter innovative learning.  We hope that you will enjoy this issue and once again, share it with your colleagues.  We had a great response from the last one.  This is an election year for ISTE.  I am sure everyone has received the email appeals to nominate yourself or someone else for a position.  Our SIG is looking for a chair-elect who will take over the reins of this SIG in 2011.  I highly recommend it.  It has been such a great experience to work with Lisa, Katie and Adam.  This SIG has really become quite active this year.  Because we are the largest SIG, we are also creating a new position to help with communication.  This position is Online Professional Development Coordinator.    We need someone who is familiar with some (or all) of these communication avenues as another way to help our members connect and share ideas:  Second Life, Facebook, Twitter, and LinkedIn.  We would like to start offering webinars and the person who fills this position should be prepared to help us in that respect by securing speakers and running the webinars.  We hope that adding this position will help us meet the needs of you, our loyal members.   Elections will run from March 11 through April 10, 2010.  Your input is needed in these elections because without quality officers for our SIGs and the ISTE board, ISTE cannot continue to do the quality work ISTE does on behalf of educational technology. SIGilt will begin collecting school policies related to new technologies.  As we have stated before, we want this SIG to be able to disseminate information related to how people are using technology so that we can encourage more schools and teachers to get in the act.  What is your school/district’s policy about cell phones/iPods?  Does your school/district have a policy about using web 2.0 tools?  How about using social networking sites to create student groups for online discussions?  Our SIG has a wiki space that we hope you are all visiting – or will visit in the future and regularly.  The URL is  Please use the wiki to share school and district policies or your ideas about using technology in the classroom. Jean Kiekel SIGilt Chair
  3. 3. CONTENTS Creating, Collaborating, 4 Publishing, and Sharing – Using Google Apps for Education in a 7th Grade Science Classroom What Can We Learn 6 from the Borg? Students Add Their Distinctiveness to the Collective Differentiate, Assess, 8 and Communicate with iPod Touch Diversity Education: 10 Engaging Pre-Service Teachers with Emerging Technologies A Classroom without 12 Walls: Using Web 2.0 tools to become 21st Century Global Citizens Second Life – A 14 Technological Simulation for Bringing Global Perspectives of Social Justice and Human Rights to Every I never realized that asking the questions, “What is your favorite Classroom web 2.0 tool?” Would elicit such a great response. I present to you the fall issue of SIGilt’s quarterly newsletter innovative innovative learning learning. Editor However, can I ask our members to do one thing for me? Share Lisa Sjogren this newsletter with your colleagues. Click forward on the email, _______________________ tweet the link, print out a copy and put it in your staff lounge, SIGilt Board and then have a discussion about innovation. Jean Kiekel, Lisa Sjogren, Katie Christo, Adam Wendt If you would like to write for innovative learning the call for _______________________ articles for our spring issue will begin on March 1st. Contributing Writers Lisa Sjogren Gerald Ardito, Cynthia SIGilt Communications Officer Calongne, Erik W. Parks, Jackie Gerstein, Ed.D., Adina Popa and Michele Rzewski- Copeland, Maryanne Maisano, Ph.D. innovative learning • page 3
  4. 4. Creating, Collaborating, Publishing, and Sharing – Using Google Apps for Education in a 7th Grade Science Classroom Submitted by: Gerald Ardito, Pierre Van Cortlandt Middle School A great deal has been  I had one major educational of their work within Google promised (and hyped) about goal for this project, for Apps for Education.  Web 2.0 tools, but certain students to have a deep they provide an understanding of cells – the The Student Work unprecedented ease in smallest living things. I also creating, publishing, sharing, had a bigger goal, which The students did an amazing and collaborating all kinds was for students to work job with this project. They of products from text to together in ways that struggled with how to share video and more.  As a allowed for powerful their research in ways that middle school science (I creation and collaboration were engaging and factual at teach science to 7th and 8th in their work. the same time. graders), this ease of They had to learn ways to creation and publication has The requirements of the project were threefold: 1) to collaborate with the Google been especially appealing Apps tools. They needed to and powerful for me. I have research how the parts of the cell work together to manage their own time, had students have working both in and out of conversations on our class maintain the life functions for the cell and put together school. And, most blog (http:// importantly, they met or arditoscience2009.blogspot. a presentation that would teach what they had learned exceeded the educational com/), deliver presentations goals for the project.  with Vokis and VoiceThread, to other students; 2) to write work with Wikis, and so on. a story, song, or poem, that What was most rewarding would be told or sung from was to see how they brought We also work regularly with the cell's perspective; and 3) themselves to the project in Google Apps for Education to create a scale physical really interesting ways. ( model of a cell. My own use of Google Docs Here's a sample of one had convinced me that this The students were free to poem –  Ode to Flu  suite of applications would choose the type of cell they be especially powerful for wanted to study (animal, What they do is quite absurd ongoing collaboration and plant, bacteria, virus, stem, research. I was so inspired or cancer cells were If you want to trust my word by what I saw as possible for options). They were free to self-directed learning with work in groups of They stick themselves into this type of tool, that I individually. They were free the cell decided to create an entire to create work that they thought expressed the Then squeeze out all the project which would take RNA full advantage of it.  project's goals. They were required, however, to do all This destroys my normal day  The Project continued on page 5 innovative learning • page 4
  5. 5. Slowly as the message Google Docs, work can be students, and to their spreads “turned in”  by the students e n t h u s i a s m . C l e a r l y, sharing his/her work by h o w e v e r, t h e e a s e o f The cell makes more and adding the teacher as a creation, collaboration, more of your friends collaborator. At the end, I publishing, and sharing had about 100 documents to inherent in Web 2.0 tools, in Above and Beyond work through. To make Google Apps for Education As with any project like this, grading easier, I created a in particular, allowed their the part I find most exciting Google Site (essentially a work to be communal and is where the students find wiki), with an introductory public in ways that greatly ways to go above and page, and then a page for deepened their learning in beyond what was expected. each student's work. On ways I believe are very Th i s p r o j e ct wa s n o each student page, I was powerful. And I firmly exception. There was the able to post their believe that this type of student who designed a presentations, their story/ technology allows for scale model of an animal song/poem, and a photo of students to become true cell using Google Sketchup. their model. owners of their learning and Another student created his of the learning environment Once I was done, I realized itself.  presentation as a poster in that just by setting up this Glogster (http:// Google Site I had, _______________________ Yet completely by happy another student did his Gerald Ardito is a science accident, created a virtual whole project in Scratch teacher at the Pierre Van science fair. Then it became Cortlandt Middle School in ( And easy to invite others in the a couple of students created Croton on Hudson, NY USA, building and in other places as well as a doctoral student at videos for their (I collaborate with a teacher Pace University. He can be presentations. While not all in Australia) to visit our cell contacted at of these are Web 2.0 tools, museum and leave an ease of creation, comments.   publishing, and sharing.  Conclusion  Happy Accident This project far exceeded my One of the benefits of work expectations. A great part of with Google Apps for that was due to the Education is that, as with incredible work done by the Connect With Others! Follow Us On Twitter: SIGilt Wiki: SIGilt on ISTE: SIGilt on Facebook: Search ‘SIGilt’ SIGilt on ISTE ’10 Ning: ISTE Blog: ISTE ning: innovative learning • page 5
  6. 6. What Can We Learn from the Borg? Students Add Their Distinctiveness to the Collective Submitted by Cynthia Calongne, Colorado Technical University Diversity in a Virtual World share one mind and work designing a self-assessment Learning Environment c o o p e r a t i v e l y. T h e y version of a trivia game for appreciate what makes each the new Mars Expedition Th e I S T E N E C C 2 0 0 8 person distinctive and want Challenge [4], an conference showcased to benefit from these educational space James Surowiecki's research different cognitive processes. simulation in Second Life by on The Wisdom in Crowds Dr. Andrew Stricker and [1], and the NECC session Unfortunately, once they are Mike McCrocklin from Air noted how diversity in the a s s i m i l at e d , t h e s e n e w University, our hosts at the classroom, coupled with additions to the Borg share Global Learning Forum effective collaboration and the same thoughts and (GLF). communication tools, fosters behaviors with the enhanced learning collective, stifling Diversity in a virtual world experiences. This paper independent thought and broadens the horizons for examines diversity in a creativity. self expression and creative virtual world learning freedom. One example is environment as Air Where all think alike, no the GLF's multiplayer University researchers and one thinks very much.  [3] educational game in Second C o l o r a d o Te c h n i c a l Life and how it benefits from University (CTU) students We are horrified to consider community collaboration. collaborate on a team-based a world in which everyone game in Second Life. looks and thinks alike. We Lunch Money Well Spent work hard not to stifle the The Borg: You Will Be natural flow of ideas, even How did it all begin? A Assimilated as teach compliance with group of educators and classroom decorum and researchers from Air Why does the Borg, a race of how to work well with University saw the potential cybernetic humanoids that others to foster better of virtual world design and were introduced in the c o l l a b o ra t ive b e h av i o r. used their lunch money to television series Star Trek: Educators seek opportunities design the game simulation The Next Generation [2], to explore the boundaries of kit. come to mind when we our students' imaginations think about diversity? and to encourage creativity.   The first game is called Operation Relief Worker Borg Culture Rescue Challenge [5], a hostage rescue game for Distinctiveness and This is not your team interaction. It is called inclusion awareness are grandmother's Internet.  a game simulation kit integral to the Borg as they because a variety of different absorb new civilizations into Diversity and the Borg games may be played within their collective, where they analogy came to mind while the same environment.   continued on page 7 innovative learning • page 6
  7. 7.   winning the game and assess Limited. Retrieved January h ow t h e g a m e p l aye r s 18, 2010, from http:// Are We Just Playing Games? behave under stress, communicate with other borg_more.shtml and from Exploring the marketplace of team members, adapt to a ideas is integral to the GLF, changing environment and startrek/view/series/TNG/ as educators, researchers share the leadership role. episodes/index.html and students collaborate to build, test and document the Add Your Distinctiveness to [3] Lippmann, W. (n.d.). The benefits of game simulation the Collective Quotations Page. Retrieved in a virtual world. Guests January 17, 2010, from who attend the GLF events Since 2008, Air University, h t t p : / / have an opportunity to NASA, CTU, the Air Force, participate and add their Navy, Army and researchers quotes/Walter_Lippmann/ distinctiveness to this from Vanderbilt University, growing repository of Stanford, and other [4] Calongne, C. (2009). educational content. universities share their Slides on Diversity, the Mars research every 2-3 months Expedition Challenge and We use rubrics to recognize during GLF events held in Evaluating a Game when game participants Second Life on one of  the Simulation Kit. Retrieved understand what they are Huffman Prairie regions. January 19, 2010, from doing, how they communicate and adapt to We need students, lyrlobo/presentations new situations, when they educators, instructional are working cooperatively designers, librarians, [5] Calongne, C. (2009). and how the leadership role administrators and people Game Simulation Tour in is passed among team from all walks of life to S e c o n d L i f e . [ Vi d e o ] . members. stimulate new ideas and Retrieved January 19, 2010, perspectives, not only in from http:// A C o l o r a d o Te c h n i c a l how future simulations are University doctoral student designed, but in their 2009/09/game-simulation- is researching transactive assessment and growth. tour-in-second-life.html memory and how it affects player behavior within the Join us at the next GLF _______________________ hostage rescue game. These event! rubrics may help us to understand how leaders References Cynthia Calongne is a emerge amid a flood of Professor with the Institute information while navigating [1] Surowiecki, J. (2005). of Advanced Studies at unfamiliar territory. The Wisdom in Crowds, C o l o r a d o Te c h n i c a l Anchor: New York. University. For information While the game is on GLF events, contact her immersive and engaging, [2] Star Trek: The Next at our focus is on assessing Generation. (1989). Episode: interdependent group work. Q Who?. May 8, 1989. The benefits extend beyond Pa r a m o u n t Te l e v i s i o n innovative learning • page 7
  8. 8. Differentiate, Assess, and Communicate with iPod Touch Submitted by Erik W. Parks, Summit Public Schools Textbooks have become process, or outcome. As a particular cards within the obsolete in my classroom. way to differentiate basic set. The limited, unresponsive vocabulary and concept nature of textbooks does not retention, I often use gFlash Another way to differentiate adequately provide for the +, a free application by instruction through the use needs of our digital age gWhiz, LLC, at the of iPod Touch is by utilizing students. Mobile learning introduction and closure of their audio and video devices, such as the iPod units. Utilizing gFlash+ capabilities. Large amounts To u c h , h a v e r e p l a c e d begins with using Google of classroom content are traditional content resources Documents to create a two- communicated in written and provide my students column spreadsheet of form. However, auditory/ with engaging, up-to-date, questions and answers. The visual learners might often and student-generated content in this document is struggle with large amounts sources of information. custom designed to meet the of reading and text analysis Google custom searches, needs of my students and common in some downloadable handouts, curriculum. This Google classrooms. As a way to and multimedia videos and spreadsheet is then assist these struggling presentations are all electronically shared with students, I often use iMovie available within this single, the gWhiz server, which to create movies of still compact, device. Thanks to automatically adds the file to images with narration to a grant from the Summit their database. Once this supplement the written Education Foundation, my sharing takes place, students resources of large classroom classroom has been can search for the name of assignments or projects. The equipped with 25 iPod the question set in gFlash+ iPods, which will be already To u c h d e v i c e s a n d a and download the questions stocked with the necessary specially designed cart to and answers directly to their movies, will be made hold, simultaneously sync, iPod Touch. The application available to any student in and transport these learning will then transform the the class who would like to devices. These iPods have Google spreadsheet into attempt learning from a revolutionized the ways in flashcards, which students varied resource. These which I am able to can view and interact with movies can also be created differentiate, assess, and in a variety of ways. Based by the more advanced promote communication on whether or not students students in a particular class. within my classes. answer each card correctly, The advanced students will the application will benefit from the thorough As educators, we are differentiate the learning understanding required to continually differentiating experience by either create the movie and the our assignments and projects omitting or repeating remainder of the class will according to content, ability, benefit from the knowledge continued on page 9 innovative learning • page 8
  9. 9. of their peers. Using teacher or student created movies that are simultaneously uploaded to all 25 iPods via a cart, students are able to benefit from their own personal viewing experience in a way that caters to their learning style. Students have the power to pause, replay, or skip sections of the video at will, thereby customizing their experience in the classroom. Videos are often not required viewing, rather a resource available for students who may need supplemental Housing reservations open information or a varied way of experiencing traditional printed textbook content. March 31, 2010 Super Early-Bird Registration closes Obtaining quick, frequent, high-quality data in the form of formative assessment is often a challenge for even the most May 1, 2010 seasoned educator. By utilizing the Forms feature of Google Early-Bird Registration Documents, I often create short, objective-related quizzes for closes my students. These quizzes are posted to my website for student access from the classroom and at home. To assess June 18, 2010 Web, phone, and fax student knowlewdge at either the beginning or end of a registration closes lesson, students will use their iPod Touch to navigate to my webpage, complete the “entrance” or “exit” quiz, and submit June 21, 2010 the results to my Google account. Google immediately Deadline for cancellations arranges all student responses into a spreadsheet, which can (accepted in writing) then be quickly sorted, evaluated, and even graphed. This formative assessment data is so immediate, it allows me to generally assess student competency levels with a particular subject at any given time during a lesson. When combined with other effective teaching strategies, the incorporation of the iPod Touch into my classroom has Your SIGilt Board increased overall summative assessment scores, student interest in the subject area, and motivation to succeed. In Jean Kiekel addition, the introduction of this technology has Chair demonstrated, through class participation and marking University of Houston quarter grades, to reduce the achievement gap for at-risk students. Students are accustomed to a digital world that Lisa Sjogren Communications Officer engages, stimulates, and interacts. The iPod Touch allows Osseo Area Schools classroom to adapt, at least partally, to this digtal world that is rapidly growing around us. Katie Christo _______________________ Member-at-Large American International School Erik Parks is the superisor of social studies for grades 6-8 for Summit Public Schools, NJ. He can be contacted via email at Adam Wendt Member-at-Large IRIS Media, inc. innovative learning • page 9
  10. 10. Diversity Education: Engaging Pre-Service Teachers with Emerging Technologies Submitted by Jackie Gerstein, Ed.D. Most universities or colleges central location for posting   offer some type of online assignments and having Oral History Digital Story learning. These institutions discussions with WebCt The students created oral typically employ learning being used primarily to post histories/digital stories of management systems (LMS) grades. What follows are people from cultures such as Blackboard, descriptions how different than their own.  Moodle, or WebCt.  Such technology-enhanced Directions were given to ask was the case for a WebCt projects addressed the major at least 20 questions and course in Diversity course goals. take and/or acquire 20 Education I was asked to   pictures/images.    To tell develop and instruct for the To explore current issues their story, a choice of the teacher preparation program related multicultural following was given to them: at Bluefield State College education.  • Take Pictures, Make a during Fall of 2009. Given The textbook for this course Slideshow, and Write the proliferation of and my was James Banks’ Up Your Interview affinity for Web 2.0 Introduction to Multicultural • Make a Audio technologies, a desire to go Education.    A VoiceThread Recording/Podcast and outside of the walled-garden (a multimedia slide show Use Images of the LMS, and a need to that allows users to leave • Make a Voicethread provide learning experiences messages) was set up to with images and more closely aligned to the include a slide/comment commentary goals of the diversity area for each of the • Make an Animoto Video education course, I chapters.  Students used the structured the course to use Voicethread to react to their technologies outside of this text readings. The direct link See http:// LMS.    The creativity and to the course VoiceThread is diversityandeducation.ning.c innovation inherent to many h t t p : / / vo i c e t h r e a d . c o m / om/video/oral-project? o f t h e We b 2 . 0 t o o l s share/577162/ x g _ s o u rc e = a c t iv i t y a n d facilitated more authentic   h t t p : / / p h o t o p e a ch . c o m / learning experiences helping To gain knowledge and album/5u7rl0# for student students to gain a greater awa r e n e s s a b o u t o t h e r samples. and deeper understanding of cultures.   diversity and multi-cultural Several assignments Virtual Field Trips education. addressed this goal: (1) an For the virtual field trips, the   Oral History Digital Story, students were provide with A Diversity Education Ning, (2) a Virtual Field Trip, and the following directions: h t t p : / / (3) a Glogster Poster of You are going on four virtual diversityandeducation.ning.c Another Culture field trips. As with any good om/, was established as the field trip, you need to take continued on page 11 innovative learning • page 10
  11. 11. pictures and write a journal.  Instead of just reading about You are to take 5 to 10 other cultures, students were DiversityEducation. pictures, or in this case asked select a culture and   screenshots, for each field create a Glogster about that Live Binder of Lesson Plans trip.   Write notes about your culture.  Glogsters are Each student created her picture/screenshot.  Include: electronic posters that own Live Binder (http:// • Location permit photos, audio and that • Basic facts about the video media.  Sample contained at least 20 online location Glogster projects can be lesson plans for multicultural • A postcard-type found at: http:// education through an commentary (what you I n t e r n e t s e a r c h . Th e s e would say about the culture-identity-Africa and lessons needed to (a) address location in a postcard to h t t p : / / one or more of the topics a friend) covered in the course and   kmatney/. Following the (b) be targeted towards the You can select from the creation of the poster, pre-service teacher’s targeted following Virtual Field Trips: students shared their grade level. Example Live • Care Virtual Field Trips “culture” in real time Binders of Lesson Plans can Archive - http:// conversations via Etherpad be viewed at http:// (e.g. vftarchive.asp  SXmR7r3vcp). id=4988 and http:// • Virtual Tourism - http:// To l o c a t e c l a s s r o o m 5168 resources appropriate for the   • Global Online grade level for which you The experiences of these Adventure Learning Site plan to teach. students can be summarized - Two assignments provided with one student’s reaction: Index.htm the pre-service teachers with “I've really enjoyed this • 100 Educational Virtual the opportunity to collect class. In the beginning I was To u r s http:// resources for their worried about all these www.onlineuniversities. classrooms: (1) Diigo different websites and pages. com/blog/2010/01/100- Bookmarking, and (2) a Live Some of these assignments incredible-educational- Binder of Lesson Plans. were different from what I virtual-tours-you-dont-   was used to, but in the end I want-to-miss/   Social Bookmarking of have learned a lot using the   Resources c o m p u t e r, a n d h ow t o Students were provided with For this assignment, students incorporate multicultural several option for publishing collected online resources education and diversity into their journals but most related to multicultural the classroom.” selected Letterpop – see education including: _______________________ student examples at http:// readings, lesson plans, articles, and class projects.  Jackie Gerstein, Ed.D., is an Assistant Professor of Teacher id=132280-235064 and Each student found and Education at Bluefield State bookmarked at least 15 College and an online Graduate- n e w s l e t t e r s / ? resources using Diigo to do level adjunct faculty member for id=132324-4f7f55 so. The Diigo group for the Kaplan and Boise State   class can be found at http:// Universities, and  may be Cultural Poster - Glogster contacted at innovative learning • page 11
  12. 12. A Classroom without Walls: Using Web 2.0 tools to become 21st Century Global Citizens Submitted by Adina Popa and Michele Rzewski-Copeland Learning in a 21st Century international audience motivates children to study classroom is an exciting t h r o u g h e P a l s . c o m .  harder and perform better.  endeavor for our students.  Videoconferencing Eliminating the classroom connections through All of our students’ activities walls in favor to a world full, with music are accompanied by of adventure, exploration, conservatories, enhance our extensive research.  In our collaboration and learning is endeavors. 21st Century classrooms, we a desirable alternative to incorporate multimedia in traditional acquisition of In Loudoun County, we our quest for knowledge.  A knowledge.  Through web started a few blogging popular product is BrainPOP 2.0 tools, third, fourth and projects.  Through “book (  Through fi f t h g ra d e s t u d e n t s i n bloggers” students post their the use of animation, voice, Loudoun County Public book reviews on-line. diagrams, characters and Schools participate in Children read each other’s more, students learn about projects that are either posts to get ideas for new the research process, and reinforced or culminated by books to be checked out then start their own hunt for collaborations with experts from their school library.  In information.  A 2009 SEG or peers from around the Social Science 4th graders report announced that world.  become historians, students who use BrainPOP recreating colonial life “experience substantial Music composition in the through journal entries, growth” in comparison to math curriculum, a unique using ePals SchoolBlog™.  students who don’t use this way to teach the subject, Through the same service in m u l t i m e d i a p r o d u c t .  allows students to the science curriculum, 5th BrainPOP educators is a free collaborate and learn in a graders keep blogs s u b s c r i p t i o n s er vice, a global environment.  Four of describing their science teacher community in which the six 3 rd – 5 th grade experiments and projects, members exchange ideas mathematical concepts have the steps they take to arrive and best practices, as well as a direct correlation to music at their finish line, and the retrieve free lesson plans, (numbers and number sense, obstacles they meet along video tutorials, professional computation and estimation, the way.  Some activities are development and probability and statistics, culminated with presentation tools.  and patterns, functions and videoconferences with algebra).  At the end of each NASA (  Another web 2.0 project is unit students compose beats Having to record a school podcasting.  Students create and melodies through Finale activity and receiving podcasts about their favorite NotePad ( responses from an books and post them on notepad), and then present international audience as their school web site. During their products to an well as experts in the field, book selection time in the continued on page 13 innovative learning • page 12
  13. 13. library, students, through live simulation conducted I n o u r 2 1st C e n t u r y posted podcasts, get advice via the Internet.   Through classrooms, where from peers about what this e-mission students work communication is essential books to read.  Podcasting as scientists on crisis teams, in the learning process, web has been a great tool to not analyzing authentic data and 2.0 applications and only encourage reading but responding to a hurricane/ distance learning to also link kids with other volcano disaster that possibilities offer exciting students in the school who actually occurred in 1996 environments in which have similar reading on the Caribbean island of children thrive.  These tools interests.  With basic Montserrat. present an effective way to recording tools (computer, get today’s generation of microphone, and editing learners connected with software such as the free Th e I n 2 B o o k s p r o g ra m students and adults Audacity), students’ ( is throughout the school messages could reach a another effective web 2.0 building, in the community, global community that is tool.   3rd-5th grade teachers and around the world. Try otherwise inaccessible.  use supplemental materials using a new web 2.0 tool or from In2Books, email and today and tear down those are good videoconferencing to classroom walls – your online places to host support learning strategies.  students and community will students’ podcasts. Students read different types be very glad you did! of text (fiction, folktales, An exciting way to teach biography, and informational ________________________ science and math is through nonfiction), and record simulations conducted by passages that spark ideas, Adina Popa is a Technology the Challenger Learning interests, or encourage Resource Teacher at Steuart Center (  E- personal connections. Weller Elementary missions are simulated, Children are then paired up in Ashburn, VA.  She may be problem-based learning with adult mentors, who are contacted at adventures performed via carefully screened, and distance learning.  Through together discus the assigned or its website, Challenger text via email exchanges.  @adinapopa (twitter) Learning Center offers lesson Meeting asynchronously and materials aligned with eliminates time and space state and national standards, limitations.  Furthermore, Michele Rzewski Copeland technical and teacher communicating in writing is a Librarian at Potowmack support, and the ‘live event’ allows parties to compose Elementary in connection with the Mission meaningful and correctly Sterling, VA.   She may be Control Distance Learning expressed messages, thus contacted at Booth.  An example of the taking away the pressure michele.rzewskicopeland@l activities offered is accompanied by immediate “Operation Montserrat,” a verbal responses.  NASA-approved two-hour innovative learning • page 13
  14. 14. Second Life – A Technological Simulation for Bringing Global Perspectives of Social Justice and Human Rights to Every Classroom Submitted by Maryanne Maisano, Ph.D. A TECHNOLOGICAL Second Life at the a n d i n t e ra c t w i t h PERSPECTIVE FOR PRE- University colleagues SERVICE AND IN-SERVICE Virtual Classroom TEACHER PREPARATION  In 2008, one of the authors Development of this paper initiated a For generations, desks and Second Life component to SL allows the teacher, as chalkboards have been the the teacher training program. well as the students, to centerpiece of the While adhering to the in- continuously “modify the classroom, with a teacher as place curriculum and classroom.” While most the expositor of information conceptual framework for c l a s s r o o m s t o d ay h ave to [hopefully] attentive this course, she explored the desks, chairs, only a few students.  And while that possibilities of using SL with classrooms are set up as image still persists for those her students.  As this laboratories of learning.  In of us beyond the childhood component was developed, an SL scenario, students can years, the new generations many significant principles set up virtual environments of learners will gradually of learning (Vygotsky, 1978, of cities, countrysides, find such an image quaint Gardner, 1983, Marzano, museums, wildlife settings or and archaic.  Because, Pickering, Pollock, 2001, whatever is related to the already there is a “second Strong, Silver, Perini, 2001) curriculum.  By creating life”  poised to enrich the became available to all the these simulated settings, current physical classroom, participants, principles that teachers and students are beginning with a Virtual were previously unavailable involved in active research World called Second Life. in a “regular” classroom.  from the Internet and other We merge SL with the media which they can then With SL, already a virtual following for teacher present to colleagues or reality, the author of this preparation: classmates for true sharing paper will present the and discussion.  Through this current possibilities and • Virtual Classroom simulation, the teacher advantages of connecting Development which guides the students in a true traditional classroom can be modified cross-cultural model for preparation of pre-service c o n t i n u o u s l y, a s individualization of teachers and in-service required, for specific instruction (Maisano, 2004). preparation with the subject area learning expansive opportunities for and attention to Subject Area Learning & classroom instruction individualized needs Individualized Needs provided by this technology • P ra c t i c e Te a ch i n g Through Virtual Classroom format which is part of the Simulations and Role- system known as immersive Playing allowing • “Planet earth is learning. every pre-service inhabited by all kinds student to participate of people who have continued on page 15 innovative learning • page 14
  15. 15. all kinds of minds.  “Characteristics of Futuristic which the authors The brain of each Education” 270-281, much emphasize is predictive of human is unique.  of which they have said is not only success in school, Some minds are wired not only relevant, but still but success on the job and to create symphonies needs to occur.  They begin in life (Pulliam and Van and sonnets, while with the axiom that Patten 274). And interacting others are fitted out to “Education is more than cooperatively encompasses build bridges, training”. The true purpose the qualities cited by Pink.  highways, and of education, they state, In an SL setting, pre-service computers… (Levine, “requires an environment in teachers can be involved in 2002. 1) which students are not asked all or most of these questions for which the simulation activities. This opening statement in A answers are known”, but Mind at a Time, while which develop the “ability to _______________________ undoubtedly reasonable to solve problems and most educators, rarely serves communicate in a Dr. Maryanne Maisano, … as the basis for subject area meaningful way” (272).   The aka DrM Magic currently an i n s t r u c t i o n i n s ch o o l s .  classroom is a limited setting Assistant Professor serving in Standardized tests and even for pre-service teachers to the Department of standards drive the practice teaching Professional Education at curriculum, setting goals that simulations and to role-play University of North Carolina all children must achieve if not only the teacher, but the at Pembroke, strives to make the school or schools are to learners.  The teacher who a positive impact, focusing be deemed successful.   And lectures can only hope that on implementing and even though Levine states the “wisdom and sustaining educational that “tragic results are seen knowledge” emanating from change in the lives of her when we misconstrue and the lecture reaches and students. She brings a history possibly even misuse a interacts with the brain of of educational involvement child’s kind of mind,” (2), the learner.   in both public and private competitive testing, pacing education, from being a guides, and grade level Fi n a l l y, S L p r e - s e r v i c e classroom teacher to requirement  often take teacher preparation is creating her own private precedence over the needs designed by its structure to school dedicated to the of the individual child’s foster and promote principles of diversity, social mind (Maisano, 2004). continuous interactions and justice, and community r o l e - p l ay i n g , b a s e d o n participation.   Dr. M is Practice Te a c h i n g solving problems that currently involved in Simulations confront learners and research using Immersive learning, stretching their World Technology in both   SL gives every participant minds to be disciplined, online and face-to-face student multiple synthesizing, creating, classes to facilitate opportunities to participate respectful, and ethical.  instruction as well as and interact with colleagues.    Every participant in a SL professional development In the History of Education setting must interact teacher training seminars in America, published in c o o p e r a t i v e l y, ( n o t and workshops.   1994, the authors Pulliam competitively) a behavior and Van Patten  wrote of the innovative learning • page 15
  16. 16. What is Your Favorite Web 2.0 Tool? saved as .jpg into 30-second free Blackboard as teachers enjoy videos set to royalty free music in using the discussion board, digital 10-15 minutes. It is fast, dropbox, and some teachers even evocative, makes my work look embed .swf files of their narrated great, and embeds easily on my lecture slides. If material is blog with a click of a button and available before class meets that a paste command. Cynthia may prepares students, then class time be contacted at is more efficiently used for problem solving, individualization and enrichment. Kathleen McClaskey of EdTech Nancy may be contacted at Associates (Amherst, NH) integrates Awesome Highlighter. By placing it on your FireFox Terry Kaminski of Cold Lake HS toolbar, it highlights key notes in (Cold Lake, AB) uses Blogger to Barbara De Santis from Sayreville web pages, extract notes, create a write a blog called the Public Schools (Sayreville, NJ) short url, share or save. Awesome "Transformed Educator" It allows uses Animoto to allow teachers to Highlighter can be used as a web me to publish the details of what I share classroom activities (think note taking or reading am doing to integrate technology of a video newsletter) and to comprehension tool. It certainly into my HS math classroom.    allow students to create projects can save thousands of trees with a to demonstrate understanding. Randy Rodgers of Birdville ISD digital note taking environment. Animoto is easy to use, creative, (Haltom City, TX) uses Blogger, Kathleen may be contacted at student friendly, and can be, and Wallwisher to adapted for many grade levels produce a student-created online and content areas. You can also newspaper at Haltom Middle email the link or embed the School. Students use Wallwisher video. Barbara may be contacted to brainstorm story ideas, a t and student email to submit barbara.desantis@sayrevillek12.n stories, and Blogger to publish et their final product. Randy may be contacted at Matt Gehrett from Fresno Pacific University (Fresno, CA) utilizes Animoto to quickly produce Candace Hackett Shively of awesome unique videos using, part of The photos, video clips and a wide Samantha Reid of Tulsa Public Source for Learning, (Reston, VA) array of popular music. He finds Schools (Tulsa, OK) enjoys enjoys lets us this tool to be user friendly and With many visualize ideas in a concept map, powerful at the same time. It is an different applications with this return to it over and over, effective tool for student one website, from creating allowing others to make changes, presentations. Matt may be puzzles, motivation posters, and embed the results or share by contacted at magazine covers, movie posters, URL. users can revisit, and many many more. No matter change, color code, and "see" what I am creating, there is a tool connections. Visual thinkers of all Cynthia Calongne from Colorado on! (and ages can share their visions very Technical University (Colorado students love it too!!)    easily within other web pages.   Springs, CO) integrates Animoto as it enflames the imagination as Nancy Witick of Oak Ridge High it transforms images and slides School (Oak Ridge, TN) utilizes innovative learning • page 16
  17. 17. everywhere and also share them content management system with with others. It also always has tags thousands of plug-ins available. It where I can personalize the tags i s e s s e n t i a l l y a We b 2 . 0 to get my own or use it as a construction kit. My students use search engine of what others have Drupal to blog and to work found. I can annotate a site to collaboratively on creating wiki have an overview, travel between books. We also use Drupal for our computers and share with friends. department web presence. Doug Maryjane may be contacted at may be contacted at Nancy Witick of Oak Ridge High School (Oak Ridge, TN) promotes Shabbi Luthra from American Cell Phones in World language School of Bombay (Mumbai, classes. Students are using their India) enjoys Diigo a social cell phones in class to practice bookmarking site to annotate and conversation skills in the target share sites. This tool allows teams language. Since most students of educators to share sites and have cell phones, it bridges the build a community of learners. availability gap. It is a natural Shabbi may be contacted at extension of the way students already use technology for learning. Nancy may be contacted Alice Schmitz of SET Connections at Clarena Renfrow from Fair Haven (Illinois) uses Doris (http:// Union High School (Fair Haven, to organize, Vermont) utilizes Edu 2.0 to prioritize and group tasks. Better create an on-line learning than Outlook in that it is environment for both public accessible anywhere I can get to school students and college the Internet. Plus, the very visible students. This web tool is user groupings help me organize my friendly and enjoyable for both days. Alice may be contacted at teachers and students. It allows the teacher to upload lessons, assignments and resources. Michael Taylor from International Clarena may be contacted at School of Amsterdam (Amsterdam, Netherlands) uses Ellen Afromsky from SMART DropBox. By downloading Technologies (New York, NY) Lynn Hughes from The Miquon DropBox onto your machine/s School (Conshohocken, PA) uses values delicious. As it allows the you can access, store and sync user to save bookmarks online so Edublogs. Students post their files wherever and whenever. You author study notes, comment on they may be accessed at any time, can also share files with whether your computer is with classmates' notes, love being collegues/ family/ friends without "real" online. We're planning to you or not. Wherever I am I can clogging up your email. (No I am access my extensive collection of do more -- this was our maiden not receiving cash for comment.) effort. Kids feel more committed, bookmarks; and when I save them Cloud storage, cross format, I can tag them with my own more in control as they choose access to files wherever you have and modify their blog theme, love keywords so that I may gather Internet connection. Makes it them in sub-categories that are to write for a wider audience than easier to sync versions of files at just their teacher. Lynn may be useful to me. Ellen may be different locations. Easier to share contacted at contacted at and/or transport images. Michael may be contacted at Mark Nichols from Loudoun County Public Schools (Ashburn, Maryjane Finne from Rahway High School (Rahway, NJ) uses Virginia) utilizes EduBlogs to Doug Holton of Utah State provide school administrators delicious. Delicious lets me take U n ive r s i t y L o g a n , U T u s e s my bookmarks with me with an easy avenue for Drupal. Drupal is a open source innovative learning • page 17
  18. 18. disseminating information document as they can work that use creative commons surrounding instructional and together on a document and see l i c e n s e . N o t o n l y a r e yo u assistive technology updates and changes as they occur. Chuck respecting copyright by using providing professional may be contacted at Flickr's creative commons search, development on these resources but you are able to sort your within Loudoun. Administration results by "Most Interesting" to of the blog is very easy and a Bea Cantor of Goochland County find the best photos available... wide variety of plug-ins and Public Schools (Goochland, VA) for free! Bill may be contacted at widgets exist to provide a rich loves Etherpad.  Etherpad lets multi-modal avenue for many people collaborate on a interacting with the content. Mark single document simultaneously. may be contacted at It was recently acquired by Google. Etherpad does not require registration. All anyone Teresa Ilgunas of Lennox Middle needs to have in order to joint- School & Loyola Marymount edit your document is the URL. University (Lennox & Los Angeles, There is an attached chat window CA) integrates Edublogs. Tech so collaborators can students use blogs to display communicate about the edits they projects (Flash, Animoto), share are making. All versions are opinions, and results of research. stored. When the document is Linda Dougherty of Northwest R-I Language Arts students write and done, users can download the Schools (House Springs, MO) embed other Web 2.0 tools. file.    shares Glogster  with high school Students are proud of their teachers across the curriculum: websites and motivated to edit Kel Hatahway from Canberra Psychology, Aerobic Training, since classmates read, leave CEO Australia uses Etherpad. American History, Current Events, comments on their blog. Teacher Etherpad allows real time Pop Culture, World History, uses a blog as class website. c o l l a b o ra t i o n o n t h e s a m e German Language, and Art Teresa may be contacted at document with changes instantly Fundamentals. Glogster has been viewable by all users. Best way to easy to implement, teachers have collate responses or to work control over student accounts, B o n n i e B ra c e y - S u t t o n f r o m collaboratively on a whole and the students themselves enjoy Emaginos (Haymarket, Virginia) document or sections of a the graphic medium which uses emerging technologies to document. Love the real time replaces powerpoint talk about the next level of interaction. Kel may be contacted presentations. Linda may be technology supercomputing. at contacted at Facebook is in the cloud and I c a n r e a ch o t h e r s t o s h a r e information for deeper thinking Lynn Reedy from Stafford Public and learning in the participatory Schools (Stafford, CT) integrates culture. I like to use this because I GoAnimate which is an animated am not just sending out messages comic strip creator where you can but involved in networking and add your own images, voice, and sharing, and receiving. Bonnie music to make a unique may be contacted at multimedia project. Great for student projects, recreate a scene from a book, tell a story. Lynn Chuck Holland from Blythewood may be contacted at High School (Blythewood, SC) uses Etherpad which is a collaborative tool that allows Bill Selak of Azusa Pacific Skip Zalneraitis from Pioneer multiple people to simultaneously University (Los Angeles, CA) loves Va l l e y R e g i o n a l S ch o o l edit a document. This is a great Flickr. The advanced search (Northfield, MA) uses Google tool for student collaboration on a allows you to search for photos Apps which is a suite of online innovative learning • page 18
  19. 19. apps that maintain your data in Google Apps for Education Google Docs to collaborative 'The Cloud'. The learning curve Email, Wikis, Calendars, preservice/inservice projects for using them is virtually flat. collaboration, everything, is right easy, intuitive, truly collaborative Skip may be contacted at there. Jeff may be contacted at - there is no hierarchy of user z a l n e ra i t i s s @ p i o n e e r va l l e y. once you are in a document. Marilyn may be contacted at Rosemary Wagoner of Kate Deb Reynolds of Stevens High Collins Middle School School Rapid City, SD uses (Waynesboro, VA) uses  Google Wendy Liska from School District Google Apps in her advanced Docs  which allow users with of Waukesha (Waukesha, WI) Information, Communications Google accounts to share word uses Google Docs which offers and Technology class. She also processing, spreadsheet, and word processing, spreadsheets, uses the Gmail, IM, Calendar, presentation documents. form/survey creation and Google Docs, Spreadsheets, Sites Rosemary works primarily with presentation tools. All are and Web pages. The digital teachers on how to integrate ava i l a b l e o n l i n e f r o m a ny natives may be techno-savvy, but technology and the tool she internet connected computer. only to those items they use. The enjoys using and getting them to Google Docs provides the ability natives need to experience other use is Google Docs. We use it for to share these documents with areas. Deb may be contacted at several items to help the teachers others so you may have multiple interact with each other. It has editors or reviewers of the work. caught on more this year and I'm Google Docs allows valuable Ryan Semans from Tierney very proud of how they're using collaboration with others without Brothers, Inc. (Minneapolis, MN) it. Rosemary may be contacted at a need to be face-to-face. The integrates Google Apps which forms tool allows me to quickly creates and environment for and inexpensively determine content creation, Gerald Ardito of Pierre Van needs and wishes of my staff. c o l l a b o r a t i o n , a n d Cortlandt Middle School (Croton When using it with students I've communication inside and on Hudson, NY) enjoys Google found great power in the time to outside of the physical Docs and loves being able to formulate ideas and collaborate classroom. Ryan may be work on documents of all types to create a better product. Wendy contacted at from any computer. Creation, may be contacted at Publishing, Sharing, Embedding, m Collaborating. Gerald may be contacted at K ay C o n n e r s f r o m Au b u r n Valerie Becker from West Tisbury Middle School (Warrenton, VA) School (West Tisbury, MA) enjoys utilizes Google Docs.  Google and integrates Google Apps Anita Harris of Sussex County Docs is a free online tool for which allows students and staff Public Schools (Sussex, Virginia) document sharing. It has a to: work anywhere at anytime, utilizes Google Docs which calendar for organizing, and comment, correct, collaborate offers users online docs, other project tools. It takes and share. We use Google Apps spreadsheets and presentations learning to a new level. Google across all subject areas. that can be created, uploaded, Docs is used for student imported, converted or exported collaboration, study, writing, and Alan Brown from Cedar Fork from or into other formats. I am group projects. It has been a Elementary (Morrisville, NC) "google-eyed" for Google Docs great motivator with students utilizes Google Apps for online and use them every day! Great because they can work anytime word processing, spreadsheets, for meeting notes for immediate and with anyone. It breaks down presentations, calendars, video sharing and collaborating. Anita barriers and gives all students a sharing. Free, easy to use, up-to- may be contacted at voice. Kay may be contacted at date. Jeff Cohen of The Red Oaks Marilyn Ault of University of Michelle Hapich from Ambridge School (Morristown, NJ) utilizes Kansas Lawrence, Kansas applies Area High School (Ambridge, PA) innovative learning • page 19
  20. 20. daily uses  Google Docs and to use and to transition into downside is that it is not available wikis. On our district wiki, we "working" components. Karen to everyone. But when it have links to Google Docs for may be contacted at out. So far, I like that computer lab sign ups. Class karen_finter@westiron.monroe.ed Google Wave integrates features wikis and Google Docs to u of several types of programs: e- collaborate are also indispensible! mail, social networking, word They allow both teachers and Tia Simmons of Prince George's processing. It is collaborative and students to find and share County Public Schools (Upper interactive. There are small information from a central Marlboro, MD) uses Google Sites.  applications that can be used to l o c a t i o n . M i ch e l l e m ay b e Google Sites is a free web page plan trips, organize projects, take contacted at builder by Google.   You can notes by a select group of people create pages for/from training who are on a "wave" together. It sessions to share additional has a lot of potential. Judy may be Jerry Lester of Plainfield Academy information with participants.   contacted at for the Arts and Advanced Studies (Plainfield, NJ) utilizes Google Dr. Mary Waker from Wayne State Docs, Flickr, and VoiceThread. As University (Detroit, MI) a technology educator, I use uses  Google Sites. This tool Google Docs as a classroom blog, creates professional looking bulletin board for assignments websites online with no and classroom file sharing. I use knowledge of HTML. If you're Google Docs because of the large looking for a way to publish memory storage space and the content online without a huge security.   commitment of time, this tool is perfect. Great tool for teachers! David McCarthy of University of Mary may be contacted at Minnesota Duluth (Duluth, MN) uses Google Docs, wikis, and blogs. I use these tools to have Carl Lyman of Utah State Office David Huston from Laurel School students work on group projects of Education (Salt Lake City, UT) (Cleveland, OH) utilizes iCyte. (2-3/group). I also have all utilizes many Google tools iCyte is a very easy to use social students in the course use the (Forms, Sites, Docs, photos) to bookmarking tool; that works tools to create a large written collaborate with Information with your browser to save, tag, project with about 25 subtopics. Technology teachers & students, annotate, collaborate, embed, Finally, I use to blogs for by making it easy to publish and share links with others. Easy, additional discussion on course lessons, surveys, signups, simple, elegant. I can store, topics. Students can work contests, projects, etc. (See http:// collaborate, and share links with cooperatively at remote locations Google tools are others very easily and quickly. when they have access time to do wonderful because of the ease of David may be contacted at so. David may be contacted at use with any Internet connection and everything can be collaborated and shared. Carl Jenna Cestone from SUHSD Karen Finter of West Irondequoit may be contacted at carl.lyman at ( B e l m o n t , CA ) i n t e g ra t e s Te a c h i n g L e a r n i n g C e n t e r iPod  Touch Apps - Animoto, (Rochester, NY) integrates Google Stickes, Dragon Translator. I use F o r m s  ( a p a r t o f G o o g l e Judy Hoffman of Stephen S. Wise so many tools in class, I guess D o c s ) .  T h i s l i t t l e s u r v e y Elementary School (Los Angeles, because I have Macbooks and an instrument has been invaluable to CA) uses Google Wave. I have just iPod Touch lab, as well as SMART collect data regarding the needs started using Google Wave (in Boards. I use Google Docs, and of our faculty relative to beta) as a planning tool for school Google Reader and almost every Professional Development and projects. The upside is the tool available to me on Google in study group interests. It is so easy simultaneous editing ability, the class. Since I am a virtual class innovative learning • page 20
  21. 21. Program Developer, I am always same company, they are terrific. learning process. Wendy may be looking for free tools to use. I get Easy, convenient.   contacted at this from many sites like Edutopia, NPR, etc. It's easy and free. The key is developing intuitive tools Hadley Ferguson of Springside wit a wide range of applications. S c h o o l ( P h i l a d e l p h i a , PA ) Jenna may be contacted at appreciates Ning. Ning allows me to create a multi-page website that includes personal pages for each student, blogs, chats, forums, and groups. It allows my students to collaborate: sharing research, editing, commenting and posting links. They grow and Joquetta Johnson from Milford learn together. Hadley may be Mill Academy Baltimore, MD contacted at utilzes LiveBinders. Livebinders is an online 3-ring binder that Judy Kroboth from Chestnut Hill allows you to gather and share Andrew Wheelock of Erie 1 College (Philadelphia, PA) utilizes websites, files, and documents. As BOCES WNYRIC (Buffalo, NY) Jing. Jing allows users to snap a a library media specialist, it utilizes Ning. I use Ning to picture of their screen, create a allows me to provide my students, collaborate and share technology video of on screen action, and teachers, and other learners 24/7 and education ideas. Ning share immediately on the web or access to quality resources. networks allow for through email. Jing also allows Joquetta may be contacted at communication in a variety of you to add tools for emphasis. ways from files-sharing, This is a fabulous tool to help m u l t i m e d i a , t e x t , a n d ch a t . struggling students review specific Andrew may be contacted at tools in Office Applications, especially if they are absent from the course. Judy may be Greg Farley from Matawan- contacted at A b e r d e e n R e g i o n a l S ch o o l District (New Jersey) utilizes as a component of a Leigh Zeitz of University of Virtual Learning Community. Northern Iowa (Cedar Falls, Iowa) Ning is a part of our After School uses Jing. Jing is a free screen Wendy Drexler of University of Teacher Academy and is used to capture/casting program that will Florida (St. Petersburg, FL) uses share ideas and lessons. Ning is capture up to 5 minutes of screen NetVibes and Symbaloo to easy to navigate and provides activity. It stores the files on their construct professional learning busy educators with a way to server for your access. Jing is free, communities and personal share lessons and projects with easy and quite useful for those learning environments for her the entire district without the times that you want to show students to explore inquiry hassle of meeting in a classroom. someone how to do something learning. NetVibes and Symbaloo Our teachers have embraced instead of creating written use API widgets to create personal Ning and our virtual community directions.   pages. They are great tools for i s t h r iv i n g w i t h i d e a s a n d organizing content. Both are very resources. Greg may be contacted Donna Murdoch from Villanova at easy to use and highly University (Villanova, PA) enjoys, customizable. They support my uses, and integrates Jing and Cheryl Capozzoli of Capital Area research on Personal Learning Snagit. Jing is a great presentation Intermediate Unit (Enola, PA) Environments and provide an tool to make recordings of what is utilizes Notaland (Nota). Nota option for students of all ages to on the screen. Snagit capture allows users to create notebooks contribute and/or control the pictures or screenshots for use in pages full of interactive content. other applications. Both from the Once the pages are created, they innovative learning • page 21
  22. 22. can be easily embedded for and images into a blog. Picasa is l e a r n i n g ! D a r l e n e m ay b e viewer comments and more. Nota an easy tool for students to share contacted at is one of the easiest tools to use movies and photos through their when creating online note pages blogs. Lynn may be contacted at intended for audience reactions Corey J. Peloquin of Techno Savvy and comments. A simple and Teacher Educational Consultants powerful learning tool. Cheryl Ouida Myers from North Carolina (Tampa, FL) uses Poll Everywhere Capozzoli may be contacted at Department of Public Instruction which allows the teacher an (Raleigh, NC) loves Plurk. Plurk is opportunity to gain instant a microblogging social media tool feedback through multiple choice that utilizes a time line with or open ended response from edible themes or backgrounds. A students via cell phone text user may post or respond to message for free! Don't spend comments, questions, links, hundreds of dollars on clicker images, and videos. I consider devices when nearly all middle Plurk as my Professional Learning school students have cell phones Community for instructional and text regularly. Use the technology. Many of my "plurk technology they have! Corey may buddies" are people who provide be contacted at professional development to k-12 corey.Peloquin@technosavvyteac educators in the US, Australia, Roberta of Boulder (Billings, MT) New Zealand, and South Africa. enjoys PBworks. I use PBworks We all speak the same language: for students to share information Learning. Plurk is a great network and work on research projects. It f o r s h a r i n g wh a t wo r k s i n allows for student accounts to be instructional technology. It also set up so students can log in provides a supportive network for without having an e-mail address. day-to-day occurrences like It also allows for students to give birthdays, illness, encouragement. each other constructive feedback. A fun part of Plurk is karma, Roberta may be contacted at points that you get for posting and responding. As your karma rises, new animated icons become Sally Garza of Lawrence School - Erik Brillon of University of available for inclusion into posts. Upper (Sagamore Hills, Ohio) Bridgeport (Bridgeport, CT) Ouida may be contacted at teaches with Saywire. Saywire is intergrates PBworks. A PBWworks an online collaboration and wiki allows you to place specific communication suite of tools content, limit the content to such as eNoting, blogging, wiki, specific people, and allow them Darlene Westinghouse of Ulster threads, chatting, publishing and editing options. Erik may be BOCES (New Paltz, New York) shared calendaring. It provides a contacted at enjoys Poll Everywhere. This is a safe, contained environment for great tool to get feedback from staff and students to communicate your audience or class without with each other that can be Lynn Lester from Clarke College using expensive clickers. Just set it monitored, which is also easy to (Dubuque, IA) integrates Picasa. up on the website and have use. Sally Garza may be Picasa is a tool for uploading students text in their answers. It contacted at photographs and storing them on utilizes many features and has the Picasa site. The Picasa instant feedback, charts, etc. software lets you organize, edit, ( Sandra Wozniak from Mt. Olive and upload your photos in quick, It is a great tool for instant data Middle School (Mt. Olive, NJ) easy steps. Picasa Web Album feedback from your class. It u t i l i z e s S CA N . S c a n i s a provides one GB of free storage facilitates data-driven decision collaborative tool featured on the that makes sharing your photos a making and understanding website, The snap. One can make photos into without a cost. It is mobile website offers scenarios based on a movie as well as upload movies current topics and historical innovative learning • page 22