Session+Descriptions

= Session Descriptions = This page contains an alphabetical listing of all the concurrent sessions and includes links to the presentation page. toc

This session will introduce the attendee with the many Web 2.0 sites that exist to allow for creativity and exploration by your students. Whether to create a rhythm, write a song, of just create music of a more abstract nature, you will discover Web 2.0 tools that will inspire your students as they discover the wonder and delight of the music world and the world of sound. ||
 * **Title** || **Day/Room** || **Description** ||
 * < ==**Augmented Reality The Educational Possibilities of an Emerging Technology**== ||  ||< In this presentation, attendees will get an overview of the present state of development of augmented reality applications and experiences. A basic technological description will be included, showing how augmented reality applications work. The presenter will also lead a discussion on the uses of the technology in an educational setting. A real example of how students developed an augmented reality application for iPhone and Android platforms will be described in detail, along with a collection of possible educational uses for augmented reality applications. ||
 * ==**Collaborations in the Music World**== ||  || This session will look at two collaboration efforts that are currently underway in the field of music. The Vermont MIDI Project is a longstanding collaboration forum for elementary and secondary level music, and Rock Our World is a more recent collaborative effort for educators from around the world. The presenter will also discuss his experience this year of a collaboration between his middle school classroom and a college classroom. We will also discuss and share what collaborations look like for educators today, and brainstorm ways to create collaborations for the classroom setting. ||
 * < ==**Creating Sticky and HEATed Lessons and Presentations**== ||  ||< Experience several ìstickyî teaching strategies and presentation techniques - explore the use of images to make connections and create context - incorporate music to set the mood, involve the senses to enrich the experience ñ all of which will enhance memory and engagement. Explore methods that encourage higher order thinking, are engaging and authentic, and use technology and Web 2.0 tools in essential ways. We will also discuss how to continue this discussion in a group in Keystone Commons. ||
 * < ==**Creating Student Sleuths-Online Primary Source Investigation**== ||  ||< Teaching with primary documents provides students with the opportunity to actively analyze, evaluate and reflect upon information. Participants will analyze photographs, historical documents, and audio and video recordings using elements from the National Archives and the Presidential Libraries vast free electronic resources. They will also begin to create a digital poster (its unique URL can be shared) on the Archives Digital Vaults website and learn how to create a ìGroupî in Keystone Commons to share, collaborate, and discuss them. ||
 * < ==**Dig into Diigo**== ||  ||< This session will focus on social bookmarking and web annotation with the resource Diigo.com. Participants will learn the basics of account creation, bookmarking, annotating (highlights & stickies), creating and bookmarking to groups and lists, and also how to form accounts and groups for students. We will also discuss best practices for use with teachers and students. ||
 * < ==**Digital Storytelling-Learning**== ||  ||< In this session, participants will take part in creating digital stories/learning. We will explore a variety of technology, some advanced and some simple, used for telling a story (digitally). This session will be hands on and geared to all grade levels and disciplines with an emphasis on higher order thinking. ||
 * < ==**Edmodo-Online classrooms made easy**== ||  ||< Edmodo is a fantastic online classroom platform for teachers who want an easy to use and manage resource. This presentation will give a brief overview of Edmodo with attendees using all of the various tools. Attendees will be encouraged to set up Edmodo classes for their own use. ||
 * < ==**Flip Video in your Classroom**== ||  ||< Ask a student to learn and repeat information and you'll get mixed results. Some will be able to repeat steps and describe dates, but many students have trouble with this. NOW: ask a student to demonstrate how something is done, or present to the class a topic, and nearly all students will remember the assignment long after the test. And isn't that what learning is about? With the use of a simple video camera, you can transform you students from reporters to creators of information. These simple "Flip Video" cameras make digital storytellers out of all your students, regardless of age or subject. This session is a hands-on session using Flip Video cameras. Participants will learn how to shoot, edit, and save movies. But more importantly, participants will learn how to write into their curriculum new ways of giving students control of their own learning. We'll look at several examples that earned the presenter a BestBuy Te@ch grant for alternative assessment in a classroom through student creation of "how to" videos. The use of instructional videos allows teachers to adapt the standards and assessment anchors from their curriculum and have their students demonstrate proficiency. Reading anchors like identifying main ideas and relevant details and summarizing text (R11.A.1.4, R11.A.1.5, R11.A.2.3, R11.A.2.4, R11.A.2.5 ) applies each time a teacher asks students to summarize a theme or concept using video. Turning a vocabulary lesson into videos describing the terms addresses the Reading assessment anchors which cover vocabulary (R11.A.2.1). Other standards taught by conventional means can be adapted in this "digital storytelling" model. NETS for Students standards addressed: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: c. use models and simulations to explore complex systems and issues. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. d. transfer current knowledge to learning of new technologies. NETS for Teachers Standards addressed: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSïS. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching ||
 * < ==**Geocaching with Students An educational field trip without leaving campus**== ||  ||< Like playing hide and seek? What if you could teach your core content at the same time? Geocaching is a fun way to get outside and move around looking for "buried treasure". How does that apply to the classroom? In this session you'll learn how to address multiple learning styles by combining physical activity with almost any subject area. We'll discover tried-and-true methods for enhancing instruction with technology, including sample lesson plans and hands-on activities. We'll go outside and see how a simple writing or mathematics or science lesson can be made more fun and interesting by classifying, analyzing, and formulating ideas taken from caches hidden around campus. Participants will get hands-on experience with a Garmin GPS receiver, several sample lesson plans/ideas, and information on where to borrow GPS receivers to try out in their own school. In addition to allowing teachers to meet the standards in their class, this session addresses Math Anchors MA.1 (demonstration of an understanding of number systems, in this case, decimal-formed latitude and longitude), MB.1 (demonstration of an understanding of measurable attributes of objects and figures, in this case, comparing latitude and longitude numbers to feet and miles); Science Anchors S11.A.2.2 (explain how technology tools are used to extend human abilities), S11.C.3.1 (Use the principles of motion and force to solve real-world challenges, in this case, learn how geosynchronous orbits and relative speed can be used to determine physical location). NETS for Students standards addressed: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: c. use models and simulations to explore complex systems and issues. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. d. transfer current knowledge to learning of new technologies. NETS for Teachers Standards addressed: 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSïS. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching ||
 * < ==**Go Green with Technology**== ||  ||< Tired of making endless copies for your students? Want to make your classroom more environmentally friendly? Come learn about online resources and strategies for the authentic integration of technology to not only save paper, but also time. We will explore Google Docs, Diigo, Wikispaces, Moodle, the Discovery Educator's Network and other Web 2.0 resources that, if integrated effectively, will result in less paper, more efficient teaching and increased student engagement. ||
 * < ==**iPad smyPad - What is all the hype and will it change Education**== ||  ||< iPad, SmyPad: What is all the hype about this oversized iPhone? Will it change education or is it just another technology fad? Come prepared to explore and discuss this exciting new device and how it could be used in education and the classroom. Bring your ideas and thoughts on this open discussion, as well as some exciting apps you might use now. An iPad, iPod Touch, and iPhone will be demonstrated as well as some apps I think are great for education. ||
 * < ==**iPods as a Classroom Computing System**== ||  ||< The New Brighton Area School District is using iPod Touches as a classroom computing platform that allows students to research, learn, create, and interact in a 21st Century learning environment. The presenter will discuss the issues faced in implementing the project and provide updates to the project's successes. The presentation will cover how the iPods are being used in class, the implementation process, how the project is being managed from a classroom standpoint, suggested activities, and how the students are receiving the new technology. ||
 * =Moodle (Tuesday)= ||  || Moodle is an open-source course management application. It allows the user to create a blended classroom or take it completely online. This session will be conducted on an introductory level to those that would like to create their own course. Topics explored will include the following modules within Moodle: creating authentic and differentiated assessments, discussion boards, chat rooms, wikis, blogs. ||
 * < ==**Moodle (Wednesday)**== ||  ||< In this session, participants will have the opportunity to see how Moodle can be integrated into the classroom without having a local Moodle server. Additionally, participants will see how​ various tools can be used in Moodle to aid with differentiated instruction, create collaborative learning opportunities, assessments, and encourage greater participation. ||
 * ==Online Research Tools: Concept Mapping and Citation Tools== ||  || Use bubbl.us or Webspiration to engage your students in online concept mapping as well as electronic citation tools to promote 21st Century skills for student researchers. ||
 * < ==**Perk Up Your Projects with Web 2.0**== ||  ||< Tired of assigning and receiving the same old boring Power Point presentations again and again? Come learn a whole host of new tools to spice up your studentsí projects. Explore and experiment with a variety of Web 2.0 tools including image creators, animated slide shows, talking avatars, digital scrapbooks, interactive timelines, logo generators, comic creators and more. sent projects and information. ||
 * < ==**Prezi Using Prezi to Create Dynamic Presentations**== ||  ||< Are you tired of the same old PowerPoint Presentations? Prezi is a great alternative to PowerPoint that allows you to create a simple dynamic visual presentation. Learn Prezi, teach your students and watch the excitement build with your students. We will also discuss the higher-order thinking skills that Prezi brings out within your classroom and how it flows in the LoTi and HEAT Models. ||
 * < ==**Providing Authenticity in the Classroom Through Collaboration with Community Institutions**== ||  ||< How can community institutions help teachers to provide authentic experiences for students? This presentation will outline three examples of community collaboration in a Social Studies classroom: A collaboration with the National Civil War Museum involving social media. A collaboration with the Hershey/Derry Township Historical Society (funded by a History Channel "Save Our History" Grant) involving WordPress development, data and document digitization, creation of 3D models of structures and artifacts, original student essays, and augmented reality smartphone apps. A collaboration with the House Divided Project at Dickinson College involving web design, WordPress development, Google Earth tours, and 3D models. Based on his experiences, the presenter will outline ideas and tips for involving community institutions in providing authentic connections for students. ||
 * < ==**Science 2-0 Where students generate and publish the content and everyone including the teacher learns more**== ||  ||< Students have embraced a new type of education where they search for their own answers, synthesize information from many sources, and publish their own ideas. Learn how online learning and student created digital media can be used to transform a science class into an active learning community. Participants will practice the techniques needed to create an online learning environment for their science class. ||
 * == Student Response Systems == ||  || Student Response Systems, commonly called SRS, are gaining popularity in the tech integrated classroom. In this session, participants will use the student responders and participate in their many different methods of their use, including polls/surveys, pulse, pop quiz, online testing, multiple-choice/numerical/true-false assessments, incorporation with Study Island, Discovery Education, BrainPop, etc. ||
 * < ==**The 21st Century Technology Integrator A Model for Technology Professional Development**== ||  ||< Many people believe that teachers make the worst audiences. However, few people have asked why teachers have acquired that reputation. We expect our teachers to differentiate instruction, provide hands-on learning experiences, and integrate technology to excite students and make learning meaningful. Perhaps teachers make the worst audiences because we do not follow those same best practices for staff development. Based on this theory, we designed and implemented a new staff development model titled ìPractice What You Preach.î Join us as we share our experiences implementing our differentiated, hands-on, staff development model. This session will highlight each of the 5 stages of the staff development model. To implement, a school, or district, must analyze, plan, practice, reflect, and respond (APPRR). This involves analyzing a Needs Assessment, improving communication, scaffolding, and differentiating sessions. It also includes encouraging hands-on opportunities that are meaningful and coordinated with the curriculum, and seeking teacher feedback to improve future sessions. As we discuss each stage, we will highlight specific tools and strategies required. Throughout the presentation, we will share evidence of how teachers and administrators are responding to the new model. ||
 * < ==**The All-You-Can-Learn Buffet Serving up lessons that meet the needs of everyone at the table**== ||  ||< Stop controlling portion size and let your students learn all they can when you serve up differentiated lessons that integrate the LoTi H.E.A.T. framework and 21st Century Learning skills. Participants will use free online resources to transform their current lessons into All-You-Can-Learn lessons that entice students with variety, choices, enriching opportunities and the freedom to engage in learning at many different levels. ||
 * ==Videoconferencing and Collaboration Creation== ||  || Learn all you need to begin to effectively use videoconferencing with your students. We will discuss and explore how to search for standard’s based videoconferences, what equipment is needed, how videoconferences are scheduled and why a videoconference may be the "best" way to teach a concept or lesson. We will also explore how one creates relevant online collaborations which may continue in a discussion group in //Keystone Commons//. ||
 * =VoiceThreads= ||  || VoiceThread is a free online application available at [|www.ed.voicethread.com]. The author of a VoiceThread will upload pictures or graphics onto a slideshow-type format. The author then has the ability to leave a comment or ask a question on that picture using either a microphone, webcam, text, phone or audio clip. In this introductory session, attendees will create their own VoiceThread accounts and create their own VoiceThread presentations. Attendees will also be asked to leave comments on each other’s VoiceThreads. ||
 * ==**Web_2.0_Language_Arts**== ||  || The Internet has many interactive, free tools that can be used to enhance Language Arts instruction across the grade levels. Participants will gain ideas on how to use Skype, Moodle, Wikis, and Google Apps in a way that will allow student learning to go beyond the walls of the classroom. The learning focus will be on infusing these tools seamlessly into instruction while focusing on best practice, PA State Standards, and curriculum integration. ||
 * ==**Web 2.0 Music**== ||  || Do you like music? Your students probably love music, and enjoy experimenting with the elements of melody, harmony and rhythm.

**Web 2.0 Show & Tell**
||  || Think about the traditional “show and tell” of Pre-K and primary level classrooms. Students can’t wait to bring in something, anything to show the class and tell about it. In this moment, the student has the spotlight to showcase something they have in front of the entire class. Show and tell, however, is not just for primary-aged children and is not just for within the confines of the classroom. All students need to have a moment in the spotlight as well, where they can showcase their academic successes. There are many “Show and Tell” websites that allow students to demonstrate what they have researched, wrote, photographed and/or videoed. These sites can be used independently or integrated into websites, wikis, and blogs and can be done independently or collaboratively. ||
 * < ==**Web 2.0 Tools for the 21st Century Student**== ||  ||< Web 2.0 offers educators tools such as RSS technology, newsfeeds and social bookmarking that are transforming the way information is gathered and shared in the 21st Century Classroom. As a component of the blogosphere and wiki environment, they are powerful technologies and an essential component of the educatorís toolbox in order to differentiate instruction and engaging our students in the teaching and learning process. This presentation will explore the potential of using sites such as Bloglines, Bloger, Glogster, Prezi, AuthorSTREAM, Photostory and various podcasts /emerging technologies to illustrate the value of instructing teachers and students by utilizing these type of resources. ||
 * =Web Literacy= ||  || As students spend more and more time using the Internet for research we need to guide them in developing exemplary search skills and methods of evaluating the information they find.

Bringing In The H.E.A.T.: __**H**__igher order thinking: Understanding and conducting meaningful web searches, decoding URLs, and validating web sites is essential for students to access quality information on the Internet. __**E**__ngaged learning: Students discriminate whether or not a web site is valid and should be used as a resource when solving problems or to create projects. __**A**__uthentic connections: Students use the material from the site in a way that is meaningful, whether it be to debate a topic, create a project, solve a problem, or etc. __**T**__echnology use: Students utilize the Internet to find the best possible learning resources. ||