Microsoft in Education Blog
We just wrapped-up the project exhibitions piece of the Partners in Learning 2011 U.S. Innovative Education Forum! 100 educators, representing 25 different states and nearly every K-12 grade level and subject (checkout the Photosynth of the exhibition here). And now they are off on Learning Excursions to historical and cultural landmarks around Seattle and then to a fun reception at the Space Needle. Whew!
We had a great live stream of Dr. John Medina’s “Brain Rules” keynote which was a lively and active discussion in the room and via #msftpil and we are looking forward to the same with Jane McGonigal tomorrow (see my previous post on how to tune in).
A few people have asked for a post of all of the projects – in one place – ask and TeachTec delivers Here it is, brief summaries of the amazing educators from the 2011 U.S. IEF!
ALASKA Jason Arthur, Highland Tech High School Project 1: Combat Fishin’! Students are exposed to multiple areas of technology and mathematics, including Excel, graphing calculators, and PowerPoint to learn how to analyze data and make predictions about the future based on available information. The students gather data from the Alaska Department of Fish and Game and use technology and reasoning to help determine optimal fishing times.
ALABAMA Donna Mackin, St. Paul’s Episcopal School Project 2: Microsoft Office vs. Google Docs To encourage exploration, critical thinking and analytic skill development students were asked to evaluate, discuss and defend opinions on various software programs used in their school. Specifically, students compared and contrasted Google documents with Microsoft Word, documenting their analysis in Microsoft Excel and then sharing their findings with the class.
Kelli Etheredge, St. Paul’s Episcopal School Project 3: What’s the Verdict? The Count of Monte Cristo Murder Trial 10th grade World Literature students used a shared Microsoft OneNote notebook, Office Web Apps and Windows Live SkyDrive to share information and prepare for a criminal trial of the character Edmond Dantès after reading the novel The Count of Monte Cristo. Students develop many 21st century skills including critical thinking, creative problem solving and collaboration to either prove or disprove the liability of Dantès.
Carrie Stuart, St. Paul’s Episcopal School Project 4: Viva La Cocina! Students are required to host their own cooking shows to demonstrate how to prepare a Spanish or Latin-American-inspired dish, which they prepared and shared with the class. The students demonstrated their knowledge using Microsoft Photo Story.
ARIZONA Shannon Nuckolls & Niki Hart, Sierra Verde STEM Academy Project 5: Kaleidoscope of Innovative Perspectives After taking on the role and point of view of different immigrants entering the United States during the Industrial Revolution Era, these 7th graders were tasked with compiling a multimedia scrapbook documenting their own life from their homeland to America. This cross curricular project immersed 7th grade social studies and language arts students with 21st century technology, such as Movie Make, Bing, and Publisher.
CALIFORNIA Kevin Crosby, Independence High School Project 6: Falcon Autistic Solar Team (FAST) The FAST team, works with higher-functioning students with autism to help peer-tutor other schools about how a solar panel takes radiant energy from the sun and converts it into electricity. The focus of the FAST team is to travel to other schools and teach their students about how solar energy works combining LEGO solar kits and presentation skills.
Suzanne Scotten & Olivia Conn, EV Cain STEM Charter School Project 7: The Heroes Project In the Heroes Project, students created a short documentary that highlights a “hero,” someone who has overcome adversity, or who has done something to “repair the world.” Depending on their technical skill level, students choose between using Photo Story, PowerPoint and/or Movie Maker to prepare a digital story to share with their peers and school community.
Angela Sveda, Ralston Middle School Project 8: Ecopoetry How can poetry protect the environment? “Ecopoetry” is a technologybased project that can be reproduced in a variety of classrooms to improve poetry curricula. In the project, students use technology to enhance their poetic skills in advocating for endangered species. First, student groups write poems (ballads, epics, sonnets, odes, lamentations, and dirges) about endangered species. Then, they work with Windows Movie Maker to translate their poems into movies with images, music, and voice recordings.
Nathan Manderfeld, Monroe Elementary School Project 9: iAM In this 4th and 5th grade project, students were exposed to careers and technology. They collaborated as they recognized the talents of their classmates, and became active participants in their own learning. They did everything from becoming engineers to creating and running their own small business. They stored their work in digital portfolios with an end goal to graduate 5th grade and proudly state, “iAM an architect, iAM an engineer, iAM a graphic artist, iAM an author, iAM an entrepreneur, iAM a 21st century learner, and iAM more than a test score!”
Corey Bess, Valley Middle School Project 10: Teacher Tweets Improve Student Performance The Teacher Tweets project aimed to determine whether the use of Twitter in an 8th grade science class would improve student performance. The data suggests the sample population who used Twitter performed significantly better on standardized tests and overall grades, compared to the sample that did not use Twitter. This research provides evidence of the power of social media and its effects on student performance.
Daphne Bradford, Crenshaw High School Project 11: Developing Digital Media Geniuses In Developing Digital Media Geniuses, Crenshaw High School Digital Media Team students use the skills they‘ve learned in digital photography and video production, to teach California State Dominguez Hills Osher Lifelong Learning Institute students (age 55+) how to make digital photo albums and movies. The primary goal of the Developing Digital Media Geniuses program is to allow students to use 21st Century skills such as communication, collaboration and creativity beyond the classroom.
Meg Omainsky, Henry M. Gunn High School Project 12: STEM Slam STEM Slam is an online video competition where students made zany and unexpected video demonstrations documenting how they use STEM skills in their lives. This project encourages students to drive their learning in a manner that is personally engaging and creative. People across the globe can vote online for their favorite videos. This project is a global celebration of STEM learning.
Margaret Noble & David Stahnke, High Tech High Project 13: Illuminated Mathematics Mathematics is mixed with multimedia to create video, sound, photography, and mixed media installations that explore mathrelated topics. Students selected topics and then brainstormed possible creative ways of expressing their research through digital art. Each student also completed a research paper on their topic and gave a PowerPoint pre-production presentation. Student choice and in-class critiques played a critical role.
Corinne Takara, Horace Cureton Elementary Project 14: You are Here: Street Banner Project Fifth grade students at Cureton Elementary and one 4th grade class at Hawaii Preparatory Academy in Waimea engaged in a workshop series exploring community identity and geometry through photography and digital pattern design. The synergy of art and technology which drives Silicon Valley was explored, and students actively experience the civic workings of their city as they create and submit public banner concepts.
Gwynn Moore & Shannon Wentworth, Aurora Public Schools Project 15: Digital Draftbooks Students create a paperless writing environment using Digital Draftbooks, Online Graphic Organizers, Blogs, Wikis, and Digital Storytelling to give students authentic purposes and audiences with no pencil sharpener needed. The ease of use helped reluctant writers, struggling readers, Special Education students, and second language learners find ways to be successful with writing.
Misty Jones, Sunset Elementary School Project 16: 3 Scoops The 3 Scoops project engages 5th grade students in the creation of an ice cream shop within the classroom to practice and learn about investments, profits and losses, and the management of money. Students used technology to research, survey, create advertising and price sheets, summarize profits and losses, and teach the basics of spending money to their kindergarten buddies.
Cheryl Arnett, Sunset Elementary School Project 17: Making Learning Real-Giving Kids a Voice The objective of this 2nd grade project was to engage children in meaningful learning by providing opportunities to explore real world topics gathered from a variety of people and resources. Students were encouraged to participate in service projects and create ways to share their learning with the world by using Photo Story, Movie Maker, Bing Maps and more. The children learned that even at a young age they could make a difference and have a voice in the world and their own future.
Amy Jones & Melany Neton, Sunset Elementary School Project 18: The Kindergarten Restaurant In trying to engage children and creatively prepare them for their future, these teachers implemented a Storypath into their curriculum. As full day kindergarten teachers, they have the gift of time to integrate purposeful play. Storypaths are an approach that originated in Scotland in an effort to create integrated curriculum. With the belief that stories help us all remember and make sense of our lives, the Storypath Approach believes that children learn best when they are active participants in their own learning.
Laura Voorhees, Hayden Valley Elementary Project 19: Diving into the Ocean In a small community in a rural Colorado mountain town, kindergartners develop a fascination for the underwater world. Sparking their curiosity and interest in sea animals provides them with a sparkle and a love for learning. Students are provided multiple opportunities to learn about sea creatures, and become experts, while they learn about an unfamiliar ecosystem. Reading, writing, and technology skills are enhanced, including grade-level appropriate use of Microsoft Word and an introduction to Skype.
Shelley Stetler, Adams 12 Five Star Schools Project 20: Inquiry Quest: An Inquiry–Based Technology Assessment The Inquiry Quest project is a six step, inquiry-based assessment which harnesses the power of the district’s 8th grade students’ ability to problem-solve, create, and communicate a persuasive message of their choosing through the production of a digital product. Using tools such as Microsoft’s Office suite, Photo Story and Movie Maker, students go from being passive consumers of knowledge to active and excited producers of knowledge.
CONNECTICUT Lisa Fenn & Laura McDonnell, Roaring Brook Elementary Project 21: Leap into Learning The Leap into Learning project allows students to experience the life cycle first hand as live tadpoles are raised and observed as they metamorphose into frogs. First graders were introduced to a Life Cycle web quest designed through PowerPoint, while tracking the tadpoles‘ life cycle in Excel, completing Life Cycle Centers, and a Multiple Intelligence Day focusing on learning the life cycle through a variety of intellectual modes.
FLORIDA Denise Spence, Dunbar High School Project 23: Student for Tomorrow’s Global IT Force Dunbar High School‘s Academy for Technology Excellence program is engaging 9th-12th grade students in developing the essential IT skills needed for today‘s 21st century workforce. Students in this program are being inspired to think beyond high school and to investigate creative ways to utilize technology. Students are able to learn the necessary IT skills and get industry certification that will make them highly marketable to both colleges and to the business world.
Suzanne Banas, South Miami Middle Community School Project 24: Exploring Climate Change Using the Eyes In the Sky Using NEO (NASA Earth Observations) satellite images and NIH Image to animate them, students explored various aspects of climate change and began to understand global issues in order to take environmental action. The overall outcome of the project is student-generated research culminating in multimedia presentations, in which students communicate in a professional and creative manner while being challenged to solve real-life environmental issues. This middle school project offered authentic learning opportunities and enabled the students to acquire skills in computer technology, instrument interfacing, as well as general problem solving and decision-making experience.
Louis Zulli Jr., Lakewood High School Project 25: Center for Advanced Technologies News and Information Portal (CATNIP) CATNIP is an ongoing project to create a school intranet that integrates campus communication, curriculum planning and facilities management into one site with students working in collaborative teams to develop this school-wide resource. This project uses a wide variety of technologies such as SharePoint Server 2010, SharePoint Designer 2010, Visual Studio 2010, InfoPath 2010 Expression Blend, and Silverlight.
GEORGIA Kristen Drake, Hightower Elementary School Project 26: Worksheetless Classroom Students utilize technology for instruction, practice, and assessment instead of relying on worksheets. The worksheetless classroom is one that effectively uses technology, providing interactive practice of skills. Assessments are online, and students receive specific, immediate feedback on performance. These elementary school children set and reach goals for reading fluency, comprehension, math fact fluency and monitor their own progress.
IDAHO Sean O’Brady, Sunrise Elementary School Project 27: Drama in the Classroom. Drama in the Classroom has children create teaching material. Students are outstanding teachers. They also learn material better if they are teaching or creating content specific teaching material. Drama in the Classroom is an attempt to actively engage learners in the learning process. Students work higher level thinking skills as they create PowerPoint presentations, animations, or movies to teach concepts. Curriculum can be tied to the local environment so learning happens in and out of the classroom. ILLINOIS Aaron Fay, Highland Park High School Project 28: The Flipped Classroom The “flipped” classroom is a flip on the traditional classroom. “Homework” will be completed in class with peers and teacher present to assist, but lectures that require focus are to be done as homework. Lectures are videotaped and edited to be less than 15 minutes and posted to a school video website. Students can access lectures through a homework portal as often as needed. Students unable to attend class can still be held accountable for course material but lose the benefit of completing work with peers.
Emily Richardson, Naperville North High School & Aubrey Ludwig, Langley High School Project 29: Condense, Synthesize, and Apply: Using 21st Century Technologies to Engage the 21st Century Learner Condense, Synthesize and Apply addresses the challenge of engaging students to develop and apply their knowledge critically and innovatively. This two-part project asks students to synthesize images, video, text, and music into a video presentation that showcases their unique interpretation of the play Death of a Salesman. Then, the project concludes with students applying these skills by creating a video that reveals their understanding of the American Experience as a whole. Students develop a working knowledge of Movie Maker.
INDIANA Don Wettrick, Franklin Community High School Project 30: Franklin Film Festival As part of the broadcast journalism class at Franklin High School, the seniors are responsible for the Franklin Film Festival. To more fully engage the students, they were asked to produce documentaries involving local stories and used a classic movie theater in town called the “Artcraft Theatre” to showcase the students‘ talent. The kids were inspired by talking with real movie producers and other documentary film makers and learned the basics of documentary writing structure.
LOUISIANA Karel Sloane-Boekbinder, Jefferson Performing Arts Society Project 31: Abstract Expression and the Science of Plant Cells Thirty students at C.F. Rowley Alternative in Louisiana‘s St. Bernard Parish recently participated in JPAS Cultural Crossroads‘ residency “Abstract Expression and the Science of Plant Cells.” Using abstract expressionism, SMART boards, the work of Joan Mitchell and Microsoft PowerPoint, students explored the Gulf oil disaster and its impact on their region‘s environment.
Margaret Simon, Jefferson Island Rd. and Center St. Elementary Project 32: Voices on the Gulf: Using Multimedia to Respond to the Deepwater Horizon Oil Spill Encouraging students to engage in work that has an authentic audience can increase engagement levels and commitment. Children used PowerPoint to create original pictures depicting the results of their research and to format a storyboard that ultimately became a Movie Maker project uploaded to the “Voices on the Gulf” site that aims to amplify the voices of residents impacted by the spill.
MASSACHUSETTS Saba Ghole, NuVu Studio Project 33: NuVu Studio: Winter 2010–2011 “Storytelling” Term Through the theme of “Storytelling,” high school students work in teams to investigate topics such as documentary filmmaking, dancing robotics, song production, interactive art, narrative photography, and mobile learning applications. Combining various technologies such as Movie Maker, Xbox, Bing, Skype, microcontrollers, sensors, 3D modeling software, and social media, students create stories to explore issues affecting people and communities globally, incorporating social, political, technological, and artistic perspectives.
Colleen Werner, Ipswich High School Project 34: Modeling with Microsoft Mathematics Students produce an image of a structure or scenario that can be modeled using a quadratic function. Using Microsoft Mathematics 4.0 and free geometry software, they find the equation of the quadratic function that fits the image and superimpose the graph of this function onto the original image.
Roni Gold, Rebecca M. Johnson School Project 35: The Rise-Up Project — A 21st Century Study Buddy at Your Finger Tips Our urban 5th grade classroom uses Windows mobile devices (aka “Study Buddies”) to transform teaching and learning for today‘s students and tomorrow‘s teachers. Students use Microsoft Office Mobile tools throughout the day in all content areas and participate in a web-based teaching residency where undergraduates in a teacher preparation program receive guidance as they mentor a 5th grader in reading over email and classroom visits.
MARYLAND Donna Thomas, Sherwood High School Project 36: Solving a Real World Problem with Game Design & Development Throughout the past few years, students have learned more about how to make a positive difference in others’ lives by designing and creating games. In this project, students are learning about and applying leading and bleeding edge technologies such as XNA/C#, Movie Maker and various Office programs to design and create games inside and outside the classroom. For this project, students created a game to assist in curriculum delivery to rising 9th graders that were not exposed to actual school property, because the school is closed for roofing repairs over the summer.
MICHIGAN John Prepolec, Bloomfield Hills Middle School Project 37: Quality for Kids Quality for Kids is designed to teach teachers and students the science, methods, and culture of quality for the enhancement of STEM education and college preparation. This project focuses on honing the skills to effectively apply the scientific method including detailed data analysis in Microsoft Excel. The students learn how cause and effect is the primary study in science and engineering and they experience the Scientific Method live.
Pauline Roberts, Birmingham Covington School Project 38: Engage – BCS! Engage is a school-wide 3rd to 8th grade program unique to Birmingham Covington School (BCS). Engage was conceived as BCS sought to reinvent itself to keep pace with the real-world skills that will be demanded of its students when they leave the school system. The overarching goal of Engage was to engage students in problem-based and project-based activities that integrated the four main elements of the enGauge 21st Century Skills: Digital Age Literacy, Inventive Thinking, Effective Communication, and High Productivity. It naturally embraces elements of science, educational technology, technology education, mathematics, and language arts.
Tasha Candela, Lake Shore High School Project 39: Electronic Portfolios: The Weebly Wonders of the Web This e-portfolio project transforms the traditional paper portfolios into electronic portfolios by using digital cameras, flash drives, a video camera, headsets, scanners and Microsoft Office. Students learn about career opportunities and career interests, gaining greater knowledge of technology, while creating a portfolio they can use for seeking employment. This project gives students a real-world use of technology which they can put to immediate use.
MISSOURI Mike Fitzgerald, Mary Institute and St. Louis Country Day School (MICDS) Project 40: MICDS Green Campus Project The objective of this Geography project was to have students explore, “How do our lives impact our geography.” Students were asked to form and present an original, creative, practical, and measurable solution to an environmental problem that they identified on the school campus, in the form of a 2-minute video. A call also went out to many partner schools around the world to send in “Green” contributions of all sorts, as well as teaming up with the MICDS 2nd grade, numerous international schools, and the McDonnell Academy for Global Energy and Environment Partnerships (MAGEEP) at Washington University in St. Louis.
NORTH CAROLINA Matthew Kelly, Independence High School Project 41: Espero [I hope}: presentational communication in Spanish through digital storytelling Advanced and intermediate students of Spanish explore digital storytelling as a medium for self- expression using the Spanish version of Microsoft Photo Story 3 and Microsoft Movie Maker. The assignment required students to speak, listen, read and write in the target language and introduced concepts of media literacy based on autobiographical narrative.
Shea Grisham, A.B. Combs Leadership Magnet Elementary Project 42: Earth’s Changing Surface: Human Impact In this project, 5th grade students research how dams and levees help humans in land development, but also impact the natural processes of erosion and deposition, as well as the surrounding ecosystems. Students create their own dams and levees to solve the following fictional scenario: You have found an amazing house to buy for a great price. The house sits in a low field in a great neighborhood. However, the house does have known water problems. Since you have moved in, you have noticed some flooding in the front yard. The house sits next to a large stream. How can you control the flooding before your house has any major damage?
NEW JERSEY Kim Leegan, Union Catholic High School Project 43: Adopt a Country The Adopt a Country project is a year-long World Studies project. Students select a country which they independently research throughout the year. In connection with the project, students keep a weekly journal about the country, as well as responses to guided questions. Students are encouraged to take global service action for certain country projects. A diverse set of technologies and skills are applied throughout the project including desktop publishing with Microsoft Publisher, PowerPoint, Word and Bing.
NEW YORK Vince Interrante, Mineola Middle School Project 45: Weather Investigation: A 21st Century Learning Approach. As part of a 1:1 computer pilot project, this class is able to use a combination of Microsoft Office 2010 with OneNote to collaborate and communicate with peers and adults in this project-based learning activity. The objective of this project is to have the students become adept at using 21st century learning technologies that will produce engaged students who take ownership of their own learning. Consequently, the role of the teacher naturally shifts to the facilitator of learning from the more traditional stand and deliver model.
Barbara Bonnani & Marcia Sterenbuch,Old Bethpage Elementary School Project 46: Celebrate the U.S.A. — RAPPING TO THE CENSUS This is a highly collaborative effort to get 2nd grade kids learning about the Census by pulling in music, technology and social studies. Students learn about the U.S. Census by studying questionnaires, gathering, graphing and interpreting data (from community and individual family responses), and creating written responses that will be used to address listening and speaking standards. Culminating activities will include a rap song containing all of the new information students acquire throughout the unit.
OHIO Robert Baker & Greg Martin, Cincinnati Country Day School Project 47: Shared Microsoft OneNote Applications: A Teaching and Learning Utopia Using Microsoft OneNote in a shared environment allows teachers to do more and better formative assessment by having a window into student work, anytime and anywhere. Students in courses as far ranging as 5th grade French and Upper School Physics are able to continue to work within the paper paradigm, placing everything from handwritten notes to audio/video clips they create in a notebook. This in turn can be shared with the classroom teacher and/or other students in the class, thus leading to more effective collaboration. The major goal was to create a school-wide environment in which the sharing of information was simple, effective, and flexible and enabled both creativity and productivity.
Milton Alan Turner, Saint Ignatius High School Project 48: French IV Video Projects: Les Téléjournaux (TV News Shows) et les Causeries (TV Talk Shows) Students research topics using authentic resources to produce television news videos, talk shows, and newspapers in French. This offers students an opportunity to direct their learning and the technology tools they wish to employ throughout the project.
Kacy Carter, Jackson Memorial Middle School Project 49: STOP – REVIEW Lock kids in a room and have them create a dynamic project that reviews critical content they have learned about our nation‘s history. Students are charged with the task of creating a stop-motion video that both informs and entertains the viewer, while demonstrating the class‘s understanding of the content learned. Students create storyboards, organize themselves into groups, decide on music and sound effects, and then film the video.
PENNSYLVANIA Laurence Goldberg & Shalon Doctor, Abington School District Project 50: What Would You Do with $100?!? Students decided what they would do if given $100. They engaged in discussions about money, resources and values, and selected the options of saving, spending, or giving their money away. Students worked collaboratively and engaged in debate and discussion in various heterogeneous and homogeneous small groups as well as other classes. Through discussions and personal reflections, students were able to come up with the ideas necessary to complete the task.
Melanie Wiscount, Palmyra Area High School Project 51: History Video Podcasts & QR Codes Students create a video podcast about an attraction, business, or organization of their choice within a 15-mile radius of the school. They research the history of their choice, plan the podcast (including media, prose and narration) develop a storyboard in Microsoft Word and then create their podcast using Movie Maker. The students then put on their marketing hats and generate a QR code for the “customers” of their chosen establishment, so people are able to access their video podcast on-demand for their PC or mobile device, while also including the podcasts in their class wiki.
Blair Mill, Hallowell Elementary Schools Project 52: Rock out on Rocks In Rock out on Rocks, students recognize that natural resources, in some shape, form, and limited amount, can be found in their state or country. Using an online mapping program, students research and find information related to the earth science content area, rocks. Students learn the basics of how to research necessary information, using a digital organizer. From this, they publish their research into a Microsoft Word document and create a letter to their parents/guardians discussing what they learned about their favorite rock, chosen from a selection of six Pennsylvania rocks.
Valerie Fasy & Diane Heitzenrater, Keith Valley Middle School Project 53: Find Your Future As part of the Financial Literacy/Career Exploration classes, 8th grade students are inspired to “find their future” by engaging in a series of activities related to career pathways of interest. Students use a variety of technologies including Microsoft Tag Reader, Microsoft Office and video conferencing to research and collaborate with others. The 21st Century skills incorporated in this project include problem solving, teamwork and communication.
Frank Machos, School of the Future Project 54: Music and Marketing as a Cultural and Consumer Influence Students explore the impact that music, surrounding them both consciously and subconsciously throughout their daily activities, has on their life. Students discuss the vast roles of music in marketing including jingles, commercial scores, retail environments, and celebrity endorsements. The students demonstrate their knowledge of these concepts and media literacy by creating marketing campaigns for print, radio, or television to promote products and by constructing a retail environment to sell their product. Students utilize digital tools such as Movie Maker, Songsmith, Paint, Audacity and PowerPoint to create a professional quality advertisement and business proposal presenting their ad campaign to potential funders.
Elizabeth Harvey & Thomas Gaffey, School of the Future Project 55: Slope and Stairs Project 100 is a problem-based, supplemental math class for 9th graders. In one of the units, learners investigate slope by building stairs for an actual basement in a house near the School of the Future. Learners were given nine activities which mandated that they submit an artifact as evidence of learning the skills in that activity. The purpose of each activity was to build the skills needed to create a scale model of stairs out of foam core poster board. Learners were then given the opportunity to apply what they learned in a real situation— to rebuild the basement stairs for a neighbor of their school.
SOUTH CAROLINA Doug Bergman, Porter-Gaud School Project 56: Computer Science through Entrepreneurism and XNA Game Studio for the Xbox Students in this hybrid computer science and entrepreneurship class learn how to manage and work on a single large computer programming project, as well as develop their own software coding and problem-solving skills. They apply equally important skills around entrepreneurism using the NFTE (Network for Teaching Entrepreneurship) curriculum, building and eventually presenting an actual business plan for the game idea they choose. Additionally students identify something they are personally passionate about and create a game or simulation for the Xbox that teaches, demonstrates, and generates interest in the area they have chosen.
TENNESSEE Kelly Huddleston, Franklin Road Academy Project 57: Create a Business Working with a partner, students create a business, beginning with a business plan, writing a mission statement and tag line, and then creating business cards and letterhead. Students also complete a series of spreadsheets to track their income and expenses, as well as produce a commercial and design a web site. Finally, students showcase everything to the rest of the class in a PowerPoint presentation.
TEXAS Elsa Holm & Erika Timmons, Ginnings Elementary Project 58: Broadcasting Our Future This project meets the requirements of Achieve Texas through the integrated use of technology. Achieve Texas‘ standards require that all elementary students in Texas be made aware of career opportunities. Students explore career clusters identified by Achieve Texas through interviews and classroom discussions. Skype is used to interview Manuel Teodoro, a former editorial assistant for CBS News and a correspondent for the Cable News Network (CNN). The students filmed and produced additional interviews within the school using Flip Video cameras.
Lynne Zalesak, Jackson Middle School Project 59: Bringing US History into the Present: The Young Nation Middle schools social studies students create digital stories describing the major achievements and effects of a main theme in the development of the United States as a nation. They present their project across a range of tools including Microsoft Photo Story, Movie Maker, and PowerPoint, incorporating other forms of digital media to enrich these digital stories.
Robyn Hrivnatz & Sarah Bauguss, Katy ISD Project 60: Growing Knowledge in Math and Science Middle school students integrate math and science in a realworld setting to plan, design and plant a garden bed using Excel and OneNote for measurement calculations and design, while tracking the status of their seedlings in a OneNote Notebook on their laptop or mobile device. Students then document their observations in the tool of their choice including Movie Maker, Photo Story or Animoto, ultimately sharing their artifacts on the class Edmodo sites, enabling classmates to comment, collaborate and learn from each other.
Joli Brock, Slaughter Elementary Project 61: A Global Ecological Journey with the Smithsonian and SHOUTlearning.org This unit aims to teach 2nd graders about the importance of educating themselves about global environmental awareness and responsibility. Students extend their learning online through ideas provided by the Smithsonian and SHOUTlearning.org, using technology to reach classrooms around the world and create a dialogue about conservation and preservation of our natural world.
Johnny Kissko, Frenship High School Project 62: Xbox 360 Kinect in Education: Same Classroom, New Identity Mr. Kissko explores the integration of Kinect with Xbox 360 and gesturebased learning in a variety of educational settings. Kinect integration fits within the parameters required to operate public schools, making active learning within enclosed walls now a tangible possibility. Teachers and students learn how to effectively integrate gesture-based learning and use a bank of resources to consult for future exploration as the Kinect education community develops and evolves.
UTAH Donna Pence, Beacon Heights Elementary Project 63: Art, Bullying, and Videotapes 504 elementary students, led by their art specialist, worked collaboratively across the student body to create 87 videos that teach and entertain their peers about responsible and appropriate behavior. Student projects ranged from live actors, puppet shows and Claymation combining Microsoft Word, PowerPoint, and Movie Maker to produce their films. Emphasizing collaboration, teamwork, critical thinking and problem solving, the project ultimately culminated in a new school-wide Film Festival.
VIRGINIA Cynthia Feist & Tara Jeffs, Loudoun County Public Schools Project 64: Mathem(AT)ics: Integrating AT in Mathematics Using Microsoft Office tools, educators responsible for teaching mathematical concepts awaken their students‘ natural curiosity and problem solving skills by providing a variety of strategies and techniques that promote motivation and support active engagement in mathematical thinking.
Nancy Morris, George H. Moody Middle School Project 65: Finding the Balance Students used 21st century skills to collaborate, research, analyze and create a multimedia presentation to educate their classmates on the structure of the United States government. When the research was complete, students collaborated in groups to create a unique digital presentation to convey their research and conclusions to the class using any type of digital platform that was available to them in school.
Ashley Hickcox & Amanda Arman, Fairhill Elementary School Project 66: When I Grow Up: Parallel Model Career Search When I Grow Up is intended to motivate and guide students as they leave elementary school and prepare for middle school through a metacognitive process. Students learn about different careers and match their strengths and interests to choose a future career to investigate and share about. Students take one or more surveys, interview professionals in the field, research online and in the library, and create a project in the field of their choice. The big idea of this project is meta-cognition — students need to understand their strengths, interests, weaknesses and motivations. Students focus on their identity — both in the present and what they would like to see for the future.
Toni Rader & Nick Grzeda, Loudoun County High School Project 67: InterroBANG: To Inspire Creativity and Prepare Students for the Future Invite students to participate in real world learning that begins with a challenge (a question) that leads to discovery and ends with insight and surprise. Using InterroBang, a socially-networked gamebased site, students are empowered to showcase their passions and expand their personal growth, while applying a diverse set of technologies along the way, including Bing Translator, Flip Cameras, Movie Maker, Publisher and Microsoft Office.
Patricia King & Laura Rahn, Mountain View Elementary School Project 68: Graphic Novels to the Rescue! How to make history come alive is a common question for most educators. In this world of video games and social media it was obvious where the answer would lie. Finding a way to integrate Social Science instruction and technology became the goal, with an underlying focus of promoting the importance of reading. The idea of creating graphic novels, based on historical facts was born. Upon completion of instruction of Virginia: 1607–1776, students were given an opportunity to create their own historical-fiction short story.
WASHINGTON Cheryl McClure, Meridian Middle School Project 69: Warm up to OneNote Students use Microsoft OneNote to respond to daily warm-up (entry task) questions in an 8th grade science class. Too often middle school students are masters at writing only brief responses, not always demonstrating their true understanding of core concepts. The use of 1:1 synced OneNote notebooks allows teacher visibility and understanding of individual student learning, enables an easy method for providing feedback and ability to check student assignments. Using OneNote warm-up questions has enabled students to be engaged and encouraged to write complete details of their understanding and pose any questions or concerns they have regarding the given science topic.
Robin Hoover, Finn Hill Junior High Project 70: Voices of Injustice In this high school English project, students research and create three unique voices from one global situation of social injustice—historical or contemporary.Students are expected to showcase all perspectives of the social injustice, including the human rights‘ violations, by creating a fictional story for a victim, a persecutor and a neutral bystander. Students are expected to showcase one voice in a written narrative (linguistic), another in an oral presentation (auditory/kinesthetic), and the last in a digital presentation (visual/auditory). Each voice needs to address the universal human experiences associated with the social injustice.
Matt Palmer & Kim West, Lake Washington School District Project 71: Changing Technology PD: It’s About Students Not Seat Time This is a three year technology integration project to prepare district educators to infuse technology into the classroom, with the purpose of ensuring a common level of proficiency in identified technology skills that integrate into everyday teaching in the classroom. This scalable approach focus is student-centered, using best practices that align to state standards.
Bret Crane, Redmond Junior High Project 72: Fairy Tale PowerPoint Students use Microsoft Ribbon Hero as a learning tool to be introduced to PowerPoint. Student understanding is supplemented by mini-lessons depending on proficiency. Students utilize PowerPoint to retell a Grimm Brothers Fairy Tale, creating a summary of the story which acts as an outline for the slides (scenes) they will use in their presentation. Once an outline is drafted, they choose Clip Art (or create their own) for backgrounds, story characters, and props, manipulating as needed to fit their theme and animation needs, citing sources used, and rewriting the story in their own words. As a final step, students present their stories to the class.
Carrie Calonzo & Rebecca Winbauer, Glenridge Elementary School Project 73: Third Graders + Math Problems = Problem Solving Experts In this student-driven project, 3rd graders showcase their problem solving abilities with Photo Story presentations and filmed videos explaining their mathematical thought process. Problem solving abilities are showcased with Photo Story videos and SMARTNotebook presentations shared with the class.
Michelle Zimmerman, Amazing Grace Christian School Project 74: From the face in the webcam to the face of humanity: Pre-teen researchers influencing little livesUsing technology for society’s good is a skill that needs to be modeled, instructed, and practiced with an authentic purpose as young students prepare for the future. This project leveraged participatory action research which sought to locate the emergence of skill development through an intersection of human connection and laptop use in a crossage mentoring model with middle school and preschool students. To increase understanding of new forms of learning within a non-traditional grouping of 6th and 7th graders in a 1:1 laptop environment, the teacher drew on their perspective and creativity as they utilized production and internet tools to facilitate their own data collection.
Jamie Ewing, Mount View Elementary Project 75: bing’edu: bing Education Every year Google does a “Doodle for Google” competition where students redesign the Google logo. Since Mr. Ewing‘s school is in Seattle he wanted to do something that was more locally based. He created his own competition using the engaging Bing home page as a vehicle to allow students to express what education means to them. Students combined writing, photography, GiMP design software, and Bing. Betsy Weigle, Adams Elementary School Project 76: Connecting Classrooms with Skype and PowerPoint The objective of this project was to open the classroom to the world by bringing children from Washington state and South Carolina together, virtually, to share insights on Native American cultures. Students used presentation and interactive conferencing technology, which allowed indepth, real-time interaction on shared content. Students prepared short PowerPoint slide shows or posters, verbal presentations and question/ answer sessions.
Colin Horak & Antonio Sablan, Franklin Pierce High School Project 77: Project Unite This project evolved out of one 9th grader‘s proposal for how to reduce the incidents of immature behavior and fighting amongst his classmates. Dubbed “Project Unite” the class came together in a broad campaign combining t-shirts, bracelets, signs and ultimately an eloquent presentation to the student body during an MLK Day assembly, followed by a moving Photo Story presentation of the diversity within Franklin Pierce High School. The students continued their campaign with a series of public-service video announcements that were incorporated into the 9th grade English curriculum as prompts to promote discussion on diversity and unity.
Kenneth Ryan Olden, White Swan High School Project 78: The Shield of Achilles / Project Symbolic At the time of this project, students were reading The Iliad, specifically portions of Book 18: The Shield of Achilles. This text portion details the shield that Achilles carries into battle against Hector. The shield is constructed of various scenes depicting elements of ancient Greek life, specifically elements that the soldiers valued and fought for but were unable to attain for themselves due to their chosen profession. Students used the idea of the shield to create their own non-linguistic representations that mixed music, video, and still images to create short films that depicted the elements of their life that they personally valued. The students then showed these videos to an audience of peers, community members, and family members and posted them to personal websites.
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