Project ImPACTImplementing Partnerships

Across the Curriculumwith Technology

.

.

.

.

.

.

.

.

.

.

.

.

Literacy Learning StrandFall 2001

Project ImPACT Page 1

NETS: National Education Technology Standards for StudentsNumbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:

5. Basic operations and concepts 6. Social, ethical, and human issues 7. Technology productivity tools 8. Technology Communications tools9. Technology research tools10.Technology problem-solving and decision-making tools

Pre/K – 2 Performance Indictors Use input devices (e.g., mouse, keyboard, remote control) and output devices

(e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)

Use a variety of media and technology resources for directed and independent learning activities. (1, 3)

Communicate about technology using developmentally appropriate and accurate terminology. (1)

Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)

Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)

Demonstrate positive social and ethical behaviors when using technology. (2) Practice responsible use of technology systems and software. (2) Create developmentally appropriate multimedia products with support from

teachers, family members, or student partners. (3) Use technology resources (e.g., puzzles, logical thinking programs, writing

tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)

Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)

Grades 3-5 Performance Indicators Use keyboards and other common input and output devices (including

adaptive devices when necessary) efficiently and effectively. (1) Discuss common uses of technology in daily life and the advantages and

disadvantages those uses provide. (1, 2)

Project ImPACT Page 2

Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)

Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)

Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)

Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)

Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)

Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)

Grades 6-8 Performance Indicators Apply strategies for identifying and solving routine hardware and software

problems that occur during everyday use. (1) Demonstrate knowledge of current changes in information technologies

and the effect those changes have on the workplace and society. (2) Exhibit legal and ethical behaviors when using information and

technology, and discuss consequences of misuse. (2) Use content-specific tools, software, and simulations (e.g., environmental

probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)

Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)

Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)

Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)

Project ImPACT Page 3

Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 6)

Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)

Project ImPACT Page 4

What’s guiding you?Technology activities introduced in isolation will have little impact on improving reading and writing in the classroom. Formal and informal frameworks help guide our teaching, and help us see where technology can be introduced to help support students learning.

Here are some of the things I do to support literacy acquisition in my classroom:

Use the space below to create a graphical representation of your ideas, organizing your thoughts into bigger themes or concepts. Share your visual map with a partner or with a small group. (Follow-up: Use Inspiration with the whole group to gather and organize ideas).

Project ImPACT Page 5

As an example of a literacy framework, the following graphic outlines components of a Balanced Literacy framework for grades K-3, from The Ohio State University’s Literacy Collaborative Framework.

Source: http://www.rigby.com/classroom/balancedlit.htm

In the Literacy Learning Strand, you will learn how to use technology to support different components of a literacy program. Although the framework you subscribe to might be different than the one pictured above, we believe that you will be able to adapt what you learn in this learning strand to fit your own needs. Therefore, as you engage in the different activities over the next few weeks, keep thinking about your classroom, your students, your teaching, and see if you can think of ways to use technology to help students develop into competent readers and writers.

Module Outline/Time Estimate2001 Modules

(1 hour)1. Introduction

a. Framework Discussionb. Select and prioritize module choices

(2-3 hours)2. Graphic Organizers

a. Types of Graphic Organizersb. Inspiration/Kid Pix

(5-6 hours)3. Acquiring Digital Images

a. Digital Camerasb. Scannersc. WWW clip art sitesd. CD-ROM clip art/stock photos

4. Slideshows a. PowerPointb. Kid Pixc. AppleWorksd. Copyright and Fair Use Guidelines

(2-3 hours)5. Desktop Publishing

a. Software: AppleWorks, Word

(6-15 hours)6. The Internet (Search Engines and Search Strategies)7. The Internet (Managing Bookmarks)8. The Internet (Educational Applications)9. The Internet (Email projects)10.The Internet (Other topics)

(2-3 hours)11. Interactive Spreadsheets

Upcoming ModulesMultimedia Development, Web Page Development, Spreadsheets, Databases

Overview: Graphic OrganizersModule Outline 1. Introduction: What are Graphic Organizers?

In this session we will explore how to use graphic organizers as tools to organize students’ ideas and thought processes. Graphic organizers are visual representations of information. There are various types of graphic organizers

2. Discuss various types of graphic organizer formats (use resources from the Web site section). Samples include: brainstorming, concept-mapping, Venn diagrams, matrices.

3. Identify general software that can be used to create graphic organizers (Microsoft Word, AppleWorks, PowerPoint, KidPix). Introduce concept-mapping specific software – Inspiration – as a tool for facilitating this process as the program automatically creates boxes and arrows.

4. Skill Acquisition: Review techniques for using Inspiration Creating a blank page Formatting page properties Rapid Fire Brainstorming Basic Concept Mapping Inserting images

5. Discuss classroom activities that use Graphic Organizers to promote reading and writing. (See Sample Projects for some ideas).

6. Brainstorming: Have pairs brainstorm ideas for using graphic organizers in their classroom. Write down these lesson ideas.

7. Share ideas with the entire group (Facilitator should use Inspiration to capture main ideas).

Sample Projects Title: TimelinesGrade Levels: K-2Area: ComprehensionSkill: Sequencing

Use Graphic Organizers to construct a timeline of events. For example, you may create a timeline of story events from a book the students are reading or you may create a timeline of things students did on a class fieldtrip. Have the class use the timeline to write their own summaries of what took place,

Title: BrainstormingGrade Levels: 1-8Area: WritingSkill: Pre-writing strategiesUse Rapid Fire in Inspiration to brainstorm ideas for the area under study (e.g. type a word and brainstorm different adjective; type an idea and brainstorm different events or areas for character and plot development). Use these ideas to help guide the writing process.

Title: Venn DiagramsGrade Levels: 2-8Area: LiteratureSkill: Compare and ContrastUse Graphic Organizers in Kid Pix to create Venn Diagrams to be able to compare and contrast stories (e.g. comparing different versions of Cinderella stories, comparing themes from The Giver and present day life)

Reflection and Brainstorming Where might graphic organizers be useful in your curriculum? Have the activities described above given you some ideas for how you

might use graphic organizers in your classroom with your students to promote reading and writing?

Jot some of your ideas below:

Special Education Notes and Adaptations 1. Have students use Inspiration to visually map out their ideas

a. Who, what, when, where, why, and how of a topicb. Map out cause and effect: what is the idea about, what happened,

so what?c. Use as a comprehension tool to map out their understanding of a

text selection, main ideas, etc.

2. Use Inspiration to create graphic organizers for students. Give students blank organizers and/or partially fill them in for other students. They can be used to take notes during a lecture or reading assignment or to organize important information to review for a test.

3. Turn the inspiration map into an outline, and use this outline as a writing guide.

4. Use inspiration to aid in the pre-writing skills: have students create ideas in no particular order and then move them around to categorize or organize ideas.

5. Add pictures to graphic organizers, and/or show students how to add pictures.

6. Consider using Kidspiration software as an alternative. Remember, some students with mild disabilities have difficulty with abstract reasoning skills. Simplifying the cognitive demands of the software program may assist even older students.

7. Remember that many students with disabilities have problems with reading fluency, text comprehension skills, vocabulary learning, and abstract reasoning from text presentations. Developing and using graphic organizers to assist these students has been a traditional recommendation to assist the students to focus on the important ideas of the text. Inspiration is a great way to develop these graphic organizers. Consider a variety of uses: i.e. setting out text structure, important vocabulary, cause and effect, etc. Teach the students how to use Inspiration or Kidspiration and let them analyze their text as an aid to learning.

8. Combine Inspiration with a text or screen reader program, so that the student with poor reading fluency skills may have auditory input.

Sample NETS Connections Grades K–3: Awesome Authors p.36. Brrr, It's Alive, p.40 Grades 3–5: Les Voyageurs: The Explorers, p.82

Grades 6–8: Birthstone Project with a Multimedia Twist, p.52

Explore these Web sites Here are some sample sites, but be sure to check out Project Impact Resource site for more links: http://web.utk.edu/~impact/resources.html

George Mason's PT3 project has archived Web videos on using Inspiration at: http://www.techmentor.org/webcasts.html

Graphic Organizer Printables http://www.teachervision.com/lesson-plans/lesson-6293.html

The Graphic Organizer http://www.graphic.org/ S.C.O.R.E. Language Arts: Graphic Organizers

http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm Student examples: http://home.earthlink.net/~tsdobbs/go/go.html Write Design Online: Graphic Organizers

http://www.writedesignonline.com/organizers/ NCREL Graphic Organizers:

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm Graphic Organizers:

http://www.smcps.k12.md.us/mbms/writing/graphorg.html Graphic Organizer Guidelines:

http://www.wm.edu/TTAC/articles/learning/graphic.htm Excerpts from A Field Guide to Using Visual Tools

http://www.ascd.org/readingroom/books/hyerle00book.html#intro

Acquiring Digital ImagesModule Outline 1. Digital Images: Overview

In this session we will explore how to capture digital images from a variety of sources to promote literacy development. To complete classroom projects, most of the digital images you capture will typically be used in conjunction with other software applications such as presentation tools or desktop publishing software. However we will start you off with some sample digital imaging activities and build on these skills as we progress.

2. Discuss classroom activities that use digital images to promote reading and writing. (See Sample Projects for some ideas).

3. Skill Acquisition: Review techniques for capturing images from the following sources listed below (depending on what is available at the site). If more than one facilitator is present, set up multiple stations, divide the class into smaller groups, and have them rotate through each center.

Digital camera Scanner WWW pages Clip art CD-ROM

If advanced users are present or stations are full, encourage students to work with one another to brainstorm different classroom applications.

4. Brainstorming: Have pairs brainstorm ideas for using digital images in their classroom. Write down these lesson ideas.

Share ideas with the entire group (Facilitator should use Inspiration to capture main ideas).

Transition into presentation tools or desktop publishing.

Sample Projects Project: Story Mix-upsGrade Levels: K-2Area: ComprehensionSkill: SequencingDigital Picture CardsUse a digital camera to capture a classroom event or fieldtrip. Print your pictures and laminate them to create cards that the class can use to retell the event place “cards” in sequential order.

Adaptations: Scan pictures from a book that the class is reading. Print these images and create cards that students can use to retell the story and practice placing items in sequential order.

Project: Literature SpringboardsGrade Levels: K-2Area: Vocabulary developmentSkill: Sorting and Classification Create activities that are based on books your students are reading. For example, after reading A People House by Dr. Seuss, you can print out pictures of household objects taken from Web sites, scanned images, or from the digital camera, and have students work in pairs to sort the pictures using various classification strategies.

Project: Current Events ConnectionsGrade Levels: 3-8Area: Writers WorkshopSkill: Various writing conventionsScan newspaper clippings, cartoons, magazine articles, etc., to discuss and illustrate the use of various writing conventions. Have students contribute to the discussion by bringing in published samples they wish to add to the scanned file collection (later, you will learn how to import image files into a slideshow tool like PowerPoint or AppleWorks). Try to find non-examples and misprints, and build your collection of digitized sample files.

Project: A Picture is Worth a Thousand WordsGrade Levels: 5-8Area: Literature StudySkill: Imagery

“…the envious moon, who is already sick and pale with grief that thou her maid are far more fair than she.” Romeo: Act II, scene II, lines 4-6

This excerpt from Shakespeare’s Romeo and Juliet is one example of how an author uses imagery to paint vivid pictures in our minds. After the class has studied the use of imagery in writing, you can use the digital camera, scanner, or pictures from the Web to present rich visual images from which students can express their own forms of imagery. Students may also capture their own images from various sources.

Reflection and Brainstorming Where might digital images be useful in your curriculum? Have the activities described above given you some ideas for how you

might use digital images in your classroom with your students to promote reading and writing?

Jot some of your ideas below:

Special Education Notes and Adaptations Digital images are very useful for individuals with disabilities, and the possibilities for curriculum adaptation are endless. Two general categories are offered here—teacher use of digital images and student use.

Teacher use:Make a class directory for younger students using digitally captured images. Incorporate students’ pictures into language experience stories. Use digital images to illustrate stories and worksheets.

Student use:Teach students how to capture images from the internet and show them to how to use these images in reports or stories.

Sample NETS Connections Grades K–3: Home Sweet Home, p.140. Grades 3–5: You Were There!, p.48 Grades 6–8: Creating a Heroic Character, p. 56

Explore these Web sites Digital Image Collections and Clip Art Sites. Here are some sample sites, but be sure to check out Project Impact Resource site: http://web.utk.edu/~impact/resources.html

The A-1 Clipart Archive: http://www.free-graphics.com/ Art Today: http://arttoday.com/PD-0028209 Clipart Connection: http://www.clipartconnection.com/ Clipart.com: http://www.clipart.com/

Presentation Tools (PowerPoint)Module Outline 1. Introduction: In this session we will explore how to use presentation tools

(slideshows) to create a variety of student-centered instructional activities.

Explain the common features of presentation tools (combination of text and images, sounds, and other forms of multimedia to present information in a linear and non-linear manner). Common presentation tools include: Kid Pix (K-2), AppleWorks slideshow, Microsoft PowerPoint, and mPower.

2. Discuss traditional (lecture) and non-traditional uses of presentation tools in the classroom. Share relevant non-traditional, student-centered project examples from Sample Project section.

(Adaptation: If resources are available, divide the class into groups and assign them a project from the Sample Projects list in order for groups to collect digital image samples. As participants learn to use PowerPoint, they can insert the images they captured, modeling procedures needed to complete the classroom task/activity).

3. Skills Acquisition: Go over basic features of the presentation tool(s) of your choice. We recommend starting with PowerPoint as the knowledge participants gain can be transferred to other applications.

(a) Creating a new project(b) Selecting a presentation design template(c) Selecting a layout(d) Typing and formatting text – menu bar and button options(e) Inserting a new slide(f) Adding images: from clip art, WWW, scanner, camera(g) Editing formatting images: cropping, adjusting colors(h) Different views: slide, sorter, notes, outline, slideshow(i) Deleting slides

4. Brainstorming: Have pairs brainstorm ideas for using presentation tools in their classroom. Ask participants to select one idea they would like to develop and use this as a basis for developing a sample slideshow project

6. Extension: As groups enter the “open lab” working stage, you may introduce KidPix to the K-3 teachers and give them the option to develop their slideshow idea using this tool. Cover the following:

(a) Opening a new blank page.(b) Using various drawing tools.

(c) Saving a page (Use some type of naming convention. Unlike PowerPoint, each page in KidPix must be saved separately. Once all “pages” of the slideshow are created, you can open the “Slideshow” module to import files, create transitions, and record sounds.

7. Share ideas with the entire group.

Sample Projects Project: Book Creations/Alphabet BooksGrade Levels: K-2Skill: Letter RecognitionThe Butterfly Alphabet by Kjell B. Sandved documents the entire alphabet reproduced in close-up photographs of the wings of various butterfly and moth species around the world. Alphabet City by Stephen T. Johnson is another excellent resource for emphasizing letter recognition. As the author describes in the book's introduction, "The idea for Alphabet City came to me while I was walking along a city street. I noticed an ornamental keystone that looked like the letter S. Then suddenly I saw the letter A in a construction sawhorse and the letter Z in fire escapes. At that moment, it became clear that in urban compositions I could discover the elements that form the letters of the alphabet."

Based on their knowledge of the letters they are studying, students can use digital cameras to find letters of the alphabet that are naturally occurring in their environment. Students insert these digital images into a slideshow tool to create their own alphabet books to share with the class.

Project: Book Creations/Story EmulatorsGrade Levels: K-3Skill: Writer’s Workshop, Vocabulary DevelopmentStory emulators follow the basic outline and structure of a book, with substitutions to the content. This allows students to practice reading text, with the aid of scaffolding provided by familiar story structures. Examples include the following:

After reading Brown Bear, Brown Bear by Eric Carle, students can create their own books following this format, but replacing the main characters (e.g. Black cat, black cat, what do you see? I see a white mouse staring at me.) Other examples include the following:

After reading That’s Good! That’s Bad! By Margery Cuyler. Students can write and draw pictures to illustrate their own version of a That’s Good!

That’s Bad! storybook. Students can share their finished product with the whole group and with other classes.

Do you have any books you’d like your students to emulate?

Project: Book Creations/Story ExtendersGrade Levels: K-3Skill: Writer’s WorkshopStory extenders use the storyline of a book as a springboard for further development, to extend the plot or content of the original story. Examples include the following:

In Frank Ashe’s book Popcorn, Sam invites his friends to a Halloween party, and everyone ends up bringing popcorn. Students can contribute to a slideshow that builds on this story in the following manner: Sam is planning another Halloween party and you’ve been invited to join in the fun. Design a slide that illustrates the costume will you wear and the food you plan to take to the party.

Do you have any books you’d like your students to extend?

Project: Literature SpringboardsGrade Levels: K-8Skill: Writer’s WorkshopDevelop creative activities based on books the class is reading. For example, The Thousand Cranes talks about the Japanese tradition of

folding paper cranes to make wishes come true [check this]. Interview your family members and work in teams to create slideshows about what your group has discovered about one another about common and unique customs.

Project: Urban Safaris/Digital DocumentariesGrade Levels: 2-8Skill: Observation, Oral ExpressionUrban safaris require students to use the digital camera to document and capture phenomena being studied. Here are some examples:

The Giver describes a society that operates by a different of acceptable rules and consequences. Using a digital camera, document evidence of rules and consequences that are present in your everyday life. Construct a slideshow to share your findings.

After reading a book about the environment, students can use the digital camera and slideshows to present evidence of both positive and negative impact people have had on the environment in their community. To tie this into project-based learning or service-learning, students might present their findings to the school, and propose a plan for implementing an eco-friendly school project such as a creating a school garden, greenbelt, walking path, etc.

Reflection and Brainstorming Where might presentation tools be useful in your curriculum? How are

students involved in your activity ideas? Have the activities described above given you some ideas for how you

might use presentation tools in your classroom with your students to promote reading and writing?

Jot some of your ideas below:

Teacher-created applications:

Student-created applications:

Special Education Notes and Adaptations Presentation programs are powerful tools that can be used to transform curriculum materials to make it easier for students with mild disabilities to understand the content. The following are just a few simple suggestions for using the multi-media power of these programs:

1. If something is written, provide an auditory alternative (have the program read the text or digitally record a reading of the section)

2. If an auditory cue or section is provided, then offer a text or visual alternative. For example, if digital speech is offered, provide a written version of the speech.

3. If a picture is displayed, provide a textual description of the picture with an option for it to be read.

4. Keep each screen simple—do not try to put too many concepts on one screen.

5. Keep fonts readable—simple and large.6. Test the readability and contrast of all color combinations. Make sure that

text is visible on certain backgrounds. (For example: avoid yellow text on white background)’

7. Make sure that colors are pleasing to the eye and not distracting (or hurt your eyes) to read. (For example, be careful with purple text on red backgrounds)

Consider using power point as a learning tool.1. Provide the outline version of a power point presentation as an advanced

organizer, similar to the skills discussed in the Inspiration section of this training outline.

2. Since power point is readily available on most home computers, consider e-mailing power point presentations to students (with or without disabilities) who may need more practice time.

Encourage the use of presentation tools as a tool for student expression

1. Encourage gifted and talented students to express their understanding of a topic by developing a power point (or hyperstudio, etc.) presentation that incorporates text, pictures, video and sound. Remember, gifted students need work that encourages creative and divergent thinking. They are turned off if simply given more work to do—and extra work sheet or similar extra work that they interpret as more of the same.

2. Allow students with writing difficulties to use presentation programs as a medium for book reports and class reports.

Sample NETS Connections Grades K–3: Awesome Authors, p.36 Grades 3–5: You Were There!, p.48 Grades 6–8: Birthstone Project with a Multimedia Twist, p. 52, Creating a

Heroic Character, p. 56

Explore these Web Sites Here are some sample sites, but be sure to check out Project Impact Resource site: http://web.utk.edu/~impact/resources.html PowerPoint in the Classroom: http://www.actden.com/pp/ Microsoft Power Point Knowdule: http://www.microsoft.com/education/?

ID=Tutorials Power Point in the Classroom: http://www.velsoft.com/ PHS CyberSchool: Slide presentation evaluation rubric:

http://www.wcape.school.za/subject/CS/PHS/evppt.htm

Presentation Tools (Kid Pix)Module Outline 1. Introduction: Kid Pix is a drawing program designed for young children. This

open-ended software tool allows students to create original pictures, use built-in stamp tools, import images, record sounds, etc. in order to create various types of projects.

2. Skills Acquisition: Go over basic features of Kid Pix (start off by focusing on “painting a picture” module, then tie into the “slideshow” module.

Kid Pix (“painting a picture” module) Toolbar overview Rubber Stamps Importing digital images

TIP: If you are creating a project for a center, lock the file so you can use it as a “template” that students can open. The template will not allow students to overwrite the file, and will force them to save it as something else. This preserves the original file for other students to be able to use.

TIP: Promote collaboration and dialogue by having children work in pairs to complete different activities. Make sure to set up ground rules for sharing the keyboard and the mouse, and model and reinforce these behaviors.

Slideshow modulePlanning the show: Use storyboarding techniques to do “off-computer” planning

Importing Files: Each page or file in KidPix must be saved separately. Once all “pages” of the slideshow are created, you can open the “Slideshow” module to import files. We recommend you have some sort of naming convention that includes page numbers so you can easily decide the order in which you choose to import the slides.

Creating transitionsInserting sound effects and recording voice-oversControlling the time delay for each slideLooping moviesDeleting slidesSaving the show (Kid Pix format, Stand Alone format, and QuickTime

format)

3. Brainstorming: Have pairs brainstorm ideas for using presentation tools in their classroom. Ask participants to select one idea they would like to develop and use this as a basis for developing a sample slideshow project

4. Share ideas with the entire group.

Sample Kid Pix Projects* (see Web site section for additional project ideas) Project: Venn DiagramsGrade Levels: K-2Skill: Sorting and Classification, Phonemic AwarenessUse the “oval” shape tool to draw a circle on the KidPix screen. For a simple sorting activity. Use one circle and use the select objects from the rubber stamp toolbox that students can sort into the rule that you’ve set (eg. The circle contains red objects, or the circle contains things that start with the letter “B”)

Project: LabelingGrade Levels: K-2Skill: Vocabulary DevelopmentActivity Source: Early Childhood Technology Literacy ProjectInsert a picture that students can label using words from their word bank. Be sure to include lines as a guide to help direct students’ attention. Teach students to use the Moving Van (“move” tool) to move each word to the appropriate line.

Other ProjectsThe possibilities are endless! Here are some ideas: Class autobiographies, story extenders and story emulators (See PowerPoint section for project description), Riddle books, Birthday books, concept maps.

Reflection and Brainstorming Have the activities described above given you some ideas for how you

might use Kid Pix in your classroom with your students to promote reading and writing?

Jot some of your ideas below:

Special Education Notes and Adaptations 1. Use the “Record Voice” option to provide auditory cues for children

who have difficulty reading instructions.2. Encourage gifted and talented students to express their

understanding of a topic by developing a slide show that incorporates text, pictures, video and sound. Remember, gifted students need work that encourages creative and divergent thinking. They are turned off if simply given more work to do—and extra work sheet or similar extra work that they interpret as more of the same.

3. Allow students with writing difficulties to use Kid Pix as a medium for book reports and class reports.

4. Any of the suggestions listed for the general curriculum will work for students with disabilities. Look for activities that encourage students to work cooperatively in groups.

Sample NETS Connections Grades K–3: Awesome Authors p.36 Grades 3–5: Wall of Fame p.44 Grades 6–8: Creating a Heroic Character, p. 56

Explore these Web sites Here are some sample sites, but be sure to check out Project Impact Resource site: http://web.utk.edu/~impact/resources.html

Excellent handouts and descriptions of sample Kid Pix activities can be found at the following sites:

http://www.mcps.k12.md.us/curriculum/littlekids/kidpix_activities.htm Kid Pix Website: http://www.nji.com/kid/index.html Marilee's Kid Works and Kid Pix Page:

http://www.ameritech.net/users/macler/kidworks.html Kid Pix: http://members.aol.com/MrsGoudie/kidspix.html

Overview: Desktop Publishing Module Outline 1. Desktop Publishing: Overview

Desktop Publishing (DTP) simply means using your desktop computer to produce printed pieces of work. With the advent of the personal computer, anyone with access to the necessary hardware and software can create desktop published pieces of work, often by combining text and graphics. You can use the following pieces of software to create DTP documents: Microsoft Word, AppleWorks, KidPix, Microsoft Publisher.

2. Discuss classroom activities that use Desktop Publishing to promote reading and writing. (See Sample Projects for some ideas).

3. Skill Acquisition: Review techniques for using Microsoft Word or AppleWorks (word processing and/or drawing modules) to create simple desktop published documents.

(d) Adding and formatting text(e) Inserting and moving graphics(f) Manipulating page layouts

If advanced users are present, encourage participants to work with one another to brainstorm different classroom applications and begin working on developing some ideas.

4. Brainstorming: Have pairs brainstorm ideas for using desktop publishing in their classroom. Write down these lesson ideas.

5. Share ideas with the entire group (Facilitator should use Inspiration to capture main ideas).

Sample Projects Project: Various Class PublicationsGrade Levels: K-8Area: Writers WorkshopSkill: Various writing conventions

Weekly or monthly class newsletters Anthologies of written pieces of writing (poetry, non-fiction, short

stories, mysteries, etc.) Recipe books “Walking tour” documentation of community landmarks Designing bookmarks, trading cards

Fractured Fairy Tales, Story Starter, Journals

Project: Andy That's My Name Grades: K-1 Skills: Letter Sounds, Oral language involving rhyme, rhythm and repetitionRead Tomie dePaola's book Andy, That's My Name. Students will use KidPix to explore the sounds of the letters in their name, explore pictures that begin with the sounds of the letters in their name and the numbers of those pictures. They will create a class name book. Using KidPix letter stamps: ask students to (1) write their name, (2) find all the pictures that begin with each letter of their name, (3) stamp the number of pictures in each column, and (4) add for a total.

Project: Biographies Grades: 3-5 Skills: Writing Have students Interview classmates working in pairs about families. Write letters to relatives asking about family stories. Create desktop published autobiographies using scanned photos, graphics, and text.

Reflection and Brainstorming Where might desktop publishing be useful in your curriculum? Have the activities described above given you some ideas for how you

might use desktop publishing in your classroom with your students to promote reading and writing?

Jot some of your ideas below:

Special Education Notes and Adaptations 1. Use a text or screen reader to read the desktop publishing file for a student

with reading difficulties.

2. Use the template feature to develop outline for book reports or as a template for tests or worksheets. Allow students to work on the computer to complete these assignments.

3. Do not insist on keyboarding skills as a pre-requisite to student’s use of word processing or desktop publishing. If a younger student has great difficulty with the QWERTY keyboard, an alternative keyboard in alphabetical order or an on-screen keyboard can be provided. For older students, consider 15 minutes twice a week of practice in a typing instruction program (typing tutor, Mavis Beacon Teaches Typing, etc.), but allow free expression and movement in use of desktop publishing keyboarding.

4. Use word processing to facilitate collaborative writing.

5. Word processing makes the physical process of revising easier because text can be edited without rewriting the entire paper.

6. Software that checks spelling provides significant assistance for poor speller. 7. Make certain that students are familiar with the writing process before you

introduce them to desktop publishing or word processing.

8. Use the power of desktop publishing to increase multi-modal input and expression. For example, a teacher made assignment containing text and visuals gives students more input opportunities for understanding. A student generated document containing text and visuals allows more opportunities for expression.

Sample NETS Connections Grades K–3: Awesome Authors p.36 Grades 3–5: You Were There!, p.48 Grades 6–8: Birthstone Project with a Multimedia Twist, p. 52

Explore these Web sites Here are some sample sites, but be sure to check out Project Impact Resource site: http://web.utk.edu/~impact/resources.html

Desktop Publishing tutorial: http://desktoppub.about.com/c/ht/How_index.htm?once=true&

Design and Publishing: http://www.graphic-design.com DTP & HTML: http://www.dtp-aus.com/ Desktop Publishing tips: http://internetbrothers.com/desktoppub.htm

The Internet (Part 1): Search Engines and Strategies

Module Outline 1. The Internet: Overview

The Internet impacts the way students do research, the resources they use, and the way they organize information. Information processing skills will be addressed. Participants will locate and organize WWW sites for use in their own research and for student research projects and use various search engines.

2. Search Engine TypesWhat is a search engine? Discuss and explore the different types of search engines (e.g. directory vs. index-based). Assign groups a keyword to research and have them explore the various types of search engines listed on the project Web site: http://web.utk.edu/~impact/searchengines. Discuss results and the number of "hit" each engine brought back then lead into a discussion about search strategies.

3. Search Strategies: What can you do to help narrow a search or conduct a more focused search?

• Use different keywords or synonymous phrases• Use different search engines• Try a phrase/• Boolean/logic operators (AND, OR, NOT, etc.)• Other strategies?

Group exploration - select 2-3 search engines and look at “help” or “hints” to compare and contrast search strategies. Share findings with the group.

The Internet (Part 2): Managing BookmarksModule Outline 1. Bookmarks: Overview

Bookmarks (or Favorites) are used to “remember” Web site, by placing it in the Bookmark/Favorite list. However, this list can become unwieldy as you add more and more links. Understanding how to manage and organize your bookmarks will allow you to sort through the pieces of information and retrieve your resources more efficiently.

2. Practice bookmarking, organizing, saving (exporting) and importing sites

3. PROJECT WORK: Search and bookmark sites that you can use to support a topic you plan on teaching.

Learning Strand Activity Work

Select a topic, concept or unit you will be teaching this semester. Use search strategies to find sites that will be useful to you (personal research, planning) and/or to your students. Bookmark these sites.

List the authors of books your class will be reading this year. Se search strategies to see if any of these authors have official (and unofficial) Web sites. Bookmark these sites.

If you’ve found enough sites for the topic/concept/unit you chose, select another one and organize your sites into different folders.

Section 1: Adding BookmarksBookmarks are useful for marking specific Web sites you find. If you've bookmarked a Web page, you can continue to explore the Internet and then easily come back to the page you've marked by going to the Bookmarks option in the menu bar.

• Open Netscape.• Find a Web site you like and would like to bookmark.• Press your mouse on Bookmarks in the menu bar and choose Add

Bookmark.• To see if your bookmark is there, press your mouse on Bookmarks in the

menu bar and you should see the Web site title appear on the bottom of the list.

Section 2: The bookmarks windowIn some cases, you will want to:

• delete old bookmarks that you don't need• organize your growing list of bookmarks into folders• rearrange the order of your bookmarks• rename existing bookmarks• save your bookmark file to a disk • import your bookmark file into another computer.

To do all of these and more, you will need to access you "bookmarks window". To do this, select the Bookmarks option in the menu bar from the main Netscape page and choose Edit Bookmarks. A new window will appear. This is your ‘Bookmarks’ window. The features described in the following sections can be accessed from this new window.

Section 3: Deleting bookmarksAt some point you might find it useful to remove old bookmarks that somebody else has left on the computer or bookmarks that you don't need anymore.

• Once you are in you bookmarks window (see Section 2), click on a bookmark to select it.

• Press the Delete key.

You can select and delete more than one bookmark at a time by either:• holding down the Shift key and clicking on as many bookmarks as you

want, OR• putting your mouse to the left of a bookmarked item and then dragging

downwards or upwards diagonally (a rectangular box will show up on your screen and anything within this box will be selected). Let the mouse go when you are satisfied with your selection.

• Once you have your bookmarks selected, press the Delete key.

Section 4: Organizing bookmarks into folders, creating Separators and rearranging itemsWhen you have a long list of bookmarks, you may find it helpful to create folders in order to organize bookmarks into categories.

• When you are in your bookmarks window (see Section 2), go to the File option in the menu bar and select New Folder. A new window will appear.

• Give your folder a name and click on the OK. button.• Your new folder will now appear in the bookmarks window.• Drag a bookmark into a folder to place it within that folder. (To drag, hold

the mouse down on top of a bookmark and move it on top of the desired folder)

In addition to creating folders, you can create separators (a line separating bookmarks)

• go to the File option in the bookmarks menu bar and select New Separator. (if no new separator line appears, try clicking once on a bookmarked item and then try this step again).

• You can drag this separator line in between bookmarks to mark off separate sections in your list.

• You can also move bookmarks around by dragging them to different places

Close the bookmarks window (click on the close box) to return to Netscape's main window. When you select Bookmark from the menu bar, you should now see your bookmarks organized into neat little folders (the triangular icon means that additional items are contained within that area and will appear as a sub-menu).

Section 5: Saving a bookmark file (to your disk)Saving a bookmark file is useful if you want to share the bookmarks you've marked with another person or if you want to transfer the bookmarks you've added to another computer.

• From your bookmarks window (Section 2), go to the File option in the menu bar and select Save As. (Note: you MUST be in your bookmark window – if you are not, you will end up saving your web page and not your boookmark file)

• A new window will appear and you can choose a place to save your file to (in most cases you will choose your floppy disk) and also give your file a name.

• Name your file with a single word (i.e. name the file "bookmark" or "art_bookmarks" as opposed to "My Art Bookmarks") and click the OK button.

Section 6: Importing a bookmark fileNow that you have a bookmark file saved to a disk, you can take it to another machine and import the Web sites you've marked. Any bookmark list file you import will be added to the existing bookmarks on the machine (use what you know about deleting and reorganizing bookmarks to organize your list).

• Insert a disk that contains your bookmark file.• Access the bookmarks window (Section 2).• Select File from the menu bar and choose Import • A dialog box will appear asking you to locate the file you wish to open.

Navigate through this window to locate your floppy disk and once you find the bookmark file, click the OK button.

• Close the bookmark window. From the main Netscape page, access the Bookmarks menu and you will now see your bookmarks added to the list.

(Note ** selecting Open Bookmark file from the bookmarks window will only display your bookmarks in a Web page. It will NOT add your list of bookmarks to the Bookmark menu)

The Internet (Part 3): Educational ApplicationsModule Outline 1. Educational Web sites: Overview

We will explore the use of the Internet as an educational tool in the classroom. Participants will learn to use the Internet for conducting research, participating in on-line projects, taking virtual field trips, publishing papers, and more.

2. Divide the class into three groups and have each one explore one major area of Judi Harris’ Activity Structures (see Project Impact's Resource Section or go to: http://ccwf.cc.utexas.edu/%7Ejbharris/Virtual-Architecture/Telecollaboration/)

Interpersonal Exchanges Information Collections Problem-solving Projects)

3. Ask the class to explore the WebQuest matrix (http://edweb.sdsu.edu/webquest/matrix.html), finding examples that are appropriate for their grade level and content area.

4. Explore the following sites: www.gritsonline.org www.hprtec.org http://www.kn.pacbell.com/wired/bluewebn/

5. ACTIVITY WORK - Did Activity Structures/WebQuest matrix give you ideas?

6. Share projects and resources

Learning Strand Activity Work

Write a description of a lesson or unit, which uses Internet resources. Develop a brief lesson plan describing the overall objectives, task, processes, and evaluation criteria. Include a list of Web sites students might use. OR Develop a helpful resource list of sites for your area of interest. Organize your bookmark list using folders and separators.

Sample Projects Email Projects: Overview Email is a simple way to provide an authentic audience for your students as they compose and edit their written pieces of work. Email can be used to connect geographically separated classrooms, whether they are down the road, in another state, or perhaps located in another country.

Title: Character ImpersonationsGrade Levels: K-8 collaborative projectArea: Writing Workshop, ComprehensionPair up older grades with younger grades. Older students will impersonate book characters and respond to email questions from the younger students. Impersonators will have to remain true to the facts and personality traits of their character. For example, students may impersonate Ramona Quimby, Bunnicula, Clifford, etc.

Title: Traveling Buddies (teddy bears, gingerbread man, Flat Stanley)Grade Levels: K-3Area: Independent writing Traveling buddies are stuffed animals or dolls that students get to take home for a visit, and send away on journeys to other classrooms. Each buddy has a bag or backpack containing writing materials, a journal, and other goodies. Classes hosting the traveler are responsible for writing email messages to keep in touch with the larger group. This activity can be tied into a common book that all classes are reading.

Title: Professional ExchangesGrade Levels: 4-8Area: ComprehensionSkill: The Writing Process Collaborative EditingArrange an opportunity for your students to correspond with a writer. Explore the possibility of working with the UT English department. The author will send out drafts of his or her "Work in Progress" over e-mail and gave students opportunities to comment on and suggest revisions, explaining reasons for adopting certain suggestions and rejecting others.

Reflection and Brainstorming Where might email projects be useful in your curriculum?

Have the activities described above given you some ideas for how you might use desktop publishing in your classroom with your students to promote reading and writing?

Jot some of your ideas below:

Special Education Notes and Adaptations 1. Arrange specific bookmarks in a file for particular student.2. Help the student develop a word list—correctly spelled—that the student

can incorporate into a search engine3. Text-to speech feedback (using a screen reader or similar program) can

enable students to work with higher-level passages or unknown vocabulary.

4. E-mail class notes, assignments, presentation outlines, etc. to the student.5. Most internet text is digitized; therefore, it can be manipulated or

transformed in size, font, color and layout to accommodate a student’s particular needs.

6. Check out the concepts from the Center for Applied Special Technology for information on Universal Design and on developing accessible web sites. http://www.cast.org/

7. Text-to speech freeware is available on line:

a.  ReadPlease 2000 text-to-speech freeware (Windows) <www.readplease.com>

b.  PlainTalk text-to-speech freeware (MacIntosh) <www.apple.com/macos/speech>

Sample NETS Connections Grades K–3: Awesome Authors, p.36. A Number a Day, p.98 Grades 3–5: You Were There!, p.48 Grades 6–8: Birthstone Project with a Multimedia Twist, p. 52.

Explore these Web sites Here are some sample sites, but be sure to check out Project Impact Resource site: http://web.utk.edu/~impact/resources.html

Alta Vista: http:// www.altavista.com/ Excite: http://www.excite.com Google: http://www.google.com/ SavvySearch: http://www.search.com/