ITSC is small compared to other state or regional conferences – only about 400 attendees – but I really like how they put it together. The three hour workshops really encourage conversation and allow time for reflection. It’s also a great opportunity to hear and interact with some pretty amazing presenters on a more intimate level. Having access to these presenters both during and outside of their sessions is a real treat and facilitates some great conversations.
Speaking with Jennifer Arns, the Program Director, I learned that at ITSC they really want schools and districts to attend in teams and they provide teams with time to meet and discuss what has been learned periodically throughout the conference. This time to process what has been learned and brainstorm how it can be applied is quite valuable and unfortunately pretty unique in educational conferences. The fact that they can actually get this many teachers to take their President’s Day weekend to attend speaks to the importance these educators place on using technology tools to improve instruction.
Here are some thoughts from sessions and conversations:
With this tool, teachers can create multiple channels for different classes, then give students the phone number and access code so they can just call in and record their thoughts & stories, posting them to the class podcast. At our tables we brainstormed how this could transform a class field trip by directing students to use their cell phones to take pictures at certain locations and record and post their thoughts on what they see, what they experience, and what they learn. These images and audio files are captured “on location”, and can later be combined into digital stories using any number of media tools.
The best part? There’s no need for the school to supply students with expensive camera or recording equipment, most already have what they need to collect their stories.
Historical Documentaries – Jennifer Gingerich
Using familiar tools like PhotoStory3, iMovie, and GarageBand, students take “digital kits” and use them to create documentaries from periods in history. Jennifer worked with our group to create a pretty impressive Ellis Island story in just a matter of minutes. She also shared student created Oregon Trail diaries. These documentaries are written in first person, using images from the kit, or photos taken of students in costume with a sepia tone effect to give an “antique” look.
The digital kits contain music, photos, citations and other components needed to create the stories. For the students, the focus is not on teaching them how to find pictures or make videos, but seeing how well they know the content and can tell a story. The emphasis is on writing and historical accuracy. The advantage of digital stories over a written report? Stories not only capture the facts of the time period, but give kids an opportunity to put themselves in the place of these people and consider what they must have thought and how they must have felt – connecting them to the history on an emotional level rather than just a factual one.
Wii Whiteboard – John Sperry
I’ve seen Johnny Lee’s video on YouTube, but here I got to actually see, feel, and try it out for myself. John Sperry from Springfield, Oregon demonstrated how easy and inexpensive it is to make your own interactive whiteboard using a Wii Remote. Time to dust off my soldering iron and go into project mode. I may have to take John up on his offer and send him a empty Expo marker so he can transform it into an infra-red pen.
Bend/LaPine School District – Amy Lundstrom
Amy Lundstrom is a technology program developer for Bend/LaPine School District. She’s also the one that suggested I take an extra day or two to attend this conference. I’m so glad she did.
Speaking with her between conference workshops I learned how she is working with teams of teachers in her district, facilitating development of standards-based lessons that integrate technology. One unusual thing they do is give teachers an opportunity to observe their own class during one of these lessons. Through this “Lesson Study” program, members of these teams take turns teaching and observing each other’s classes. The purpose of these observations is to determine 1) Do all students have access to the content being taught? 2) Did technology help students acheive the standard? In addition to observing the whole class, the classroom teacher can identify specific students in their own class to be observed. Observers are directed to be “human video cameras” noting how these students act during class and determining if those actions indicate motivation. After class, these students’ work product is also evaluated. This program gives classroom teachers a unique insight into how particular students are affected by these newly developed lessons and technology tools. Ultimately it helps these teachers become more comfortable and confident planning and implementing technology infused lessons with their classes.