Goals and Objectives:

The particpants will be able to effectively integrate technology (wiki, blogs, and SMART Board), into their curriculum and classroom.
a. The participants will learn how to create a wiki, blog and Skype account.
b. The participants will learn how to post a blog and create a wiki with a picture and/or video
c. The participants will learn how to setup the equipment that goes with the SMART Board ie. Projector, USB Cords
d. The participants will learn how to make a lesson and/or game using the SMART Board software

Essential Questions:
How can technology be used effectively in the classroom?

Classroom Collaborations:
Classroom Collaboration (small group): Small group collaboration will occur when the participants are working on their individualized projects within their site locations. Small group collaboration will include the pairing of participants (2 -3 per group) across the curriculum so that each is able share from their perspective/content area. Small group collaboration will involve the sharingof the Wordle documents on the classroom computer monitors as the particpants give insight as well as throught activities where challenges are discussed and collaboration within the group helps to resolves fears/challenges. Lastly, the small, site groups will be created to complete research on specfic topics being presented prior to creating actual wikis, blogs, graphic organizers, etc.
Classroom Collaboration (all 4 settings synchronously collaborating): Cross site collaboration will be possible through a teacher work station available at each site in which there will be video, audio, and Skype connected. The four sites will collaborate and share on day 5 of the workshop where all participants will present the graphic organizers they created. Technology making this cross site collaboration possible will be set up in each classroom. The particpants will have available to them video, audio, Skype, wikis, and blogs to access for collaboration between the sites. Participants will create a blog account and a wiki account which will be able to be accessed by all workshop particicpants in all sites.

Pre-workshop Activity: Day "0"

One week prior to the beginning of the workshop, an e-mail will be sent to all participants with the following pre-training activity. The activity can be completed independently and brought to the workshop on day one to share with the small group of participants at each individual site.



Day 1: As workshop participants arrive at their site they will receive a "Fear in the Hat" Activity worksheet which they will complete. Upon completion, particpants will break into small, collaborative groups within each individual site and discuss within the each other tenatative fears in regard to implementing technology in the classroom.



Day 1, Graphic Organizer

The class will learn how to create graphic organizers, as a means of collaborating ideas. The students will use this skill to complete their summative assessment at the end of this training. The participants will begin this training by creating multiple accounts with different graphic organizer websites. Next the participants will view multiple resources {Videos- (Bubbl.us tutorial, Mind42 tutorial, and Webspiration tutorial} on how to create a graphic organizer. After the break, the presenter will place participants into groups based on her discretion. The students will complete a collaborative activity, in a small group, were they will research how mind maps affect critical thinking and collaboration. Finally, within their small group, the participants will complete an authentic activity- create their own mind map, on their desired topic.


Formative Assessment: At the end of each training session perticipants are required to reflect upon their experiences and challenges by creating an entry in the group blog located at http://nrsjworkshop.blogspot.com/.
This link is provided so that workshop participants can access the agenda for the session.




Day 2, Skype and Blog

At the beginning of this training, the presenters will deliver the technological tool of Skype. A tutorial video (Video- Skype tutorial) will be viewed before the presentation. The students create a Skype (www.skype.com) account with their personal email account. No derogatory language, explicit pictures, etc. will be allowed on their personal page. Next, each participant will set up their personal profile based on their preference. The participants will learn how to add friends to their personal account. Lastly, the members of the training will learn how to create a conference call by the following: audio, text, and video.

During the afternoon sessions, the presenter will deliver the technological tool of blogging. A tutorial video (Video- Wordpress.com tutorial) will be viewed before the presentation. The participants will create a blog account (www.wordpress.com) with their personal email account. The members of the training will set up their personal page. No derogatory language, explicit pictures, etc. will be allowed on their personal page. The participants will learn how to embed videos, import pictures, add contacts, and learn how to keep their personal blog private or public. The participants will be required to become a member of the workshop’s blog. At the conclusion of the workshop, the participants will watch two power point presentations (Classroom Collaboration Blog and Create & Collaborate Anywhere) to wrap up the day.

Formative Assessment: At the end of each training session participants are required to reflect upon their experiences and challenges by creating an entry in the group blog located at http://nrsjworkshop.blogspot.com/.

This link is provided so that workshop particpants can access the agenda for the session.




Day 3 Wikis
The day will start with the participants looking at a PowerPoint describing wikis and its uses. The participants will then browse wiki pages as a group and individually before making their own wiki. The participants will then have an question and answer segment where the participants can make comments and voice their concerns on using wikis before creating their own wiki. The participants will then create a wiki that can be used in their classrooms, the wiki must include the following: home page, resources, assignments, and useful websites.


Formative Assessment: At the end of each training session perticipants are required to reflect upon their experiences and challenges by creating an entry in the group blog located at __http://nrsjworkshop.blogspot.com/__.

This link is provided so that workshop particpants can access the agenda for the session.






Day 4 SMART Boards

The first hour of the workshop will focus on how SMART Boards will enhance your classroom. The participants will watch a video “SMART Boards Why are they easy to use?” The first hour will also focus on how to set up the SMART Board and the necessary equipment. The second hour will focus on what does a lesson look like on the SMART Board, the participants will look at pre-made lessons on the smarttech.com website. The participants will also look at the videos “Example of a SMART Boardlesson” and “Find thousands of lesson activities on the SMART Exchange”. Hour 3 will focus on how to make you own lesson. The participants will watch the videos “SMART Notebook 10 Software Preview - Pull Tabs”, “Notebook Software Gallery” and “Lesson Activity Toolkit Video Tutorial – Graphics”. Then the participants will see a screen shot of how to make lesson step by step. Lastly the participants will view and play a game that one of the presenters made. The fourth hour will be all about the participants stating to make their own lessons. It will start by brainstorming what kind of lesson are they going to make. Then the participants will start making their lesson or game, this will be a time for participants to ask the presenters questions, help brainstorm, and trouble shoot problems.


Formative Assessment: At the end of each training session perticipants are required to reflect upon their experiences and challenges by creating an entry in the group blog located at __http://nrsjworkshop.blogspot.com/__.

This link is provided so that workshop participants can access the agenda for the session.


Day 5 Presentations
The final day of the workshop will be focused on participants sharing their final projects. The participants will explain their projects as well as offer feedback on how they may change or what they like. The last part of the workshop will be a wrap up, were the presenter will go over the highlights of what had been taught the previous four days.



Formative Assessment:

Upon completion of each training session the participants will be required to reflect upon the events of the day, possible challenges they faced, skills that were learned, thoughts regarding the technology presented. In fulfilling this, the participants will post to the group blog site at the end of each session. In having the students post to the blog, all workshop members will be able to collaborate and further extend the learning environment. The workshop presenters will also add comments and assist with challenges through the blog site. The blog is located at: http://nrsjworkshop.blogspot.com/.



Formative Assessment Rubric for Daily Reflective Posting to Blog:
Points:
Your response was reflective and provided insight
2
Your response provided a sense of your experiences/challenges while engaged in the workshop
2
Your response was completed after each activity
2
Total Points:






SMART Board Lesson Activity Rubric-

The learner will make a lesson or game using the SMART Notebook 10,.



Teacher/Presenter Name: Student Name:


Category
4
3
2
1
Presentation
Well-rehearsed with smooth delivery that holds audience attention.
Rehearsed with fairly smooth delivery that holds audience attention most of the time.
Delivery not smooth, but able to maintain interest of the audience most of the time.
Delivery not smooth and audience attention often lost.
Mechanics
No misspellings or grammatical errors
Three or fewer misspellings and/or mechanical errors.
Four misspellings and/or grammatical errors.
More than 4 errors in spelling or grammar.
Organization
Content is well organized using headings or bulleted lists to group related material.
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
Content is logically organized for the most part.
There was no clear or logical organizational structure, just lots of facts.
Content
Covers topic in-depth with details and examples. Subject knowledge is excellent.
Includes essential knowledge about the topic. Subject knowledge appears to be good.
Includes essential information about the topic but there are 1-2 factual errors.
Content is minimal OR there are several factual errors.
Attractiveness
Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.
Makes good use of font, color, graphics, effects, etc. to enhance to presentation.
Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.
Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Total Points:









Summative Assessment Activity: Graphic Organizer Rubric



At the completion of the workshop, participants are required to apply the skills presented and create an graphic organizer using one of the online tools presented. The graphic organizer will demonstrate the participants mastery of the technologies presented, how each collaborative tool is interrelated and how these technologies are infused in the participants teaching methods. Upon completion the graphic organizer will be uploaded to the blog page for peer viewing and final assessment.



CATEGORY
Exemplary
Proficient
Unsatisfactory
Arrangement of Concepts
Main concept easily identified; subconcepts branch appropriately from main idea
Main concept easily identified; most subconcepts branch from main idea.
Main concept not clearly identified; subconcepts don’t consistently branch from main idea.
Links and Linking Lines
Linking lines connect related terms/point in correct direction; linking words accurately describe relationship between concepts; hyperlinks effectively used
Most linking lines connect properly; most linking words accurately describe the relationship between concepts; most hyperlinks effectively used.
Linking lines not always pointing in correct direction; linking words don’t clarify relationships between concepts; hyperlinks don’t function or fail to enhance the topic.
Graphics
Graphics used appropriately; greatly enhance the topic and aid in comprehension; are clear, crisp and well situated on the page.
Graphics used appropriately most of the time; most graphics selected enhance the topic, are of good quality, and are situated in logical places on the page.
Graphics used inappropriately and excessively; graphics poorly selected and don’t enhance the topic; some graphics are blurry and ill-placed.
Content
Reflects essential information; is logically arranged; concepts succinctly presented; no misspellings or grammatical errors
Reflects most of the essential information; is generally logically arranged; concepts presented without too many excess words; fewer than three misspellings or grammatical errors.
Contains extraneous information; is not logically arranged; contains numerous spelling and grammatical errors.
Text
Easy to read/ appropriately sized; no more than three different fonts; amount of text is appropriate for intended audience; boldface used for emphasis.
Most text is easy to read; uses no more than four different fonts; amount of text generally fits intended audience.
Font too small to read easily; more than four different fonts used; text amount is excessive for intended audience.
Design
Clean design; high visual appeal; four or fewer symbol shapes; fits page without a lot of scrolling; color used effectively for emphasis.
Design is fairly clean, with a few exceptions; diagram has visual appeal; four or fewer symbol shapes; fits page well; uses color effectively most of time.
Cluttered design; low in visual appeal; requires a lot of scrolling to view entire diagram; choice of colors lacks visual appeal and impedes comprehension.