Sunday, March 8, 2009

NECC 2008 Notes

ISTE’s NETS•T Refreshed Roll-Out

We need real world, relevant assignments because we’ve already done well moving from the sage on the stage to the guide on the side. At this point we need to re-inspire teachers.

The new teacher standards include:
Facilitate and inspire student learning and creativity
Design and develop digital-age learning experiences and assessments
Model digital-age work and learning
Promote and model digital citizenship and responsibility
Engage in professional growth and leadership

There is a new tool available through ISTE’s website that will assist administrators in determining the level of technology integration occurring with their teachers.

Check out fact flippers:

Dan Edelson, Getting out of the Classroom with Technology

Volunteer Geography: A variant of citizen science. For example, students can make and share field observations and analyze and provide interpretations of that data. The concept is that students collect data by taking measurements, thy submit the data via a web form, they visualize it using interactive maps, they analyze patterns based on the data and visualization, and they may report back to others in their classes. One problem with this is that students will only be able to see small amounts of data if they are involved during the start if the project. An example of this was students testing soil samples following use of salt on icy roads. Students get to experience the full spectrum of the scientific process. In this case, students used probes and collected data in the classroom and submitted information via a website.

NGS FieldScope allows students to collect real world data. NGS chooses a region to study and invites teachers and students to participate. The teachers must purchase the equipment which costs about $1,000.

Chris Dede, Ubiquitous Computing

Goal: Repurpose common items for educational purposes (e.g., using cell phones for augmented learning).

Cheryl Lemke

We need to recognize that adolescent learning includes the home, school, peers, work, distributed resources, and communities – not just school. Our goal at this point is scalability of using technology tools for 21st century teaching, not just focusing on use in our own classrooms.

She suggests we use research-based methods to develop lessons and units that serve as “sheet music.” The teachers base their instruction on the sheet music, but also improvise.

A good teacher blog including student podcasts is “Learning on the Go.” The teacher sets up her class as a fictional consulting agency and the students solve real world algebra problems. Another teacher uses authentic travel agent activities to teach about Greek history.

SimCalc: (teaches about perspective)

Media multi-tasking: We can only do one thing at a time, but we can quickly move from one thing to another. Kids are better at multi-tasking than adults. When learning, students are distracted when multi-tasking (except for things like music without lyrics in the background).

Universe: (identifies what is going on online in real time using a visual perspective)

Venezuela started teaching critical thinking to their elementary and middle school students 10 years ago. Now, they are finding increased average adult IQs across the country.


Alan November, “Designing Rigorous and Globally Connected Assignments”

This presentation is available from the “Archive of Articles” on This presentation is available at Digital Farm.

Students are connected to everyone in their lives – except their teachers because schools block everything. “Schools are the learning police.” There is more freedom in Chinese schools in terms of the Internet than here. We are so worried about their safety that we block their learning.

Vocabulary of the Web: Students need to learn information resources. This type of information is available on

By adding site:en to Google searches, you will only get sites with an English country code. To get Turkey-based sites, type site:tr.

Adding view:timeline to a search, you can access the most recent information about a given search term.

Type link: to find out how many links exist to that particular site.

Hall Davidson, “It’s in Your Pocket: Teaching Spectacularly with Cell Phones” (How kids use video on a daily basis)

Every classroom should have a student-designated web researcher. The teacher should never have to answer a factual question, they should only have to respond to higher-order thinking questions.

There is a Google feature that allows you to create your own search engine. November believes teachers and students should jointly build search engines. This will give students less stimuli when they do searches.

It would be nice if students could develop resources that teach content and then future students review these tutorials before class. Students, then, are responsible for learning their own content and class time is replaced with problem solving. When there’s not a lot of Internet access, students could have a DVD with all the information at home (because DVDs are more common in the home than Internet connections).

The is a downloadable application that allows you to create screencasts.

Instead of teaching teachers to use technology, November jokes that we should send two of our students to the training and one of the students should be the biggest trouble-maker in the class.

Wikipedia isn’t an encyclopedia, it’s a publishing house. Third grade students were told they would visit the Pitot House and write an article they would submit to the largest encyclopedia in the class. The students wrote and published their Wikipedia article and now they follow the RSS feed for the article and critique what other people write. Organizes donations to small business entrepreneurs. The donors get their money back and they get reports on their projects. You can also talk to the other people who have invested in the same entrepreneurial project. alters voice to text. You can call this service from your cell phone. Another option is
: Allows you to do automatic polls from cell phones (like the classroom response systems)

Terry Cavanaugh, GIS, Google Maps, and More for Literacy Projects

There are interactive maps that show all he locations mentioned in a book (e.g., The Travels of Marco Polo). [Note to self – check out the Bible.]

Gutenkarte ( also makes a map of a text, showing what places are most frequently mentioned. Amazon’s Concordance also does this by telling the 100 most used words in a given text. allows you to map a story using latitude and longitude in a spreadsheet. has 23 stories you can follow on Google Earth. You download the .kmz file and use it with Google Earth. An example is with Make Way for Ducklings. The entire story is mapped as sections are mentioned. Also, people have added pictures of items and informational text from specific locations in the book. Anyone can make a Google Lit Trip. Tells a story using a map – the text is embedded in the map.

Teachers can get the Pro Version of Google Earth by writing to Google and requesting it. It is possible to make a map for each student so they can each map out a story.

A dimensional mouse allows you to move in three dimensions. They are available through Amazon.

Using virtual map pins, students can add quotes from book, write facts about the locations mentioned, and adding multimedia books. This is a means of having students have greater interactivity with books.

In September, cameras will have cameras with embedded geo-tags. Some buildings are going to start putting in geo-tagging points in the buildings.

Tony Vincent, Audio is Great! Video is Cool! IPods Can Do More!

Learning in Hand iPods is his iPod podcast. See
will speak any text into audio.

You can create cover art and lyrics (or primary source text) through going to Get Info for an individual song.


iPrep Press has comic books you can download to your iPod. BrainQuest also has quizzes for the iPod. allows you to combine Notes files

IPrepPress allows you to download a dictionary and many primary sources. Get 100 Words every high school students should know. allows you to download books in the public domain.

iWriter allows you to link stories together as story

iQuizMaker allows you to make quizzes for your iPod. You can also share iQuizzes by going to iQuizShare (

Use monitor mode to make your iSight camera not cause a mirroring effect.

Check out doc imaging and doc scanning on the PC.

Get book making ideas from and check out her handouts on the NECC site

Download handouts from NECC site for Sharon Hirschy about making class books using PPT

CUE 2009: "50 Ways to Use Video Streaming" and "Walk with the STARs"

Check out songs in Discovery Streaming.

Have students listen for certain words during a video and clap or stomp when they hear those words. This helps keep students listening and engaged with the video.

Celebrate students’ birthdays by having everyone look at what happened on their birthdays using the calendar feature. One teacher starts the day fifteen minutes early and shows the videos from the day. The door is closed until school is to start and you cannot view the videos if you weren’t there early.

For the slidesteaching specifics about discovery streaming, visit and go to “The Bird Cage.”

Use gCast to immediately post podcasts from the phone. It uses a 1-888- number. has books you can read online and see the pages.

Use to play Nasa-related games.

Go to suggests where you might want to meet between two people and what type of meals might be available.

X Timeline is a good timeliner creator.

Comics are available for the making from Comiqs, Blabberize, Pixton, …

Brain Blaze, iFlash, Trace, EduBlaster are great games in the Apps Store in iTunes. watch iPod is a mega-VCR is a great way to learn how to use iPods.
is a great place to find live stop watches. allows you to find Flickr images that are sorted and searchable by color.
is a means of creating digital stories quickly using pre-designed characters and backgrounds. allows you to make posters online that are clickable. allows you to put in one or two graphics and have the characters look like they are talking and you can record audio. allows you to make rock videos. You can access it for free as a DEN Star.

CUE 2009: "Web 2.0—Powerful Practices from Experienced Presenters" by Paul Devoto and Joe Wood

Paul Devoto
Joe Wood

Adolescents send an average if 200 texts a day.

Students learn, unlearn, and relearn.

3L’s: They link (into the world via the Internet), lurk (watch others), and lunge (jump right into it)

Teachers are not connecting on social networks while all students are doing it, even if they don’t have computers at home.

Zinch is a social networking site used to network high school seniors with colleges.

The number 14th most downloaded application for the iPhone is Facebook.


Students interact with media more than 72 hours per work, only 10% of which is for education.
Information is cheap today.

Bloom’s taxonomy was modified in 2001: create is now the highest level of the taxonomy.

All children have incredible abilities and we squander them.

None of the top 10 jobs today will exist in ten years so it’s critical we teach students to learn how to learn.
Read A Whole New Mind by Daniel Pink. He states that the future belongs to “designers, inventors, teachers, and storytellers.” He continues by noting design, story, symphony, empathy, play, and meaning will be the most important skills for the future.

“Textperts”=Tech Experts (each class has 4-5 textperts); Texpert selection needs to be skilled at computers, they have to be friendly to others, they have to be responsible academically (complete their other work, Testperts get special chairs and a table. They have to complete all the work just like the other students. Students rate textperts every few weeks. The teacher also asks whether any of the textperts were rude, who was most friendly, and whether they’ve received help from each textpert. This is feedback to the teacher and students receive some feedback (only the positive feedback). This encourages a sense of community and empowerment for the students.

Recommended classroom rules: Help others when asked, share ideas, respect all ideas, have fun, and make it meaningful.

Early finishers help others, finish projects from other classrooms, and have “creative free time” (and they must be creating something).

Google’s employees spend 80% of their time is spent doing their work, and 20% is spent doing something creative.

Apple Remote Desktop allows you to see all your student’s screens and to double-click to take over the screen. It also allows you to collect artifacts of what students are doing.

The fine for using someone’s photo without asking for permission is $1,400.

Creative Commons: Allows users to share work with anyone. When ever you create something, you receive copyright protection. Creative Commons allows you to choose the level of copyright. Google and Flikr all offer Creative Commons sections. You can search in Google for Creative Commons items (can you specify images?). You can go to Commons to access free photos. is a free online typing game.

CUE 2009: "Robert Marzano, March 6, 2009"

Three-to-five years ago, Marzano started studying technology.

Interactive white boards and voting: Students had learning gains of 14%ile-17%ile. The longer teachers use the boards (the more experience they have), the greater the learning gains. The amount of time the technology was used in the classroom also added learning gains, up to 85% of the time at which there was a decrease in student learning. The best conditions for using this technology is an experienced teacher whose used the technology for to years or more who uses the technology about 75% of the time and they have been trained to use the technology. Under these conditions, you could expect an average 30% gain in student learning. Twenty-three percent of the teachers did better without the technology than with the technology (usually this number is much higher in educational statistics). Therefore, weaker teachers require professional development and proper use of interact whiteboard technologies.
Proper use of the technology includes:
  • Keeping a clear focus on the content (not the bells and whistles), and,
  • Keeping track of which students are “getting it” and which are not (response rates can increase student engagement, but can turn students off as soon as a single students is called upon; increase wait time and “thumbs up, thumbs down,” electronic voting, etc. can help increase student response).

Formative assessment, record keeping, and teacher feedback: Providing feedback from classroom assessments to provide students with a clear picture of their progress on learning goals and how they might improve. Telling students whether they are right or wrong actually has a decrease effect in student knowledge of the content. The more information that helps students understand why their answers are correct or incorrect, the greatest learning gains (20%). The same amount of gain occurs when having students repeat a task until they get the answers correct.
Some of the ways to increase content learning is to ensure there is no single assessment to determine if students are learning. The ability to determine what to work on with students based on a state assessment (from class wide results), is nearly zero.
He recommends using data to keep track over time based on a standard teacher-created rubric when dealing with teacher created tests. When using rubrics and student progress tracking there us a =n average if 75% academic gain.
Using electronic record keeping makes this process easy. A key is the teacher must alter their teaching using the data.

Use of the Internet in the classroom is a key area to study, but Marzano does not yet have data to support his theories in this area.