Web-based+Multimedia+(303)

__**Presenter/ Conversation Leader Information**__

Rebecca Kelly has served as the Library Media Specialist at Milford Middle School, the Freshman Center and the Senior High School in the Quakertown Community School District, located in Bucks County, Pennsylvania. Additionally, she served as the 21st Century Teaching and Learning coach for three years for the district. She holds a master's degree in Library and Information Science, specializing in public and academic libraries, from the University of Pittsburgh, and school library certification from Kutztown University, as well as an education degree in comprehensive social studies from Bloomsburg University. She is currently in an Educational Leadership program at Penn State University, working toward her principal certification.
 * Name: Rebecca Kelly**
 * School District/School/Company: Quakertown Community School District**
 * Position: Principal Intern**
 * Contact Information: rkelly@qcsd.org**
 * Twitter: @bekcikelly**
 * Skype: bekci.k**

Karen Hornberger is the Library Media Specialist at Palisades High School, located in Kintnersville, Bucks County, Pennsylvania. Mrs. Hornberger has her master's degree from McDaniel College (formerly Western Maryland College) and also holds a degree in elementary education from Bloomsburg University. She began her career as a Library Media Specialist in 1995 and loves working with the students and integrating technology and reading and writing strategies into lessons to make them meaningful. Mrs. Hornberger has served as Classrooms for the Future/ 21st C. Teaching and Learning Coach during the 2010-2011 school year. Karen's library was awarded the 2011 Outstanding Individual School Library Information Center award by Pennsylvania School Librarians Association. Her blog can be found on the homepage at [|www.palisadessd.org/phslibrary] Her email is: khornberger@palisadessd.org
 * Name: Karen Hornberger**
 * School District/School/Company: Palisades**
 * Position: Librarian, Palisades High School**
 * Contact Information: khornberger@palisadessd.org**
 * Twitter: @khornberger**
 * Skype: Karenrhornberger**


 * Web-based Multimedia - 20 in 20**

media type="custom" key="20631615" sites visited in the video above: Scribble Map: Oil Spill Example PodBean: AP American History Example Flickr: Watershed Example Geocaching.com Homepage Geocaching Educator's Forum Paperslide Video Example (this video does have sound although the screencast didn't display the sound) Polldaddy Features Page Polldaddy Pricing Page [|Jog the Web Holocaust Example] Google Books: Taming of the Shrew Example TubeChop Homepage TubeChop: Copyright Discussion Screencast-O-Matic Homepage Our Wiki: Screencast Page


 * //Six concepts of Multimedia in the Classroom: //**


 * 1. Deepening learning versus enjoying technology’s bells and whistles: **

Group discussion on concept.

Example: Student as curator: Palisades History Teacher, Erin Banas, was inspired by co-teacher Alex Bobsein’s training at the end of the 2010-2011 school-year when he shared a lesson on Global Uprisings in which he asked students to gather information and populate a Google Site with the information, images, and video that they collected. In this lesson students are curating (they are searching various locations for information on one topic, selecting the best and pulling it into one cohesive new product). Erin decided to create a similar project with her students during their Progressive Era unit. For each class she taught (and each semester), she asked that I support the unit by coming in to teach the basics of working within Google Sites (as I had done with Alex). Erin chose this project because she was tired of asking the stuents to create PowerPoints all of the time. However, we found that the students were apt to copy and paste onto their pages without thought to content or design. One way to counteract that is a strong rubric. Erin and I, as a result, also came up with suggestions for students to help them break up long passages of text on the site which are posted here  under the heading Guidelines for Student Curation. [|Here is Erin’s site.]


 * 2. Guiding students towards making responsible decisions while using technology: **

Group discussion on concept.

Example: Asking students to justify their work. [|Wiki form which asks students to justify responsible wiki changes] Palisades English teacher, Carole Lee Deemer, has her classes during each semester add to and mold her Scarlet Letter wiki into a useful document to suit their needs. She uses the wiki communication and reflection form above to monitor their work and get them thinking about acting as responsible citizens on the web.

In another project, Maryanne Momorella (Business Teacher at Palisades) and Drew Giorgi (Journalism Teacher at New Hope) asked students at Palisades and New Hope High School’s the following:

Watch the following video on Wikipedia: [] Do you feel it is a good idea for teachers to ask students to evaluate existing Wikipedia pages that relate to the unit the class is studying and have students propose changes to the pages and show how they would link the changes to outside resources in the article? Do you feel that students should be encouraged to actually edit the page as long as they corroborate their statements to outside sources? Do’s DO check your spelling and grammar before submitting DO avoid slang, text abbreviations, or emoticons DO cite your document, image, or video sources DO support your ideas with facts from quality resources DO offer unique insights or viewpoints to consider DO identify original author’s screen name if responding to their comments DO include only relevant portions of quoted responses DO quote previous comments and respond to previous comments in context DO begin responses with a compliment to previous commentaries DO persuade readers to your viewpoint with kindness and respect
 * Post your own response and participate in a discussion with at least two other students. Be ready to defend or alter your opinion as a result of the conversation. **

Here are examples of student response: As many bloggers have expressed, the idea to have students edit Wikipedia pages is rather intelligent. I think that this can help the students thoroughly understand the material that they have learned in class, interpret it, and apply it to the world around us. PNH2 stated in his or her post that this technique should only apply to older, more-educated students, but I disagree. I think that younger students can learn a lot from this type of project, for they are making changes to the pages using reliable sources and their teacher as support systems. Teachers just needs to make sure that students don’t physically change the Wikipedia’s, for they are learning how to make possible changes, not actually edit them online. If they would like to edit them in accordance with this project, I think they should receive their teacher’s consent, with the teacher approving their specific blog post.

I like the idea of this “Wikipedia hunt.” It sounds like a great idea because it would be helping out so many people who enjoy using Wikipedia while helping the individual student learn the material. It’s a two for one deal, the honor of helping others, as well as the confidence of a student who completely understands the material being taught. It’s not a bad idea to have students edit the Wikipedia pages but it may be a good idea to regulate who does it in sections and assure that what is put on is more accurate than what they intend to fix.

<span style="color: #333333; font-family: Arial,sans-serif; font-size: 8.5pt;">It is a good idea to ask students to evaluate Wikipedia pages for certain classes. It forces students to fully understand the subject and teaches them to always use sources to backup their knowledge. The students could propose changes but I do not think they should actually edit the page. Noticing if a source has good credibility is tough, even for adults; I think that if students were to change the pages they would use bad sources and get in trouble for posting information that is not true.


 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">3. Remembering to think about copyright: **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Quick discussion on concept.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Example: harnessing sound and image to create a new product out of a classic: We Didn’t Start the Fire model project by Andrew Cerco <span style="color: #1155cc; font-family: Arial,sans-serif; font-size: 10pt;">http://futureisnow.wikispaces.com/Andrew+Cerco <span style="font-family: Arial,sans-serif; font-size: 10pt;">Andrew Cerco, a history teacher at Salisbury High School, shared the following assignment at a CFF training. During this project Andrew took a classic product and asked his students to use GarageBand (Audacity works for PC’s) and record their own lyrics to the song We Didn’t Start the Fire and add new images and lyrics to align with a different period in history. <span style="color: #1155cc; font-family: Arial,sans-serif; font-size: 10pt;">


 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">4. The joys of a la carte: **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Quick discussion on concept.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Example: Give ten or so ideas and have the students choose two projects to create. Maybe have them create a <span style="color: #1155cc; font-family: Arial,sans-serif; font-size: 10pt;">[|ScribbleMap] <span style="font-family: Arial,sans-serif; font-size: 10pt;"> or Google Map, maybe have them create a <span style="color: #1155cc; font-family: Arial,sans-serif; font-size: 10pt;">[|fictional radio broadcast] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Palisades High School history teacher, Kevin Ronalds, often gives his students a few multimedia project options to choose from as final projects for his classes. This achieves differentiation when students are allowed to select projects that they feel they will succeed at and are most comfortable with. As a result, Kevin creates many rubrics that students refer to for each project type.


 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">5. Bringing traditional tried and true strategies into the world of technology: **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Quick discussion on concept.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Example: Last year I worked with Palisades English Teacher, Mandy Laubach, to consistently use technology based writing strategies. We worked within her //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Romeo & Juliet //<span style="font-family: Arial,sans-serif; font-size: 10pt;">, //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Night //<span style="font-family: Arial,sans-serif; font-size: 10pt;">, and //<span style="font-family: Arial,sans-serif; font-size: 10pt;">To Kill a Mockingbird //<span style="font-family: Arial,sans-serif; font-size: 10pt;"> units. During each, we directed students towards non-fiction extensions to the novel in order to create connections from literature to the world we live in. <span style="font-family: Arial,sans-serif; font-size: 10pt;">For //Romeo & Juliet//, the students interacted with an article which gave detail about a dramatic production of the play in Tehran, Iran. The article informed readers that, under new leadership, the actors were allowed to display public affection through a brush of the cheek. This was a new practice in Iranian arts and created societal controversy. The students read the article and responded to the content using Google Docs color coded highlighting to decode information within the article. The students also used the commenting features to connect personally with the content they were reading. After responding personally, they discussed their thoughts in a group setting and co-wrote a response to post to the classroom blog. The students in second semester were instructed to respond to each other’s blog posts using an etiquette guide for blog <span style="font-family: Arial,sans-serif; font-size: 10pt;">discussion. The lesson was incredibly valuable in allowing students to get a glimpse of the cultural differences in our world and helped them to understand that belief-based culture may strongly impact everyday life. The technological advantage of this lesson was that it introduced the students to Google Docs highlighting and commenting features, which they will hopefully use in other settings. <span style="color: #1155cc; font-family: Arial,sans-serif; font-size: 10pt;">[|Here is the blog post about our first semester experience] <span style="font-family: Arial,sans-serif; font-size: 10pt;"> (we worked out the bugs for second semester) <span style="color: #1155cc; font-family: Arial,sans-serif; font-size: 10pt;">[|Here is the class blog with responses to the article.] <span style="font-family: Arial,sans-serif; font-size: 10pt;">For //Night//, the students used online research strategies to learn about modern genocide. To research, the students were directed towards SweetSearch and our subscription search engines which provide articles from journals, magazines, and newspapers. Once students located an article, the group used Google Docs chat and comment features to allow them to share their thoughts on the content. The groups created a group response by co-editing a Google Doc (which was not published in the public blog setting. ) This lesson opened the students’ eyes to the fact that genocide still occurs in contemporary societies. The technological advantage of the lesson was to provide students with the collaborative features Google Docs offers. <span style="color: #1155cc; font-family: Arial,sans-serif; font-size: 10pt;">[|Here is the blog post about this lesson.] <span style="font-family: Arial,sans-serif; font-size: 10pt;">While studying //To Kill a Mockingbird//, t <span style="color: #1155cc; font-family: Arial,sans-serif; font-size: 10pt;">[|he students were assigned groups that would research various important events of the Civil Rights Era (Scottsboro Boys, Little Rock Nine, Brown v. Board of Education, etc.)] <span style="font-family: Arial,sans-serif; font-size: 10pt;">Prior to research, the students created a Diigo account in order to use the web highlighting, sticky note, and comment features to collect supporting detail for their research. The difference between Google Docs and <span style="font-family: Arial,sans-serif; font-size: 10pt;">Diigo features are that Diigo allows users to use the tools immediately in the online setting without having to copy and paste the information into a Google Doc. The students were instructed to share the content that they pulled into their personal library with their group using the share feature on the Diigo platform (adding the content to their group members’ libraries). Through this assignment, all but one student had their first experience with Diigo. We had hoped they would enjoy the program and see the advantage of having the toolbar add-on and actively highlighting the web and preserving content in a Diigo library. On that day, we suffered technical difficulty that unfortunately did not allow the students the full picture of the assets of the process but did allow them to grasp the concept and purpose of Diigo.


 * <span style="font-family: Arial,sans-serif; font-size: 11.5pt;">6. Additional discussion: the pros and cons of backchanneling in the classroom. **

(Participants can add documents, links, etc in this area)
 * Artifacts from Session**