Week+2+-+Harris+&+Hofer+Activity+Types

ESL Teacher HMES || Presentation || My students routinely present the projects we have completed in their classrooms. This allows other students to get an idea of what goes on in ESL class, and allows my students a chance to show off, practice speaking and be proud of themselves. || PowerPoint, ActiveInspire Flipchart, Voicethread, iPod Timelapse or Video, Microsoft Moviemaker || English/ESOL Lakewoood High SChool || Jigsaw discussion || We frequently have jigsaw style class discussions. Small groups are assigned a portion of content to interpret and analyze. The group is then responsible for for sharing/reporting their thinking to the rest of the class. The class is encouraged to ask questions and contribute their own ideas. || Voicethread, Wikis, Moodle discussion thread ||
 * Susanna Hobrath
 * Lisa Shaffer-Gill

__**Instructional Planning Activity Types Chart**__
Emerson Elementary || Comprehension Skills || I introduce a comprehension skill at the beginning of stories to introduce the learning goal. It begins with a review or introduction of the skill. Next, there is a brief section where they take turns coming to the board to complete it with my assisstance and this allows me to assess their understanding. I make them very interactive with icons that show answers and lead to links, etc. This is done with small group Language Arts intervention. || ActiveInspire Flipchart || Bedford High || Vocabulary Skills || We incorporated MCTs "Word Within the Word" vocabulary activities this past school year emphasizing a Latin and Greek based system of words. Most of the students did not fare well even though we approached the words a myriad of ways! || Wordle, wiki/blog, Word, Excel, VoiceThread, SmartBoard || Lakewood High || Application of mathematical knowledge || Students routinely complete practice problems. I would like to see students demonstrate their understanding of math concepts by creating their own problems, sharing them with other students, and solving each other's problems. || Blog/wiki, Geogebra (I think?), Voicethread, digital cameras || Euclid High || Inquiry Based || Giving a image or picture for a particular unit or time period, students will comment on what they think it is, or the intent of the author. || Voice Tread, Keynote, FlipChart, SmartBoard ||
 * Laura Heckman-Spear
 * Lasure Johnson
 * Julie Rea
 * Diane Girbino

//**Make sure you have read the article for this week by Harris and Hofer! For this assignment you will think about an activity that you do in your class and consider some technologies that may support that activity in a different way based on your TPACK understanding. Some examples are provided below in different styles, you can decide how you will enter your contribution to the knowledge being constructed in the chart!**//

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Highland Middle School || Listen to Audio || I have had some students use the books on cds with their personal Ipods to read in schools. I have also had them record their radio comercials as an advertisment for their book. I think next year I will definently use the Voicethread site as an activity to listen to audio, video and peer feedback. || Podcasts (“Great Speeches in History,”etc.), Audacity, Garageband, Odeo,Evoca, Podcast People Audacity, VoiceThread, itunes || Garfield Heights Middle School || Build a Model || Students are instructed to "build a cell." After information is covered during several lessons each child is asked to construct a working plant or animal cell. Each child will build a Play Dough cell. They must make a blue print and present the model to the teacher. One such choice could be a car. The person driving the car is the nucleus because the person controls all of the activites of the cell or car. The cell wall is the outer metal of the car because it protects the inside of the car. The doors and windows are the cell membrane because it allows things to pass in and out of the cell. || Power point presentations. Digital cameras to take pictures of their creations to dowload to a moodle lesson I will create. || Maple Heights High School || Collaborative Writing Project || Upper level high school students could use a Wiki/Voice Thread to collaborate on the writing of a children's story (grades 1-3). Upon completion of the finished product, video conferencing technology could be used to share the story with elementary students in our District. || Audio/Video conferencing Wikis/Voice Thread || U. L. Light Middle School || Build a virtual model || Our school system is opening a new middle school next fall and our students could decide the type and arrangement of seating in the school cafeteria. They could be given a fixed budget and have to research the furniture that would be appropriate to hold the desired number of students while allowing for access to food lines, entrances/exits and any fire code restrictions. || Excel, Powerpoint, Microsoft Draw / Smartdraw || Lakewood High School || Build a model || I used to have students build physical models of various molecules in chemistry. I can see how doing this same exercise both physically and virtually could help students better grasp the three-dimensional structure of molecules. || Inspiration, photoshop, CAD software || Tomasheski GHMS || Data collection and graphing data || After completing virtual activity students will collect data and graph the data once completed. || EdHeads.org-virtual activity/Cell Phones, Excel voice thread, Wordle || Maple Heights High School || story telling/research || Previously my students have had to bring in pictures of themselves from birth to now and research what child development stage they are at, what theorists and the theory that would go with that picture and present it. It would be done on poster board or a book. They learned a lot because it was relevant to their lives and authentic. Now the use of story boards, voice threads, etc. can be used instead to integrate technology. || Movie maker, iMovie, VoiceThread, Scanner, Digital Cameras || Harding Middle School - Lakewood || Lab Reports || The traditional science lab report has sections for the problem, hypothesis, variables, plan, data, results, and conclusion along with some research at the beginning of the project. 7th graders work on one section at a time at first and then by the end of the year they are writing complete lab reports. 8th graders begin with a group lab project and then write the rest of the reports on their own. I would like to make the reports completely electronic and vary the style each grading period. We could start with the traditional report but type it and use Excel for data and results. Then we could try other ways to report out to the class. || Word processing, Spreadsheets, Voice Thread, Blog, Movie maker or IMovie, Digital cameras, Photoshop, Internet research, Skype (team up with the teachers at the other middle school in town and have "poster sessions" over the Internet). || Warrensville High School Mathematics || Draw and Find Geometric Figures in the Real World || This is a project done typically with a list of geometric figures (ie perpendicular lines or segments, concave hexagon, congruent triangles) which the student has to define, draw with proper equipment and notations, and then find a real-world example of, either cut from a printed source, or from a photograph taken by the student. In the past, this was done as a written paper project. More recently, students have been creating PowerPoint presentations instead of paper. || VoiceThread, presentation software, Maple software (this is great engineering and math software - anyone use this before? I would like to find out more), Photoshop, digital cameras || Harding Middle School - Science || Explore a Sunken Ship || This is a lesson at the end of the year that requires the students to "excavate" a sunken ship from the days of explorers. There twelve artifacts that they recover and study. From the study of these artifacts, the students infer what the explorers were like, believed in, what their motivations were and where they had traveled. || Students could become the expert on one item and the class could create a wiki on the 12 items in detail. || UL Light Barberton || Listen to audio || I prepared a program based on Princeton Review podcasts in iTunes for my honors students. Students listen to the casts, work on a chart based a lot on Marzano's vocabulary acquisitions theory. Examples, non-linguistic examples, sentences, etc. || iTunes, iPod, Notebook or Word Processor, projector || Science Lakewood High School || Lab Reports || Like Ann, I too would like to break away from the traditional way of creating and turning in lab reports. Obviously, the format would be the same but the way the information is assembled and communicated would be very different. || Edit / Collaborate: Google Docs / Skype / Wiki Data Collection: Excel, Word, Rich Chart Live (see example below) Publish: Moodle / Voicethread / Website / Blog || Principal Highland Middle School || Conduct an Interview Historical Weaving || This coming year is the final one for students in the two middle schools in our distict (combining into a new building). We also used to have a third many years ago (now an elementary). I would like to have students in 7th grade collect the stories of former students from the middle schools from various decades. It would be a collection of oral history that would help students see the differences between the buildings (very different in times before redistricting) as well as differences over the course of time. This would done in conjuction with the center for older adults in our YMCA to help create a partnership with community members. This would be a colloborative project for students. || Students would use flip and digital cameras to complete the interviews and then movie making software, Word or Google Docs for the actual writing portion, and other software to create a website or a blog. Students may use Facebook to locate former middle school students. || Tech Coach Bedford High School || Complete Charts/Tables || I have been using dual-entry diaries with my students, where students copy a line of text on the left side of a 2 column table and then write a comment, reaction, question or connection in the right side. My students completed this assignment in notebooks, but this activity could be easily modified to make a collaborative class chart. Students could use GoogleDocs or a wiki to share entries with each other. || GoogleDocs, class wiki, or an office document used with a student response system. Voicethread could also be used if you wanted to incorporate audio into the project. Students could read a line of text and then share their reaction, comment, question or connection. || English Teacher Bedford HS || Research || I teach English IV (all levels of students) and one of the most important skills I try to hone by the time graduation comes is research. Though the students do their research (mostly) online, they could be taking notes online, or in a more interactive way using web 2.0 tools. || They do take notes in Google Docs, but there is little interaction with the notes beyond the actual note taking... We could also start using Diigo or Delicious to annotate and share with others - maybe on the same research topic. || Bedford High School || Group Discussion || One requirement for students is to be able to interpret computer output from various statistical analyses. The textbook provides many examples which we have used in the past for small group and large group discussions. || Students could use EXCEL and Minitab to enter their own data sets and run the statistical analysis. Groups would then post their computer output to a class wiki where other students could interpret the results with the original group providing feedback. || Bedford High School || Problem Based Project || After taking the AP test I like to have a project where the students think of a particular problem in the US government. They pick out the problem and research the problem to find various solutions. They then pick out a solution that is the best one. They then present it to the class. I also use a wiki page where the students make their own notes and discuss current events that connect to those notes they take from the class. || Google docs, drop box, wikispace, and I think I will be using voicethread and edmondo for the class. || Lakewood High School Language Arts || Study Guides || I would love for my students to collaborate on study guides for various chapters of novels we are reading or on various texts. We all know about cliff notes, spark notes, wikipedia, etc. and the uses that students put these things to for studying. I think it would be WAY more powerful if the students created their own study guides, collaboratively. I envision groups of students working together asynchronously to get the job done. We could house these study guides on our class moodle page, and I could draw on them for future assessments. || Google Docs, Wikispaces, Moviemaker, Moodle Forums, Prezi, voicethread, etc. || Bedford High School, Science Teacher || Research/Lab Activities/Lab Reports || I really would like to integrate some of my AP chemistry labs with work being done at some of the colleges in the area. Using 2.0 tools would facilitate a relatively simple collaboration for experimental design, the experiment itself, and the collection of the data. To culminate this, maybe a visit to the college - meeting the professor(s) and students that they worked with for the project. || Skype, GoogleDocs, WikiSpaces, MS Office, podcasting || LHS || Students analyze datasets. || Students examine collections of data to concisely describe the data and find patterns within it; analyze the patterns to determine possible causes; and determine the likeliness that the pattern could have occurred randomly. || Pencil, paper, and scientific calculator; graphing calculator; local desktop software (Excel, Fathom, Minitab, R), cloud software (Geogebra, EditGrid, Google Spreadsheet) -- all for analysis. Other software for presentation (Word, MathType, Powerpoint, GoogleDocs.) || LHS || Create a "timeline" || Research how a new technology or scientific breakthrough came to be. Chronicle important people and events that made the new ideas part of our general knowledge. Present the information in a creative and logical manner. || Research tool, MS word, google images, inspiration, voice thread. || LHS || Peer Editing || I believe that peer editing is an integral part of the writing process and use with with every essay my students write. Using 21st century tools could make it less time-consuming and probably more honest. || We "experimented" with Google Docs last school year and it was a great success. I could also envsion using VoiceThread for this process. || Study the Middle East using the book The Kite Runner as a base || Social Studies - Understand history and government and analyze issues English - Learn about the lives of women in the Middle East and compare to the lifestyles of US women || History - graphic organizers, research databases, Internet websites web publishing software to create own website(we used Microsoft Office Publisher) English - graphic organizers, research databases, Internet websites, presentation software, presentation hardware. || Garfield MS || Literary elements || Students complete a literature response journal entry on their independent reading book about the particular literary element being explored in class(character traits, point of view, etc.) giving evidence from the novel to support their thinking || Class wiki, Voice Thread, Moodle Forum, Google Docs || LHS || Historical Chain || With recognizable art images students place the pictures in chronilogical order. Each student is then given a period of time in Art History to create a Power Point of their own discussing and sharing the progression and development of the period that it was created. || Websites, Photostory, Power Points, Wikis, on line Museums, Voice Thread || LHS || Group Discussion and Debate. || Students will watch the Art 21 video with a group discussion following. Their assignment will be to go online to critique images that are placed on the Moodle site by the teacher. Students will comment on artwork and voice their opinions. Moodle site will be shared in class after everyone has had the opportunity to participate and a final class discussion will take place. || Video, Website, Moodle, Wiki, on line museums, Voice Thread || Harding Middle School || Open a new restaurant || Students will brainstorm, develop a plan, create business cards, letter heads, menus and a website, and compose a business letter to prospective investors and mail merge the letter after compiling a database of names, addresses, etc. to open their own restaurant. || Use of brainstorming via MS Word or Inspiration. Intensive use of word processing in developing formal business plans, business letters. Mail merge for letters. MS Publisher or MS Word for business cards, letterheads, menus and websites. Voice Threads, other audio or videos could be added on their websites. || Social Studies @ Bedford High School || Create a Map || U.S. Studies - Linking location with historical events. Before beginning a new chapter the students must label, construct a legend, effectively analyze the statistics and answer questions associated with the topic and time period. (Ex. Unemployment in The U.S. - 1930") || PowerPoint, Google Earth Students label existing maps or produce their own; printbased materials or digitally || Garfield Middle School || Listen to audio || During speech unit, we generally listen to the audio of great speeches on a CD. || I found a podcast of great speeches at iTunes --- "Great Speeches in History". By watching the people speak, you can gain insight into body posture, looking at the camera or crowd, etc.This would help more than just listening to the CD. || Orchestra- Elementary- Lakewood || Playing Quiz || At the end of a unit, students perform playing quizzes to demonstrate their knowledge of the concepts in the unit. || Podcasts, Voicethread. I pictured a voice thread with the scanned music (royalty-free) as the picture around which students could upload their personal version via computer or phone. I teach 5th grade, and I do use peer tutoring in class, so I also thought that students may be mature enough to provide constructive feedback to each other. This voice thread would need to be created for a closed group, actually for several, since each school I teach would have to be separate. || Heskett Middle School, Bedford || Data collection || I have students perform experiments in small groups during class to find experimental probability, then collect all the data and compare small group results to the whole class results and then to the theoretical probability. || Smartboard software for simulations os specific types of probability experiments. Voice thread, having the students share small group results and having them get their shared data from that page. A wiki to collect and share data. || Emerson Elementary, Lakewood || Ohio Successful Business Research || I teach Economics and Ohio as a major focus In Social Studies. I also run a store to help math skills such as subtraction, addition, and multiplying decimals. I would like to further merge the projects and contact successful businesses in Ohio to help support our learning. || Distance Communication Software, Word Processing, Web Communication, Good ole snail mail..(we usually get stuff when we do that), web page RSS, class blog, Excel spreadsheets, "Numbers" App from ITunes. || Heskett Middle School, Bedford || Grammar Lessons || My students complete four-level analysis on sentences to identify parts of speech, parts of sentence, phrases, and clauses. || Voicethread- The students can explain each level of analysis, adding to the depth of their understanding. Promethean Board- The students literally piece together the analysis. Wiki- The students can post their analysis on the class wiki to reference as they continue on in the program. || Euclid High School || Class discussions on reading assignment || Not everyone completes reading assignments at the same time which makes real time discussion difficult and lopsided. A well designed Voicethread could start discussions and allow every student to participate at their own speed. || Voicethread: Students can complete required posts, carry discussion further, ask questions of others, and the teacher can still lead, redirect or deepen discussion points. This would give those quiet students an opportunity to be heard. || Euclid High School || Research papers/essays || My students complete several five-paragraph essays throughout the year, whether the essays involves research or not. || Word-processing: I would have my students type their essays more frequently than actually writing them. GoogleDocs: Through GoogleDocs, peer and teaching editing will be quicker and more effective. Moodle: Posting essays to moodle will make for more technological interaction and less paper. || Euclid High School || Research and Creation of Examples to Display Knowledge || Students receive topic (Newton's Laws, Energy Transformations, Biomes, Energy Resources, etc.) then research topic. Students use research to develop their own examples of the topics thereby displaying their understanding. Examples may be displayed in a comic strip or poster as opposed to a written format. || Research: web, books, magazines (digital or print materials) Comic Life Google Images Printers (to print and post) or Moodle or Wiki (to display digitally) Voicethread (display image with voiceover commentary - classmates ask questions or comment within thread) ||
 * **Participant Name** || **Activity Type** || **Brief Description** || **Possible Technologies** ||
 * Cheryl Ward || Listen to Audio || Students listen to recordings of speeches, music, radio broadcasts, oral histories, and lectures; digital or non-digital || Podcasts (“Great Speeches in History,” etc.), Audacity, Garageband, Odeo, Evoca, Podcast People ||
 * Teacher || Peer Feedback || In my class students give each other peer feedback on a writing project, but it would be great to do this electronically. || I may consider a wiki where they would post their writing and then others could comment sort of non private? Could use Google Docs and peers could comment using the comment option and it would be more private. ||
 * Kevin Holcomb, Highland Middle School || Data-Based Inquiry || Using print-based and digital data available online students pursue original lines of inquiry: Students work with the results from a real-world, published, on-line survey, in order to develop measures of central tendency (mean, median, mode). Students will then display their results. Discussions will focus on affected criteria, such as range, quartiles, and outliers. || MS Excel. This application can be easily used for data entry and can quickly and accurately calculate results necessary for determining measures of central tendency. Additionally, inherent to the program, MS Excel can further graphically display the results in the form of tables and/or charts. ||
 * Brian Filiatreau
 * Brian Nehlsen-Highland Middle School-Barberton City Schools || Engage in Historical Role Play || Students will be able to pretend they are a historical person and make decisions and actions based on true historical context. || Besides Moviemaker, iMovie, Audacity, or a digital camera students could also create a second life character for their historical person and have their character simulate real actions or how that figure would react to present day situations. This would help students really gain an understanding of their particular historical person. ||
 * Martin Danial - Maple Heights High School || Listen to Audio/Engage in Historical Role Play || Students listen to audio/watch video of older generations of scientific inquiry based on a subject in science. After watching/listening, students are asked to create podcasts or videos how many scientists would record their notes back before this technology to see how this would further help their record keeping and also apply the use of technology in making stronger research and how it may help. This allows for students to realize the ability of technology to advance the field, advance thinking, and how it can be applied today. || MovieMaker, podcasts, video, voicethread, videoconferencing, PowerPoint, iMovie, Google Docs, the list goes on... ||
 * Brittany Beutel - Maple Heights High School || Data Based Inquiry || Students will be asked to find and comprehend data on former geographical and spatial phenomena in order to determine possibilities of recurrence, predict future patterns, create data tables, graphs, and charts to help explain the information as well as present this information to a proper audience. || Excel, PowerPoint, SPSS, Videoconferencing.... ||
 * Bev Hastings
 * Amanda Recker Garfield Heights Middle School || Build a Model || Students are to construct a bottle rocket as a culminating activity to the unit that discusses Newton's three laws of Motion. Each student will be required to create a bottle rocket that will be judged on the distance that it travels. Students will be working in pairs and they will have to create at least one different variable in regards to making two rockets that are different. Students will then be asked to communicate to other groups as to what they are constructing using wikis or blogs. Students finally will then be asked to create a wordle using the words they thought were important in knowing for them to create an effective rocket. We will then as a class compile all of the distances that the rockets went and create an Excel spreadsheet of the final distances. || Wordle, Excel, Wikis, Voice Thread ||
 * Jim Hull
 * Rachel Neugebauer Highland Middle School || Complete Charts/Tables || Students can fill in charts or create them based on content they have learned. Students create a representation of the Water Cycle using digital tools. They are able to represent the cycle by using images or words to describe each step in process. This can also be used for the students to fill in parts of charts that the teacher has left blank intentionally. || Inspiration, PowerPoint, Microsoft Word ||
 * Jim Jakubowski; WHHS Science || Go on a virtual field trip || It would be useful to create a series of virtual field trips for kids to visit exotic locales, such as a trip to a rainforest to see what that biome is like or "swim" to experience a coral reef. || Audio and Video. Virtual Reality. MS Word (to take notes). iMovie. The options are only limited by the imagination. ||
 * Phil Hodanbosi
 * Bill Wagner
 * Doug Sudomir U.L. Light || Complete charts/tables || When teaching students about volcanoes and their locations around the world I have them plot locations on a world map. I think that this could be done faster and be more meaningful by using digital tools. || excel, google maps ||
 * Shelly Habegger, HMS Coach || discussion boards || As an instructional coach, I work strictly with teachers. In the past year, Phil and I have engaged the teachers in a discussion board as a means of communicating best practices to one another. All core teachers have participated within hte builidng and between budilgins, both middle schools in the district were invovled in this activity. The prompts occured once a month and discussed specific paractices the teachers were conducting in their classroom. || Discussion boards ||
 * Amy Miller, Tech Coach, Lakewood City Schools || Book discussions || I also just work with teachers and as part of a book study, we used a blog to discuss the chapters of the book as well as looking at websites. We linked videos and podcasts to support additional materials and ideas. || Blog, wiki, videos, websites,podcasts, Skype ||
 * Matt Mihalyov, Garfield Heights Middle School || Present findings from scientific experimentation || Students will present (individually or as a group) their findings from scientific investigations. In this way students will concentrate on the importance of clearly presenting their claim and presenting their evidence in a way that justifies their claim to the audience. || PowerPoint, Document camera, MovieMaker or another digital presentation software program, voicethread... ||
 * Vicki
 * JON MOCKBEE GHMS || DATA COLLECTION AND EVALUATION OF INFORMATION || Students will present to their peers information they have collected about bridges and the choices made to decide on what type of model bridge to build || Voice thread, Power point ,wiki ||
 * Melissa Jacot
 * Ann Pesta
 * Mary Pumper
 * LIsa Hoy
 * Adriana Greenlief UL Light Middle School || Create a map, generate questions, create a review activity || Student create a map of a city, mall, amusement park, etc. Once the map is complete, students create and answer questions about the distance between two places and where the midpoint of two places is. Students share project with classmates as a review activity || Google maps, Inspiration, Word, Power Point ||
 * Britni Theofilos Maple Heights High School -Science || Develop a Knowledge Web || Students create a knowledge web on a specific biome in the form of a wiki and encourage others from other schools and other countries to post. They must link to other types of technology and get information from other students or adults who live in that biome. || wiki, webcam, wordle, voicethread, podcasts, google earth, facebook, myspace, twitter, blogs, powerpoint, word, digial camera, flipcam, ||
 * Deanne Miklovic Maple Heights High School - Community Principal || Create a Voice Thread for my small learning community || I would like to create a voice thread for my small learning community and use it as a communication forum for staff (possible add parents and students as I become more comfortable with the technology). My goal is to get to the point where the technology will be used in place of our bi-monthly community meetings. Many of our staff members are involved in after school extra-curricular activities and are not provided a forum for their input. || voicethread, webcam, flip or digital cameral ||
 * Lisa M . Wiegand/Lakewood High school:intervention specialist/student support || create history || I started in the education world as a social studies teacher and i always said i would love to teach history in the holideck on Star Trek next generation...where fantasy comes to life....since we don't yet have that technology i think it would be awesome to teach students by having them make a movie of some historical event where they are the stars...but the synthesis of the project would be in the reflections of who they were and what part they played in the historical event..after watching movies on youtube, this could be an interesting way to "live" history || camera, movie making software, historical reseach on the web; virtual field trips to places of history and historical records; ||
 * Katie Gerard/Science Soc. Studies Harding Middle School || Re-create history by re-enacting an event || This year my students preformed puppet shows on a specific battle of the revolutionary war. They had to research the battle on line. They also had to have at least three background scenes using the promethean board. Most choose to do a powerpoint with sound incorporated. Some of the students were really creative with their backgrounds and music or battle sounds that they incorporated in their powerpoint presentation. || Promethean board, researching on the web, incorporating different music and sounds to their powerpoint to make it authentic. Next year I want them to explore the idea of a movie, voicethreads, and photoshop. ||
 * Reza Mohasses- Science Teacher Warrensville Heights High School || Answer questions for reviewing a unit || I review the concepts and vocabulary with my Biology students using Jeopardy powerpoints I find online which I edit to their needs and class topic coverage for a given lesson unit. I divide the class into two teams headed by a captain each. Then, we flip a coin to pick the starting team. Each time gets to pick a category and the dollar amount (a questions) and gets 1 minute to answer it in an open note fashion. I have learned to let both teams to participate for all questions (whether they picked it or not) for management purposes. Then, I have the captains write the answers on pieces of papers I provided them earlier and bring them to me. The reason I play it like that is because if they yell out the answer (and both teams are participating) then one team can potentially accuse the other of "cheating". Also, I tally the dollar amounts at the end and won't announce them till the end (again for management purposes). The winners will earn extra credit for the day and all groups turn in their previously assigned worksheet (including all questions) with the answers to get class participation points (so this way every one receives some sort of credit as incentive to play the game). || Jeopardy game (powerpoint), Voicethread (they can create a review of concepts and vocabulary with their voice either just saying the vocabs or also explaining it), iMovie or movie maker (basically the Voicethread without the voice), Wordle (creates great tool for vocabulary review), Inspiration (create a concept map for the chapter, this might be better for more mature students), Discussion board (I would suggest this to be designed as structured and governed as possible and to be as ongoing so they can get used to the culture of it, Wikispace or other types of wikis (another great tool which I think can host the discussion and other related student-centered work within it, Word or Pages (students of higher maturity level can be given the opportunity to make questions for the test. I tend to also promise to given them points for the assignment as well as pull 1 or 2 questions from the turned-in questions). Make Header ||
 * Chrystal Cotner
 * Ken Kozar
 * Keith Ahearn -Harding Middle School || Virtual Field Trips || When I taught high school social studies I collaborated with a teacher from Revere High School to do distance learning through WVIZ. We had our students participate weekly in class discussions and we were able to have virtual field trips where students could ask experts questions about see information from museums and exhibits without wasting instructional time. || Now we could use SKYPE or SPARK or other tools to conduct these field trips rather than the bulky sytem that we used through the Distance Learning Lab ||
 * Tara Reis
 * Ellen Dies, U. L. Light Middle School, Tech teacher || Conduct an interview... historical weaving || I have added my row under Tara's for a reason. This is an idea that she presented to me and we are going to work on it this school year. I would like to use the 8th graders at ULL to conduct the interviews in our building. I'd like to have the students tour the building with people who have either taught at ULL, served as an administrator or attended there. I'd like them to talk about the changes as they walk through the building. || Students could use digital cameras, but perhaps include podcasts for those who cannot visit ULL this year. A script of questions could be added to the district website with a place for them to respond. The culminating event is an open house at ULL and Highland and the movies or whatever final product (my mind is spinning as I think about the possibilities) we use being shown. ||
 * Alex Cammock/Harding Middle School || Create a Newspaper/News Magazine || During our American Revolution unit, I have students create a newspaper as if it were written by a Loyalist, Neutralist or Patriot. || I already have students use Word to create them, but I think using a Wiki (Google Docs) to bring a number of different stories together would be interesting. That way the class could all work on their own and bring their different topic to one big newspaper. It could give the class roles, too. I really like this idea the more I think about it. I would also like to know what Scraplog is after reading the article. ||
 * Mike Zaletel
 * Alison Cox
 * Karen Wheeler LHS Instructional Coach Math || Generate questions || I used to teach high school math and I always wanted my students to interact and answer each other questions more than ever occurred in my class. I would often have my students work in small groups and have them teach each other difficult math concepts. I think I would now use Moodle, google docs, or wikispace to encourage my students to interact with each other more. They could post questions and answer each other. || Google Docs, wikispace, Moodle ||
 * Tricia Mencin
 * Patrick Griffis
 * Sean Wheeler
 * Heather Keister
 * Peter Petto
 * Karen Alten
 * Dennis Ebner
 * Sandy Storey || Research and Presentation:
 * Melanie Whiting Avon Local Schools || Plotting a route on a map || Students will plot the route of a Navy officer in the Vietnam War on the mine sweeper on which he traveled. || Google Maps will be programed to the route so students can interact with the route on the ActiveBoard. ||
 * Norah Grevey LHS || Debate || Since the students in my room love to argue a point, I think that using a debate as a way a way to discuss opposing viewpoints of a topic is an excellent idea. This can apply to many different English, Social studies or Science concepts. Students can research their viewpoints and post them as Voice threads. They could use a Moodle Forum to debate their ideas. They could also use Google Docs. Just as content must drive process in the TPACK model, I think that the use of technology in this case could allow the students to organize their arguments. They can then have a formal "live" debate once they have determined their key points. The programs can be set up where the "for" and "against" teams can only access their key points as they prepare for the live debate. || Discussion Forums: Google apps, Wiki or Moodle. Voice thread could be used also. ||
 * Pam Thompson
 * Arline Olear
 * Amy Sedlak
 * Barb Wolansky || Travel Training Lesson || Student will plan a specific route to a desired destination and plan the time needed, the route and the method of travel (bus, rapid, etc) || Use of GPS system and/or RTA website using the trip planner option which provides directions for walking, riding or using the bus with time tables. ||
 * Chris Riggle
 * Ramsey Inman -
 * Robert Wood
 * Mary Jo Mallchok
 * Jen Brown
 * Matt Shields
 * Maria Ras
 * Amy Garvey
 * Jenn Pollack
 * Tabitha Pesch