I am often asked how laptops are used in our classrooms. In response, collecting random samples of student work seems like a good way to demonstrate laptop use at SHHS. The blog format places this information in an easy to access format. These samples are not necessarily the "best" and they certainly are not the only samples, but hopefully they can supply enough information to answer a few questions and initiate further conversation. There are hundreds of examples of basic technology usage that could have been displayed, but the samples provided here have extended student thinking and demanded a command of new skill sets.
The first sample was developed by several students and one instructor at my request. This video was created for a fall School Board meeting as one of our early reports on laptop progress. It is an overview of the entire laptop process, and the students had to incorporate many different forms of technology to create this presentation.
Next are two student created movies.... but very different in purpose. The first movie was created for a technology class. Students had great freedom of content and were encouraged to have fun with the content. The purpose was to demonstrate skills learned in the video editing process, as opposed to demonstrating mastery of content. The second video demonstrates using similar skills in a classroom in order to demonstrate mastery of content, and technology was the vehicle for the demonstration of mastery.
Movie One - demonstrating mastery of technology skills.....
Movie Two - using technology skills as a tool to demonstrate mastery of specific course content......
This next example is quite different. In this example technology has provided a method of creating an alternative assessment for students, in this case a Spanish final. The teachers gave the students options and guidelines for demonstrating proficiency, and this particular students decided to use a "voicethread" to create their presentation.
http://voicethread.com/?#u1826043.b2045908.i10839581
While more basic in nature, this student used Keynote [power point], but extended the value of the presentation by creating and importing visuals onto slides. This is one slide from the presentation.
Students often import music to create effect and personalize projects close to their heart. Student engagement increases when students take ownership in their work. This project demonstrates such personalization.
A large variety of information can be gleaned from our school website. You can spend some time surfing the entire website or I have also listed links to specific pages.
SHHS website........... http://www.southhardin.k12.ia.us/
A link to visual arts samples, primarily technology enhanced photography.... http://www.southhardin.k12.ia.us/fine_arts/art/art.html
For another perspective on technology use at the high school, as well as various specific student opinions, here is a link to the student survey given in May 2011 in an effort to gather baseline data about the one-to- one laptop program.....
https://spreadsheets.google.com/gform?key=0AlF1mvWqRT3HdHc1OFRIT1dPcGhGQ1lfNjVldTRnSVE&authkey=CLu44bcJ&hl=en&gridId=0&pli=1#chart
Special effects can enhance projects and are "fun" for students. Here are three examples of students including special effects into their video projects.
Special effects #1.....
Special effects #2.....
Special effects #3....
Students and faculty alike use technology to create and monitor assignments during their formative stages. These new lines of communication between all members of a learning community contribute to a student-centered environment. Classroom management tools such as Study Wiz and Edmodo are used daily at the high school for this purpose. The first example shows a teacher posting an assignment on-line, a student responding with their resulting completed draft of the assignment, and the student then allowing the class to see their work. This process allows for input during group projects when members of a group are unable to find time to meet or are unable to attend school due to illness, while allowing peer and staff review during the initial stages of work.
Students create their assignments in virtual space, allowing for quick feedback from teachers and selective input from classmates. Teachers are able to view and grade the creations in a completely paperless environment. The following brochure is another sample of student created work.
Continuing with the same idea, this example shows one page of the students on-line portfolio [as well as a link to pages of student work], the teacher's directions posted and permanently available for the class, and the resulting complete assignment posted by the student.
As time allows, I will update this blog in a continued effort to provide samples of technology integration into the classroom.
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