Table of Contents - Vol. 23 No. 1 - October 2006
Pearls of URLs
Notes and Quotesby Brian Metcalfe - Educational Technology
"Bits and Bytes" - New distribution format
K12 Online Conference
(Oct. 23 - Nov. 3) There will be four “conference strands”– two each week. Two presentations will be published in each strand each day, Monday - Friday, so four new presentations will be available each day over the course of the two-weeks. Each presentation will be given in podcast or screencast format, released via the conference blog (www.k12onlineconference.org) and archived for posterity.
National Video Competition - "Racism. Stop It!" -
Videos due January 16, 2007
Quote of the Month
(email tagline of Howard Griffith - Fort La Bosse School Division) Food for Thought: "Two Sculptors"http://teacher.scholastic.com/LessonPlans/unit_roadtosuccess_parent.pdf
Literacy with ICT Across the Curriculumby Cheryl Prokopanko - Manitoba Education, Citizenship and Youth http://www.edu.gov.mb.ca/k12/tech/lict/index.html
[Editor: This article is reprinted with permission from the Manitoba Association for Computing Educators. It originally appeared in the "ManACE Journal" - Vol. 26, Issue 1, Fall/Winter 2006-2007.]ManACE members like you choose to be on the leading edge of information and communication technology (ICT) and are often early adopters who integrate ICT with student learning experiences in classrooms and schools. Recently however you may also have heard about literacy with ICT and are wondering what it is all about. Literacy with ICT for Manitoba students means choosing and using ICT, responsibly and ethically, to support critical and creative thinking about information and about communication as citizens of the global community.  During the 2005-06 school year, over 200 Manitoba educators participated in
the action research for Literacy with ICT Across the Curriculum sponsored by
Manitoba Education, Citizenship and Youth. Every one of the school divisions
and jurisdictions in the province formed an action research team composed of
a minimum of one early years teacher, one middle years teacher, and one
school leader. Many teams were supplemented with additional teachers, school
leaders, and consultants. The list of these action researchers can be found
at
http://www.edu.gov.mb.ca/k12/tech/lict/overview/teams.html (Individuals
participating from your own school division can provide you with a detailed
account of their experiences as action researchers on literacy with ICT in
their own classrooms and schools.)These action researchers have also built the capacity to facilitate the implementation of Literacy with ICT Across the Curriculum and to act as mentors for their colleagues in the process. Their numbers have been supplemented with 42 new team members appointed by superintendents to attend the recent 3-day Summer Institutes for Literacy with ICT. Each school division has drafted a plan for implementing and reporting on Literacy with ICT over the next three school years. This plan includes all K-8 teachers and students.
Reporting takes place within the existing reporting structure of each school/division and consists of informing parents/guardians about their child’s literacy with ICT in three competencies
These competencies are derived from the Developmental Continuum for Literacy
with ICT Across the Curriculum which was developed by teachers from across
Manitoba in 2004-05
http://www.edu.gov.mb.ca/k12/tech/lict/show_me/continuum.html
. This continuum is a poster-sized representation of the novice to expert
journey describing behaviour associated with literacy with ICT. It is
organized into two domains, cognitive and affective.
Teachers of mathematics will recognize this process as problem solving,
science teachers as scientific inquiry, social studies teachers as managing
ideas and information, teacher-librarians as information literacy, and ELA
teachers simply as inquiry.
Each big idea is composed of a number of descriptors classified in three stages, knowledge and comprehension, analysis and application, and synthesis and evaluation. All the descriptors in the continuum are intended to support development of the learner’s critical and creative thinking and are supported by seven principles http://www.edu.gov.mb.ca/k12/tech/lict/tell_me/sp.html
The pedagogy of Literacy with ICT encourages movement from ICT as supplementary to the curriculum towards a model that infuses ICT across the curriculum.
A supplementary relationship separates ICT and curriculum in time space,
time, and personnel – separate computer labs, computer classes, and computer
teachers. A complementary relationship begins to connect ICT with curriculum
in various ways. An integrated relationship allows the classroom teacher to
bring ICT into the classroom so it is available at teachable moments. An
infused relationship allows the transparent application of ICT wherever and
whenever appropriate, to enhance critical and creative thinking. Additional On-line Resources (supplied by Editor):
[Table of Contents]
by Brian Metcalfe - Educational Technology
Introduction:
This initiative will introduce participants to a powerful educational process known as "Digital Storytelling". Educators will require access to a digital camera to capture images and/or art work to support the telling of their story. Participants will explore the "seven elements of digital storytelling", learn tips about using digital cameras and utilize the Microsoft "Photo Story 3" freeware to create their digital story. During the "hands on" workshop, each participant will create a 2-3 minute video that blends digital photos, artwork, objects, music, and the writer's own voice to create a powerful learning and teaching resource. Requirements: Three teachers from each of the four districts will be selected to participate in this initiative. In order to be considered for this initiative, each participating teacher must: ▪ have local school substitute coverage for the first two half-day workshops▪ have access to a digital camera ▪ have student and staff access to Windows XP computers (on which Microsoft’s “Photo Story 3” freeware must be installed) ▪ have access to a USB memory storage device (512 MB minimum) ▪ identify a school team of five Grade 5-8 gifted & talented students ▪ be prepared to attend all “digital storytelling” workshops over the span of three days Substitute coverage for each of the12 teachers attending will be a shared responsibility. Whereas substitutes or coverage for the half-day workshops on Jan. 23 & Feb. 2 are the responsibility of the local school, coverage for the remaining two full-day workshops will be paid from Divisional Gifted and Talented funds. All workshops will be conducted in the Educational Technology lab (Room 125) in Administration Building #2 at 1180 Notre Dame. After the 12 teachers learn and practice the rudiments of digital storytelling on the first two half-day workshops, each teacher is invited to bring five Grade 5-8 students for a single full-day workshop in March where the students will create their own “digital stories”. Since our lab can only accommodate 16 users, the 12 successful teachers with their 60 students will be organized into four teams and a full-day workshop will be assigned so that we might best schedule teachers and students. To help us better utilize our 16 computers, please indicate on the registration form ALL possible dates that you and your students could attend this full-day workshop in March. Workshop #1 (Teachers ONLY) - Tuesday, January 23, 2007 (9:00-12:00 noon)
▪ Explore the components of a good digital story Workshop #2 (Teachers ONLY) - Friday, February 2, 2007 (1:00 p.m.-3:30 p.m.)
▪ Each teacher returns with 5-6 digital photos to use
in a personal digital story Workshop #3 (Teachers & Students) - All Day ▪ Actual day to be determined based on scheduling as noted below: In order to accommodate each teacher, with up to five students in our lab, it will be necessary to repeat this ALL DAY session on the following four different dates. Successful registrants will be advised as to which day the teacher and five Grade 5-8 students will attend to create student digital stories. Please help us schedule by indicating one’s availability on the registration form below.
▪ Team #1: Thursday, March 15, 2007 (9:00 a.m.-3:30
p.m.) Workshop #4 (Teachers ONLY) - Tuesday, April 10, 2007 (9:00 a.m.-3:30 p.m.)
▪ Submit completed teacher and student digital
stories Registration Process: Those educators wishing to apply to be part of this "Digital Storytelling" Gifted & Talented initiative are asked to complete the registration form at the end of this newsletter. Once completed, send this form to the attention of Linda Shelest - Room 103 - Administration Building #2 on or before the December 8, 2006 deadline. Successful applicants will be notified before the Winter Break. Educators who might be contemplating applying for this initiative are encouraged to explore the "Digital Storytelling 2005 - 2006" web site at: http://www.wsd1.org/digitalstorytelling/ Not only will one find an overview of the process that James Gray and Brian Metcalfe worked through with workshop participants, one will also be able to witness the creativity that was demonstrated and shared through the digital stories of students and staff. In addition, this web site contains links to a wide variety of resources to help educators engage their students in the digital storytelling experience. 
Invisible Students in View with ICTby Shelagh McGregor - Shaughnessy Park School
Literacy with Information and Communication Technology (ICT) may sound complicated but many teachers use ICT already and don’t even realize it. ICT has the potential to push student learning on or towards the next level. Last year in my Aboriginal Cultural Studies class I had my grade 7 and 8 students select an aboriginal ceremony of their interest to research and required them to present and share their findings. Students worked in pairs or small groups. This project based assignment provided student choice in planning how to gather and present information and findings. Information was gathered through various sources including internet, photos, texts, personal experiences, field trips and interviews with elders. Many confident groups selected PowerPoint or Publisher to present their work. But one group didn’t opt for multimedia. The girls involved with the sweat lodge project were extremely shy. They rarely actively participated in class discussions and did not like speaking in public or in front of their peers. They had perfected the art of being invisible. When they did respond they had quiet voices. These students are very artistic and chose to represent their learning with a plasticene creation accompanied by a typed summary using Word. They were not challenged and at times needed reminders to stay on task. They completed the project and had done what I had asked of them. But I wanted to take it a step further. The students attended a real sweat lodge ceremony and while we were reviewing photos taken from the day we had a great discussion of the events that took place. I suggested that maybe they could incorporate these photos and write a script for a slide show using Photo Story 3. One of the students had used the software before so with a quick consult they embarked eagerly. The girls’ confidence increased with each frame they recorded. Their voices became clearer and more audible. They needed less retakes and less encouragement. With the pressure of an audience gone, the girls were able to show themselves off and their learning in a different capacity. One student, who usually had a hard time focusing, was extremely keen and actively contributed to the group instead of sitting back and following. They were focused on time frames and how they needed to accomplish their project. They made decisions but asked for help when needed. The students had to write text, read and record the narrations, select and order images, choose visual backgrounds and transitions. And it was in this last step that I saw how ICT really enhanced and deepened the learning process for this particular group of students.
The task of creating the Photo Story produced fantastic evidence of
learning. It was through the journey of planning,
contributing and revising that I saw the most growth in these students. And
I may not have seen it, if they hadn’t tried this
learning experience. Their project is now currently being used by Winnipeg
School Division Cultural Advisor, Brian McLeod,
to teach other students about sweat lodges. The girls who tried so hard to
remain invisible are clearly noticeable in this new light. Digital Storytelling Registration Form - 2007by Brian Metcalfe - - Educational Technology
Educators wishing to apply to be part of this Gifted & Talented enrichment initiative for grades 5-8 teachers and students should review the earlier "Digital Storytelling" article in this newsletter for details and requirements.
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National
Media Education Week
"Digital Storytelling is a process of connection. It is a
remembrance of life stories, in combination with the power of voice and
imagery. Digital Storytelling allows people to connect, using technology
that's relevant to the way they live today." (Hicks & Woodburn)
