Group+A+Workspace

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To add your VoiceThread:

 * 1) Click the **Edit** tab in the upper-right corner.
 * 2) Scroll down the page until you you reach the bottom of the Learning Activity 4-C-1: Create a VoiceThread section.
 * 3) Click under the last link of the Learning Activity 4-C-1: Create a VoiceThread section.
 * 4) Type your first name and last initial followed by "VoiceThread" (ex. TimF VoiceThread).
 * 5) Highlight your your name and VoiceThread name.
 * 6) Click the **Link** button on the Editor bar.
 * 7) Click the **External Link** tab, if you are not currently on it.
 * 8) Copy and paste your VoiceThread link in the Address textbox.
 * 9) Click the checkbox next to New Window.
 * 10) Click **Add Link**.
 * 11) Press **Save** on the Editor bar.

To edit the Overcoming Barriers table:

 * 1) Click the **Edit** tab in the upper-right corner.
 * 2) Scroll down the page until you you reach the Learning Activity 6-D-1: Overcoming Barriers section.
 * 3) To add a barrier, highlight "Enter barrier here." text and type in your barrier. To add a solution, highlight "Enter solution here." text in the cell to the right of the barrier and type in your solution. If another solution already exists, type your solution under it. Note: Be sure to add your initials at the end of your barriers and solutions so you receive the correct amount of credit for your work.
 * 4) Press **Save** on the Editor bar.

To comment:

 * 1) Click on the **Discussion** tab at the top of the page.
 * 2) Click the **New Post** button.
 * 3) In the **Subject** field, enter a descriptive title.
 * 4) In the **Message** field, type in your feedback.
 * 5) Click **Post**.

Learning Activity 4-C-1: Create a VoiceThread
[|Denise D VoiceThread]

Learning Activity 6-D-1: Overcoming Barriers

 * ~ Barriers ||~ Solutions ||
 * < S.S. The administration will block You Tube, preventing me from using tutorials on the website. ||< We are able to have it allowed only on certain computers and teachers need to monitor it well to be sure it is used appropriately.HS

In the case that the administration still says no to only certain computers, you could use a proxy site to get around the filter. If you ask any of the students, chances are they know how to do it! (AM) Shhhh keep it secret! Also, if you can afford to do so, you might want to consider buying your own mobile "hot spot." It is a small device (some plug into a USB port on a computers, others are just wireless) that acts as it's own WiFi connection. If you are on your own connection, you are on your own filter, as well. All websites will now be at your disposal! (AM) Keep this one a secret, too! || is fairly restrictive when it comes to identifying students on our website. We can use a picture of the student, but we can not identify the name of the student in a photo caption underneath. We must also get permission slips signed from parents before we can use any student information on the website. S.S. Our new student computers are being supplied by Apple. However, many of the students have PCs at home already. I could see a problem form if a student opts to do some work on his home computer, then tries to switch the work to his school Apple computer. ||< You may want to try to give each student a code numberinstead of a name. When you post their videoonline, use the code number. The studentand the parents would know their own code number but no one else would. Shari
 * < S.S. I would like to post videos on line of student works. But our school has a policy in place that

I believe there is software for Apple computers that is compatible with PC. I would inquire with your school to see if the software will be on your Apple computers. Shari

If I am not mistaken, students should be able to use the Save As function on most softwares to save their product as a version that should be compatible with both PCs and Macs (AM) || It will feel like I am starting new my first year when I had to create lesson plans from scratch at times. I have a lot of plans, but I don't know if I can do it all my first year. ||< Don't try to do it all at once. your plan is a perfect fit for the new curriculum. Do that one and see how it goes. Your bound to make changes. Then, sit down and modify a new lesson for the next tech-adventure. Baby steps. - CG Change is good I bet you will have a great year. HS Only focus on adding tech in small steps. Your adminstration shouldn't be expecting miracles in the first year! Do what you are comfortable with. ALWAYS BE OPEN TO SUGGESTIONS and help from others. It sounds like you are not going to be the only one in your building feeling the way you do! (AM) || I can foresee my administrator being very skeptical about how I am meeting the academic standards in this IMP. I can also see her questioning the amount oftime the project may take. ||< Generally, show administrators a concrete plan that indicates the stadards are being met and a timeline that shows the lesson will not interfere with the rest of the curriculum, they become quite receptive. - CG Good ideas...Thanks...Shari Be prepared with the goals that the students will be covering. Make sure the students, parents, and administrators know them. HS || The first technological barrier will be collaboration time with our computer lab teacher. She is the one who teaches the kids for two 25 minute sessions a week. I will have to have her on board with this project. Also, I will need to schedule the laptops for my class to use. This can be a challenge for two reasons: 1. they are hard to schedule with 25 other classes wanting them and 2. we have a lot of issues with the wireless connection. ||< Be sure to get into this collaboration early and show her the plan as well. Familiarity with the project can make for a more comfortable transition. - CG Only twice per week is not a lot but I guess that is typical. It appears that you will have to do some of the tech instruction as will I.We have a homeroom advisory that could serve as time for large group instruction. HS
 * < S.S. Time will be at a premium this year as our school makes the switch to a tech-centered curriculum.
 * < S.R
 * < S.R

If you can afford to do so, you might want to consider buying your own mobile "hot spot." It is a small device (some plug into a USB port on a computers, others are just wireless) that acts as it's own WiFi connection. You know you will always have access if you take it into your own hands (AM)

AM... I like your idea of a "hot spot". Thanks to all for your advice. || IMP Barriers are numerous but I can distill it down to afew essential questions in or district for each of the following: Administrative barriers –
 * < CG's (Chuck's) Barriers

(CG)Rules 1: Certain activities on certain areas of theschool grounds like access to computers without supervision can make research difficult outside of class time difficult. Itseems to follow suit that most of my students who do not have computers at homeare the ones who need more time outside of class. I’m probably not stretching it to suggest that it’s socioeconomic. ||< Can you monitor the computer lab after school or during an advisory period? I did that a couple of times because my co-homeroom teacher was always late, so he had to show up on time if he knew I was not going to be in the class! SS (This is a possibility but most of my after-school time is taken up by the planetarium and Astronomy Club. I'll see. CG) Yes it is bad for those that do not have a computer to use at home. I have gotten them access even at lunch. HS || 1. Mostof my students have jobs which limits outside time to complete activities. Though it sounds absurd, I have to account for students choosing to pay their car insurance and for gas before theycomplete outside work. ||< Don't get me started on this one. Reminds me of a conversation I had with a struggling student this spring. Group the students to make sure you have the workers and slackers spread out evenly among the groups. SS Do you give the slackers the same grade??HS (No. There are peer assessments and monitoring along the way - CG) This is all new to me. I am elementary. But I really find it hard that a car comes before education. Shari (Parents allow it, so it happens - CG) Peer assessments are definitely key to this kind of problem. The students usually a brutally honest with one another. Also, while working kids (and athletes and older siblings for that matter) can whine and moan about their outside responsibilities, it's going to be a hard fact of life for them. Those outside responsibilities will always be there. (AM) || I know it puts more work on you, but I agree with SS. Try to see if you have other times to open a lab. Shari || We had the same situation happen at our school. Some of our students had to work in the Media Center that is connected to our computer lab. Is your media center connected to your lab? Are there other computers close?...Shari. || I agree with SS. ....Shari ||
 * < (CG) Rules 2 - Internet policies have blocked so many sites for student use, research can also be sparse and not as complete as possible. ||< Compile a must-have list of site your students can use, and get those to the tech coordinator, so she can make sure they are not blocked. SS Sounds like someone there schould take this course or get updated!HS - (I like that plan. CG) ||
 * < (CG) Community barriers –
 * < (CG) Community 2 - It seems to follow suit that most of my students who do not have computers at home are the ones who need more time outside of class. I’m probably not stretching it to suggestthat it’s socioeconomic. ||< Again, see if you can open the lab before or after school or during your prep period. SS
 * < (AM) While I am lucky enough to be in a brand new building this next year, I see that we only have one computer lab for all of the sixth grade. I was told that the lab would be used by the Digital Media teachers each day, so the 6th grade teachers won't really have access to it all that much. Also, in that lab there are only 28 computers, and I already know I will have more than 28 students in some of my classes.... ||< I mentioned the same to Chuck, but see if you can schedule the computer lab in off hours for those students who do not have access at home. SS
 * < (AM) The IMP I just created a timeline for is 3 weeks long, but I do not see the learning outcomes being worth 3 weeks of the curriculum. How do I make sure that I can create IMPs broad enough that they are worth the time I let students spend in-class to develop their projects? ||< I think the NET-S standards are too important for today's education, so any tech-related experience you can give students to inspire, learn etc. will be worth the time you spend on it. SS
 * < (AM) In previous projects that invovled online research, I have run into issues where the website I am using to deliver online instructions has gone down (in this case it was zunal.com). What happens if/when any other site the students are using goes down? What if our district network crashes (as it often does) and students have no way to access the work they have saved on their drives or on collaborative spaces online? ||< This was a problem in our labs too, so I would remind the students to save their work after every paragraph if they were working on an essay. If the district network crashes often, you might check with the tech coordinator to see what improvements could be made in the system and let her/him know you are starting IMP curriculum that puts a premium on a stable computer environment. SS ||
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