TECHNOLOGY UNIT

Please submit your Technology Unit using the following template. Hyperlink
all resources to this page. Please do not replace or move any of the content
except my detailed instructions. Leave all main headings & tables. You will
need to submit your Technology Unit via Canvas as a Google Doc. You will
have one opportunity for a redo. After I have submitted your grade, please
post your technology unit on your Weebly page.
TECHNOLOGY UNIT TEMPLATE
NAME
SCHOOL
Monique Porter

Green Valley
Elementary School

GRADE LEVEL /
SUBJECT
2nd Grade/ Writing

UNIT TITLE: Rain Forest Biome Animals Research Project

State Standards: (Click here for Indianas State Standards
Reading
Learning Outcome
2.RN.1 Read and comprehend a variety of nonfiction within a range of
complexity appropriate for grades 2-3. By the end of grade 2, students
interact with texts proficiently and independently at the low end of the range
and with scaffolding as needed at the high end.
Key Ideas and Textual Support
2.RN.2.1 Ask and answer questions about the main idea and supporting
facts and details in a text to confirm understanding.
2.RN.2.2 Identify the main idea of a multiparagraph text and the topic of
each paragraph.
Structural Elements and Organization
2.RN.3.1 Use various text features (e.g., table of contents, index, headings,
captions) to locate key facts or information and explain how they contribute
to and clarify a text.
Writing
The Research Process: Finding, Assessing, Synthesizing, and Reporting
Information 2.W.5 With support, conduct short research on a topic. Find
information on a topic of interest (e.g., cardinals). Identify various visual and
text reference sources Organize, summarize, and present the information,
choosing from a variety of formats
Speaking and Listening
Learning Outcome
2.SL.1 Listen actively and adjust the use of spoken language (e.g.,
conventions, vocabulary) to communicate effectively with a variety of
audiences and for different purposes.
Discussion and Collaboration
2.SL.2.1 Participate in collaborative conversations about grade-appropriate
topics and texts with peers and adults in small and larger groups.

2.SL.2.3 Listen to others, take ones turn in respectful ways, and speak one
at a time about the topics and text under discussion.
2.SL.2.4 Ask for clarification and further explanation as needed about the
topics and texts under discussion.
2.SL.2.5 Build on others talk in conversations by linking comments to the
remarks of others.
Comprehension
2.SL.3.1 Determine the purpose for listening (e.g., to obtain information, to
enjoy humor) and paraphrase or describe key ideas or details from a text
read aloud or information presented orally or through other media
. 2.SL.3.2 Ask and answer questions about what a speaker says to clarify
comprehension, gather information, or deepen understanding of a topic or
issue.
Presentation of Knowledge and Ideas
2.SL.4.1 Using appropriate language, recite poems and rhymes, and tell a
story or recount an experience, in an organized manner, with appropriate
facts and careful attention to sensory details, speaking audibly in coherent
sentences and at an appropriate pace.
2.SL.4.2 Create simple presentations that maintain a clear focus, using
various media when appropriate to clarify ideas, thoughts, and feelings.
Media Literacy
Learning Outcome
2.ML.1 Recognize the role of the media in informing, persuading,
entertaining, and transmitting culture.
Media Literacy
2.ML.2.1 Recognize that media can be sources for information,
entertainment, persuasion, interpretation of events, and transmission of
culture.
ISTE NETS-S Standards: Click for the Iste NETS-S standards
2. Communication and collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others. a. Interact, collaborate, and publish with
peers, experts, or others employing a variety of digital environments and
media b. Communicate information and ideas effectively to multiple
audiences using a variety of media and formats c. Develop cultural
understanding and global awareness by engaging with learners of other
cultures d. Contribute to project teams to produce original works or solve
problems
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information. a. Plan
strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of sources and media c. Evaluate
and select information sources and digital tools based on the
appropriateness to specific tasks d. Process data and report results

4. Critical thinking, problem solving, and decision making

Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate
digital tools and resources. a. Identify and define authentic problems and
significant questions for investigation b. Plan and manage activities to
develop a solution or complete a project c. Collect and analyze data to
identify solutions and/or make informed decisions d. Use multiple processes
and diverse perspectives to explore alternative solutions
5. Digital citizenship
Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior. a. Advocate and practice
safe, legal, and responsible use of information and technology b. Exhibit a
positive attitude toward using technology that supports collaboration,
learning, and productivity c. Demonstrate personal responsibility for lifelong
learning d. Exhibit leadership for digital citizenship
Objectives:
Students will work collaboratively on the creation of their visual
projects.
Students will use multimedia tools to research different animals.
Students will create a visual research project on an animal from the
rainforest biome.
Unit Overview (description)
In this unit students will learn about different animals that live in the
rainforest. Instead turning in an individual handwritten report, they will use
technology tools to create a multimedia project with a partner. They will pick
one or both of the technology tools for their project that will be presented to
them throughout the unit, they will research and gather the information
about their animal, plan how to organize the information, and the final
project will be presented to the class and posted on my Weebly page for
parents and teachers to view and enjoy.
Technology Incorporation
Which of the 21st Century Skills are incorporated in your unit?

Creativity/Innovation
Critical Thinking
Problem-Solving
Decision-Making
Communication
Collaboration/Social Networking
Information Literacy/Research

 Reflection

How will the 21st century skills be taught and assessed?

Skill
Explanation
Creativity/Inno Students will learn how to use specific technology tools to
vation
bring a more creative touch to their research reports.
They will brainstorm what the main parts of their subject
is the most important and use online and mobile device
applications to execute the finish product.
Communicatio Students will create an oral and visual presentation that
n
will be presented to their peers, parents, and
administrators.
Collaboration/
Students will work with a partner to gather the
Social
information and create their projects. The projects will be
Networking
presented on and uploaded to the class web page for
school and parent viewing.
Information
Students will research the information needed from a
Literacy/Resea preselected location (symbaloo) . They will have a variety
rch
of links to choose from to gather the needed facts about
their topic.
Reflection
Students will provide feedback on the class webpage
about each project on the each presentation day.
What technology did you incorporate in your lesson and why?
Technology
How
Why
SmartBoard
Students will view
This will help the
sample projects and
students get a better
watch informative
understand of what is
lessons created by me
expected before, during
on the smartboard.
and at the completion
They will use the
of their projects. I can
smartboard as a tool to keep students on task
do research as well. I
while using the
can view what the
technology because it
students are doing in
will be projected on the
the iPads through
smartboard with Airplay
Airplay to make sure
on the ipads.
they are task.
iPads
The students will use
This will be one of the
the iPads to have
main tools need to
access to symbaloo,
create their larger
blabberize, blendspace, visual portion of the
Google Docs, Weebly
research presentation.
class page, and
Students will have all

Shadow Puppet to
create their projects.

projects posted on the

weebly page for
viewing by their peers,
school staff, and
parents.
This is a great way for
the students to practice
recording their voices
and speaking clearly. It
also helps them give an
oral report with them
having to stand in front
of the class. The
whole school and their
parents will be able to
access the code with a
reader on their mobile
devices.
This will allow students
to show a visual and
oral presentation of
the information
collected

QR Code

The students
Blabberize and
Shadow Puppet videos
will be placed on QR
Codes so their peers
and parents can see
and listen to their rain
forest animal talk about
itself.

Shadow Puppet (digital

Storytelling)
Blabberize

The students will create

their projects using this
app on the iPads. This
program has templates
they can choose from
to add multimedia all in
one place to enhance
their projects.
They will also create a
Blabberize project so
we can have the animal
they research report
the news.

Symbaloo

I used this to keep all

the articles that we
used online of the
Rainforest animals we
are using for our
research projects and
all the tools that we
used for the Project.

This makes for a quick

and easy way for my
students to have
access to the
information in class and
in the Technology Lab.
It keeps them from
roaming to other sites
and I can add
information to it as
needed.

Blendspace

The student will

The students need a

participate in a lesson
on Internet safety and
the Creative Commons
rights through this tool.
It will be presented to
the whole group.

Google Docs

The students will use

this to complete a final
draft of their animal
report.

refresher course on
how to be safe online
when researching
information and using
technology tools. They
also need to know the
what to do and not to
do when they are
communicating with
each other on social
media, comment boxes,
or blog pages.
The students need
practice with typing
their work,so this gives
them that. Also, they
dont have to worry
about saving it because
Google Docs saves it
automatically. The
students will learn how
to copy and change the
name of their
Document file.

What distance learning tool did you use? Weebly, My Big Campus,
Edmodo, Wordpress, etc
Distance Learning Tool

How did you use it?

Weebly

I use Weebly to house all of their

projects in one place for my peers,
students and parents to view.

What level of SAMR is your Unit at?

For more information about SAMR, click here
This unit will be in the Modification level of SAMR.
How will your students gain access to an authentic audience?
Classroom Management
Include management strategies and describe how you will provide equitable
access to technology resources in your technology plan. (Suggestions: if
using clickers, when would you pass them out and when would you collect

them. If going to a lab, is there a procedure for logging in? Do the students
have assigned seats? How will they submit work to you? Do you have a
system for inspecting the lab for damages? Do you have a system for
managing the students while in the lab to prevent damages? If students are
in the classroom, how are they clustered together? How will you ensure that
students stay on task?)
Management
Strategy
1. Set
limits for which
resources
students are
permitted to
access during
specific
lessons and
communicate
this to
students
before the
activity begins.
Foster a learning
community that
thrives on
collaborative work.

Take
time to
practice using
the iPads for
specified
purposes.
Establish

How, when, & why this will be implemented.

This writing unit is going to be very different from ones
Ive done with students in the past because of
incorporation of technology being used. Each day the
students will work in in pairs on their projects. They
will also be clustered into small groups so that the
resources (ipads) and applications being used to
create the project will be monitored. I have an
assistant the will be helping me each day with the
students, which makes it easier to keep them on task
and guiding them through each part and procedure of
the activities in the lessons.

After day 1 of the unit the students will have their

partners and their animal to research. I found that with
my students working in pairs and/or small groups
utilizes their need to conversate and when given a
task they stay engaged and focused. Throughout the
entire unit they will be with a partner and when all the
projects have been posted to our class webpage we
will review all projects and the students will be able to
provide feedback on the projects of their peers that
they liked.
We have set procedures in place in the classroom and
for the computer lab. On day 1 of the unit we will
review the routine and procedures of the general
useage of the iPads and the computer lab desktops.
SInce the applications the students will be using are
new to them, we will also go over the procedures of
how to access the websites and tools. Day 2 will be
the day I will introduce the first half of the
incorporated technology part (research sites) and
allow them time to practice accessing it and finding

procedures to

the information.

deal with
technical
issues when
they occur.
Identify
student tech
leaders who
can assist you
and other
students with
technology
use.

Each day of the unit we will review our class

expectations for the assignments and the collaborative
share
work for each group. The students have free range of
how they want to organize their information for their
expectations
presentation. When we get to the final days of this unit
and guidelines I will review our digital citizenship guidelines and
with students. discuss with the students the appropriate way to give
feedback on a peers work online. Its very important
Empower
that they know that once they click submit that they
students to
cant always go back and erase whats been stated.
We will review sentence structure as well, so they
help create
know that when you are typing online you want your
and
reader to be able to understand your think just as if
communicate you were writing a letter or speaking to them in
person.
behavioral
Clearly

expectations.
Model digital
responsibility,
social media
etiquette, and
digital learning

for your
students.

Student Inquiry and Research:

Students used the following
technology to do research.
Google Chrome

Symbaloo

Shadow Puppet and Blabberize

Explain how this helped them find

answers and encouraged them to be
problem solvers and make decisions.
To find and bookmark the tab for
the Weebly class page that has all
the research information and the
project tools they need for their rain
forest animal reports. Under our
students logins the Google Chrome
application will automatically start in
Safe Search on the Desktops,
laptops, and iPads, so the students
are protect from inappropriate
websites due to typing errors.
This allowed them to find and search
for the information related to their
topic all in one place. They also
have access to a second symbaloo
page that has all the tools and
internet safety information.
Allows the students to use their
creativity and organizational skills to
create a finished product. With
blabberize students can choose any
appropriate image of their animal
and make it speak to the audience.
The can make their voices silly, but
they have to provide factual
information. Shadow Puppet allows
the students to use the same report
information and create a digital
story book with multiple pictures,
background music,text to each slide,
and some animation. It also provides
Creative common shareable images
for them to use search for built into
the app. They can only use the iPad

Creative Commons Search

for this part.

The students will use this to find
sharable pictures for their
Blabberize part of the project. they
will learn how to find the search
engine and how to use it This will
allow them to find safe and legal
images to use.

Copyright & Digital Citizenship

Include information about summarizing copyright laws related to use of
images, music, video, and other digital resources in varying formats. Explain
how you created the lesson without violating copyright laws. Explain how you
encouraged your students to use the technology while remaining a good
digital citizen.
On the first day of the unit I will discuss with the students using blendspace
the appropriate way to use the iPads and desktops and how to use the tools
and search the web, collecting information, and copying pictures safely and
legally. On the last day, when we are visiting the class webpage I will
explain to the students the appropriate way to make a comments on
someones work using the comment box on the class webpage. They will
comment on another peers project and give positive and helpful feedback
only. The students are using the class webpage (room 19) on my weebly
web page to access Symbaloo for most of their research sites because I
have placed kid-friendly and safe websites that allow the copying, audio
listening of information (National Geographic), sharing of pictures and
information. They will also use the Weebly page to access the tools need to
complete their projects. There is as research tool page for teacher and
student use of all teaching materials for this unit.

Reaching Diverse Learners

I used the following technology resources to enable and empower learners
with diverse backgrounds, characteristics, and abilities. Explain how you
used videos, screenshots, additional websites, etc. to assist with this. Even if
you do not have a variety of diversity in your school, explain how you could
incorporate this in your lesson to reach diverse learners. (Be sure there are
lesson plan assignments and videos of classroom implementations,
collaborative efforts, and diversity modification issues are addressed in a
substantial way. )

Tool or Strategy

Explain how this tool or strategy

was used to empower learners
with diverse backgrounds.

Symbaloo

I used this tool to give the students

a safe and monitored way to
research their topics information in
one location. Students also have
access to the Research tools page
that house all the tools and
information covered in this unit.

Blabberize and Shadow Puppet

Students are able to create a

somewhat animated video of their
topic and give it a voice, So they do
not have to physically present it
themselves.

Weebly

Gives every student a chance to

display their groups work and get
positive feedback from their peers in
the comment section. This also
provides a safe place for students to
find all tools used to create and
complete projects.

Student Choose their animals to

research and are matched with a
peer with a similar interest

The students are always given a

choice in the activities and assigned
task we will conduct in the
classroom. For this unit, students
were able to pick their own rain
forest animal and be paired with a
peer that wanted to learn about the
same thing. This way they will not
have to do all the work by
themselves and they can have
meaningful discussions about what
information to use.

Adaptive/Assistive Technology
The following adaptive/assistive hardware and software helped to assist
students with special needs.
Example: Explain how you used magnifying screens, etc. to help assist
students.

Adaptive/Assistive Technology

How did you or how could you have

used this technology to assist
students

Headsets with microphones

The students can use this to listen to

the information being read to them
on the website. The students have
the closed captions turned on, on
the videos so they can see, hear,
and pause the video to collect
information. They will also use the
headset to record their voices for the
blabberize and Shadow Puppet. The
National Geographic website has
audio reading of information about
the animals that the students can
hear.

iPads

Students can magnify the screens on

the iPads, the desktops, and internet
browser to get a closer look at the
pictures or text about their topic

Bookmark Class website on the Lab

and classroom computers

Since my students know how to look

for websites that I have bookmarked
for them prior to this unit, I believed
it to be easier and more efficient for
them to be able to go straight to the
Class website on my Weebly page to
locate all the applications and tools
they need to complete their task.

Unit Procedure
Pre Assessment: Link or insert a screenshot of your pre-assessment.
Suggestions: Google forms, Survey Monkey, Clickers, My Big
Campus, Edmodo, Moodle, Polleverywhere, GradeCam, Plickers, etc.
Link or include a screenshot of the data collected from the pre-assessment.
The writing unit doesnt require a pre or post-assessment, but I
have created one using Kahoot for my students to complete.
Unit Plan:
Explain your technology unit in detail. Plan at least 3-4 days on instruction.
Be sure to include lots of technology. Use 21st century skills and try to teach
above the line, striving to reach the Modification or substitution level. Link
ALL of your resources. If you said that the students watched a video, link it. If

the students explored a certain site, link it. If the students were given an
assignment, link it.
Rain forest Animal Writing Unit:
All tools used for this projects, except for Shadow Puppet ( iPads)
will be found on the class webpage Room 19 on my Weebly page.
Each writing workshop last for 40 minutes a day.
In this unit students will conduct research about animals that live in
the Rain Forest. They will turn in digital media projects that explains
all that they have learned about their animal.
This project will not be completed in the time assigned due to the
length of time given for the students to complete it by the district
pacing guide. All data collected will be based off of a small group of
students even though this is an whole class project.
Day 1 : ( classroom and Computer Lab) Students will review how to
log in and out of the computer with their student codes. They will
also learn how to go into symbaloo to find our page on Rainforest
animals. The students will find a partner that has the same animal
as she/he has, practice and search the symbaloo page. The students
will learn about internet safety on this day using my blendspace
lesson. This lesson is grade and age appropriate and provides
videos and information on how to use the computer properly, being
safe and using appropriate language when communicating with
others, the Creative Commons rights, and additional resources to
search and use and short quiz at the end.
Symbaloo: http://www.symbaloo.com/home/mix/13eOcMQ7fA and
http://www.symbaloo.com/mix/animalreporttools
Blendspace:https://www.blendspace.com/lessons/dBAQ3AJPfi4XsA/copy-ofhow-to-search-the-internet-safely
Creative Commons: https://www.commoncraft.com/video/copyright-and-creativecommons#

Day 2: (Computer Lab) The students will use their QUIP Organizer
page to take notes about their animals from the online resources on
the symbaloo page. ( THis will take 4 class days to complete).
symbaloo:
The students will take the pre-assessment for this unit over what
they completed and learned about internet safety and digital
citizenship from day 1.
Kahoot Quiz: https://play.kahoot.it/#/k/6627ce88-2e91-4a7e-9baf53f83e819573
In order for the students to take the assessment the teacher can
create an account and the link above will open. The students must
have access to a mobile device, laptop, desktop that is connected to
the internet. Once that is complete, have the student go to the
Kahoot.it and put the pin number in that goes wtih this quiz, create
a nickname, and then the game can begin. for k-3 it is helpful to
read the questions out loud so the students can proceed to answer
the questions quickly. you will get a EXCEL file with the results.
QUIP Organizer is a great way for students to keep their notes in
order of how the want to present the information. The students will
have 3 important questions and at least 2 interesting facts that they
will use to create their first draft of their reports. The students
should create 3 big questions to find facts for.
QUIP Organinzer:
https://www.scholastic.com/teachers/article/collateral_resources/pdf
/29/0439929229_e028.pdf
3: (Classroom) The students will learn about Blabberize and
Shadow Puppet and how they will use the tools to create their group
projects. Each group will get a chance to explore each tool.
http://blabberize.com/make

Shadow Puppet app for iPad

I will demonstrate how both programs work. SInce the students will
not be able to access Shadow Puppet, I will walk the students

through the process of creating a digital story using Reflector. This

program mirrors what your iPad or tablet screen looks like in realtime on a projector or SmartBoard through Airplay.
Day 5:(classroom: 3 computers and 3 iPads) Students will continue
to gather research information using iPads and the desktop
computers. Since we only have about a limited amount of resources,
the groups that still need to gather information will work with the
iPads and the desktop computers. The students that have
completed this part of the assignments will begin writing their first
draft with me. They will build a catchy introduction (using an
interesting fact about animal), a fact filled body using transitions
like, next , also, in addition to , since, etc. and a closing(using an
interesting fact about the animal and explaining why they liked
learining about it. This will take a 3-4 days..
QUIP Organinzer:
https://www.scholastic.com/teachers/article/collateral_resources/pdf
/29/0439929229_e028.pdf
Symbaloo: http://www.symbaloo.com/home/mix/13eOcMQ7fA and
http://www.symbaloo.com/mix/animalreporttools
Day: 6-8: Students will continue to write the first draft, have it
revised and type the final draft using Google Docs within days 7 and
8. The students that are not quit there yet, will still have time to
continue with the project, because they have 4 weeks to complete it
according to the New Albany/Flyod County Indiana School Pacing
Guide. Next, when they are ready to start their final draft, the
person who was the writer and scribed how they wanted the report
to be will use a copy of the draft and create the Blabberize page.
The other group member will locate the file in the student section
on the class page. Each group will open, copy, and change the file
name to create a new page in the file so it will be saved.
Class page: http://moniqueyvette22.weebly.com/room-19.html

Google Doc:

Day 9-13: (Computer Lab )The students will start creating their
Blabberize and Shadow puppet projects. Since we have limited
resources this part of the unit will take 3 extra days to complete. As
the students complete the projects they will be added to the Class
Weebly page. http://moniqueyvette22.weebly.com/room-19.html
Day 14: The projects will be graded by the 2014-15 writing rubric
and posted on the class webpage. They will also take a Postassessment on this unit as part of their final grade
Day 15: (Computer Lab) The students will see and visit our Weebly
page watch or listen to a different classmates presentation and
make a comment.
http://moniqueyvette22.weebly.com/room-19.html
Day 16: The QR codes will be created for the Blabberize reports and
placed on the display board outside the classroom. Once you have
made each project you have the option to share, save, and
embedded the code. For Webpages it is better to embed them
because they will show up and play. for the QR Code you have to use
the link and once you click on the link it will show the project.
https://www.the-qrcode-generator.com/
Post Assessment:
Suggestions: Google forms, Survey Monkey, Clickers, GradeCam,
etc.
What did you give as a post assessment? Link it here.

Post Assessment:
Kahoot: Post assessment:
https://play.kahoot.it/#/k/6627ce88-2e91-4a7e-9baf-53f83e819573
Writing rubric
https://dochub.com/moniqueporter/kRo6PO/writing-rubric-001
Include data you gained from your pre assessment. Link the results or insert
a screenshot.
Compare the results of the pre & post assessments.
Data:
Pre-assessment part 1
Pre-assessment part 2
Post- assessment
Explination:
This unit was very interesting to teach and watch as each day the students
became more involved and independent as they learned how to manipulate
and use the technology tools given to them. Base off the data that I
compared from the pre and post assessments, most of the students could
remember the majority of the key information need and that was taught to
excel in this unit. SInce this not the end of the unit the data is conduct
from the beginning of the unit and middle of the unit. After about 2 days of
having to use the desktop computers and finding the correct webpage and
sites to go to 17 out of 18 of the students knew exactly what to do and
where to go. 15 out of 20 ( of the students knew how to find the audio
reading icon on the National Geographic website so they can listen to the
the text being read. All of them except for one student remember the
internet safety guidelines and how we collaborate when working with
others.
By Day 5, I was able to let the students take the wheel and independently
work on their reports. What I found that was the most difficult thing for my
students to do did not have to deal with the use and the safety concerns of
being on the internet; it was being able to write a meaningful piece before
submitting the information to the Blabberize and Shadow Puppet.
The sample projects that you will find below are to me a rough draft of
their digital reports. I still beleive I need to continue to show them
examples of what good informational pieces look like and how they can
continue to make theirs better. In addition, I noticed some syntax errors
and incorrect usage of punctuation. Thus, The three things that I know that
I will continue to focus on is the conventions of and purpose of writing an
informational piece. All in all, I found that using technology to help students
gather information and create digital projects is a wonderful way to bring

life to what could be a very mundane assignment. The major part that I
want to stress to myself is the importance of building the writing
foundation before giving them the tools and letting them go. It was a
learning experience for the students how to troubleshoot technology goofs
and an eye opening one for me on the technological strengths my students
actually have.

Work Samples
Attach work samples or pictures to demonstrate student work. (Be careful
not to violate privacy laws or policies.)
QR Code: Group: 3 Toed Sloth

Shadow Puppet QR Code and YouTube Video link:

https://youtu.be/ptU9ZbNjEys
Blabberize:
http://blabberize.com/view/id/1272826

Sloth Blabberize QR Code

Final Draft:

Video of Lesson:
You will need to video THREE portions of your lesson. Hyperlink them on this
sheet. You do not need to video the entire lesson. A five to ten minute video
of the key events is recommended. Sound must work on your video and be
clear to understand. I will be looking to see that you are being innovative
when incorporating different types of technology (interactive websites,
document cameras, interactive SmartBoard Lessons, Ipads, assessment
tools, etc.) Screencasts can be used if you are trying to show a student
navigating certain sites or videos. You want to video your best use of
technology. You can upload your videos to YouTube and change the settings
to unlisted, which means no one will see the video unless they have the link.
Or you can upload your videos to IUs the box. They give you 50GB of
storage. (Or if you are KY Teacher, you can use your Microsoft OneDrive
account that is linked directly to your school webmail http://login.microsoftonline.com . They give you 1 TB of storage space and
similar to the Box or Dropbox.)
Be careful not to violate privacy laws or policies.

View screencast for help: http://youtu.be/dHeV8IiqVg8

Link to Video 1:
Explanation of technology use:
Writing 4 https://youtu.be/yhYVideos 1-4 are short so I placed all
impRKLc
together because it was the same
lesson but we kept running out of
space on the ipads. In this lesson I
writing
was using my Doceri app to
3:https://youtu.be/bnDzUuYDquc
navigate my desktop to show the
Writng 2:
students the Blendspace slides
https://youtu.be/OkAIfyumiDM
about internet safety and digital
citizenship. What you see is the
writing 1: https://youtu.be/2_w6Hsdiscussion about Faux Paw ( cartoon
At0U
character) and how she gets in
some trouble after talking to
someone she doesnt know on the
internet. The students were really
into the discussion about how to be
safe and what to do.
Link to Video 2:
Explanation of technology use:
https://youtu.be/z0iSr-yn6v4
In this video I am describing how the
students and I used Shadow Puppet
to create the second part of their
animal Report project. This was a
very user-friendly App on the iPad
and the students like adding
enhancements to their digital
stories. Although this one is not
finished, this group added a title and
an icon at the beginning, along with
background music.
Link to Video 3:
Explanation of technology use:
http://youtu.be/OdMwyxKK4QI
In this video I am display my
knowledge and use of the
smartboard to introduce the new
writing unit to the students. I utilize
my smartboard daily it s like second
nature to me. In the video I am
showing the students the website
and some of the tools that we will
vote on to use for this unit.